Self-Harm amongst Adolescents aged 13-19 year olds within the United Kingdom
Methodology
The methodology part of this study discusses the research methods available for the study and what is applicable for it to use. This chapter presents how the research study was implemented and how it came up with its relevant findings. It presents the various procedures and strategies in identifying the sources for the needed information, in the desire of the author or researcher to know the relevant information regarding self-harm among adolescents in the United Kingdom. It also specifies the research design that was followed, the process of data gathering, and the data analysis method that would be used. In addition, this chapter will consist of a number of sections that will specify the use of a library-based research, which was deemed by the author of this dissertation to be the most applicable research method to be used.
Research Method
It can be taken note of that three kinds of research methods can be used in doing research studies. These three kinds of research methods are correlational, experimental, and descriptive research methods. In brief definition, the correlational research method is used for ethical and practical problems with experiments. Deducing causality from correlation is not impossible but very hard to do, thus, this mode of study is widely acceptable, cheap, and apparently ethical. However, there exist some “third variable” issues and measurement problems in the use of this type of method. As such, the correlational research method refers to research studies in which the purpose is to discover relationships between variables through using correlational statistics.
Another type of research method to use is the experimental method, which is the only method available to be used to establish cause-and-effect relationships. In understanding, this type of research method is the only method that can be used to explain the bases of behavior and mental processes. Subjects are split into two or more groups, where one group is called the experimental group and obtains the treatment that the researcher believes will cause the change, thus, termed as the independent variable. On the other hand, the other group is termed as the control group, where treatment or change is not expected. Both the experimental and control groups are compared on some variable that is presumed to reflect the effects of the treatment, change, or outcome, being formally referred to as the dependent variable.
Lastly, the third research method is the descriptive research method, which uses observations and surveys. This particular research method is cheap and quick, and suggests anticipated hypotheses. However, using this research method leads to difficult ruling out alternative explanations and especially inferring causations.
Thus, in order to obtain the relevant details and information needed for understanding self-harm among adolescents in the United Kingdom, this dissertation uses the descriptive research method, which would allow the researcher to identify and classify the elements or characteristics of the subject (Neville 2005), which can be done through qualitative and quantitative research methods. In particular, this dissertation utilizes a library-research method.
Research Design
As mentioned, this dissertation uses a library-research method as its research method, in its aim to obtain the relevant information and data regarding self-harm among adolescents in the United Kingdom. As such, it uses a descriptive approach through both qualitative and quantitative methods. The qualitative research method is more subjective in nature compared to quantitative research. It involves examining and reflecting on the less tangible aspects of a research subject, such as values, attitudes, and perceptions (Neville 2005). It also intends to find and build theories that would explain the relationship of one variable with another variable through qualitative elements. These qualitative elements do not have standard measures; rather they are behavior, attitudes, opinions, and beliefs. In addition, through the qualitative research method, verbal data is obtained through observations, interviews, and questionnaires, rather than scaled, calibrated measurements (Thomson 2007). In relation to the qualitative research method is the quantitative research method. Unlike the qualitative research method, the quantitative research method permits specification of dependent and independent variables and allows for longitudinal measures of subsequent performance of the research topic. The emphasis of quantitative research is on collecting and analyzing numerical data and concentrates on measuring the scale, range, and frequency of phenomena. Although this type of research is initially harder to design, it is usually highly detailed and structured, and results can be easily gathered and statistically presented (Neville 2005). In addition, quantitative research plainly and distinctively specifies both the independent and the dependent variables under investigation. It firmly follows the original set of research goals, arriving at more objective conclusions, testing hypothesis, determining the issues of causality, and eliminates or minimizes subjectivity of judgment (Kealey and Protheroe 1996). Finally, it provides achieving high levels of reliability of gathered data due to, namely, controlled observations, laboratory experiments, mass surveys, or other forms of research manipulations.
Both the qualitative and quantitative research methods can be used in library-based research. As reported, library-based research is similar to making a research paper, being a common academic activity designed to meet professional needs. Through a library-based research, both primary and secondary sources relevant to the chosen topic will be obtained (‘Assessment Items – Glossary’ 2008). In addition, library-based research involves an analysis of primary or secondary literature/data, and should be not confused with a term paper. It also requires the analysis and interpretation of data or information. Similar to a field or laboratory research, it requires a research question, it involves an in-depth review of published literature, and frequent communication with advisers (Greco 2008). Thus, such a research method will be used for this paper in order to obtain relevant data or information on the self-harm of adolescents in the United Kingdom.
Library-Based Research Method
In order to come up with the most suitable research approaches and strategies for the study, the library-based research method was utilized. As stated earlier, making a library-based research is similar to making a research paper, wherein a research question is required and the analysis and interpretation of both primary and secondary data can be used. As such, using the library-based research method is similar to using both the qualitative and quantitative research, under the descriptive research method, as discussed previously.
Typically, in order to start the library-based research, a particular topic of interest was chosen, and this topic is self-harm among adolescents aged 13 to 19 in the United Kingdom. As indicated, this topic was chosen in order to shed light and understanding of the topic and its prevalence in the society, particularly to the parents and the academic institutions involved. This was topic was also chosen in order to somehow help its prevention and to help come up with strategies for support, therapeutic interventions, and other initiatives that would help alleviate its negative effects to the youth and the society as a whole.
After determining the topic to be given emphasis in the paper, the useful and relevant data collection method or strategy had been taken note of, which is the library-based research method. This involves the analysis and the interpretation of both primary and secondary data, which is similar to using both the qualitative and quantitative research method simultaneously. However, all the data to be gathered and used for the accomplishment of this paper were only obtained through the University library database. The many sources of data and information used in this particular paper involves the contribution of journals, magazines, articles, books, and other relevant reading materials related to the subject or topic to be addressed. Such sources will only be obtained from University library sources and not from any other sources of literary works, such as the World Wide Web.
As stated earlier, the use of the library-based research method involves analysis and the interpretation of both the gathered primary and secondary data. As such, this paper also provided the analysis and the discussion part, and the conclusion and recommendation part of the paper. The analysis and the discussion part of the paper discuss the relation of the review of the related literature to the findings of the paper. It also involves determining the strengths and weaknesses of the used research method in relation to the different sources used and the findings of the paper. Moreover, analysis and interpretation of the data gathered from the library-based research will be done through data presentation, which can be done through showing tables and figures.
Rationale and Justification of a Library-Based Study
A library-based research method was utilized for the accomplishment of this paper in order to use information from the library as the primary basis of the paper. Through this research method, the author was able to collect, deduce, and cite different sorts of information in the paper. As both primary and secondary sources of data are being used, a number of justifications for the use of this particular research method are indicated:
1. Through a library-based research, the author is able to utilize the different library sources and library-based research materials, including books, magazines, journals, articles, and other reading materials.
2. Through a library-based research, the author is able to gather and sort out different reading materials in relation to the topic, thus, learning how to effectively and appropriately choose reading materials to be included for the paper.
3. Through a library-based research, the author is able to develop and use critical thinking skills as apart from only summarizing reading materials gathered. Rather, through using critical thinking skills, the author does not only summarize the reading materials gathered, but also able to understand them as he/she continues to accomplish the paper.
4. Gathering, compiling, and understanding the different reading materials also involves grasping the many scholarly opinions and views of different writers involved in the topic to be addressed. Thus, through the library-based research, the author builds a particular stand regarding the topic. He/she also produces and develops his/her personal views and contradictions regarding the topic, thus, becoming more enlightened and guided regarding the topic.
5. Through a library-based research, the author is able to develop and communicate his/her skills as a reader, researcher, critical thinker, and writer through assembling and coming up with a logically-organized and clearly-written paper, along with proper documentation (‘Writing a Research Paper’ 2004).
Strengths and Weaknesses of Library-Based Research
As emphasized earlier, the library-based research done in line with the accomplishment of this paper is through direct access to different sources of data in the University library. As such, both the strengths and weaknesses of using and utilizing a library-based research have been indicated.
Based on the justifications and the rationale of using the library-based research, it can be understood that a number of advantages can be presented. This can be reiterated in determining the many strengths involved in using the library-based research:
1. The primary strength of using a library-based research method is allowing the researcher or author to utilize the many library sources that can be found in the University library, such as books, magazines, articles, journals, and other reading materials. It offers vast volumes and numbers of references or sources.
2. Library-based research allows the author or researcher to effectively and appropriately gather and organize his/her reading materials in relation to the topic or subject to be addressed.
3. The library-based research method helps develop and improve critical thinking of the researcher or author through the different sources and arguments gathered and sorted.
4. The library-based research method allows the researcher or author of the paper to effectively understand the topic or subject addressed through the volumes of reading materials used.
5. The library-based research method saves the author or researcher time for engaging in research by accessing only one location and venue for obtaining the needed references.
6. This particular research method allows the author or researcher to utilize the collection in the library effectively, being highly organized and standardized (Ciolek 2005).
7. Library-based references are stable and trustworthy, allowing cross-reference easily and effectively (Ciolek 2005).
The strengths of using the library-based research method build on the confidence and skills of the author or researcher of the paper to accomplish the paper. However, aside from the strengths of using the library-based researcher method are its weaknesses. Such weaknesses must also be recognized in order to provide caution for the author or researcher regarding the use of the research method. The different determined weaknesses of the research method are as follows (Ciolek 2005):
1. Access to the University library is limited. The University library is only open on limited days and hours, thus, making data gathering and collection limited, compared to using more sources for data, such as the Internet.
2. The library offers vast numbers or sources, which further limits the time allotted for the author or researcher of the paper to access the most relevant and appropriate source.
3. Library sources are located in catalogues, which are usually placed separately from the actual sources, such as books and other reading materials and does not determine the availability of the reading materials in the shelves.
4. Some reading materials or sources are readily available in circulation, thus, making those reading materials readily available to all library users. This limits the access of the author or researcher for the references, especially if other users also need the particular source.
5. Some sources are in the form of paper, microfilms, and other objects, which cannot be taken out of the University library due to its fragility or the availability of the instruments to be used for it to be accessed. This weakens library-based research.
6. Using library-based sources involves slow extraction from sources as some sources include books, journals, old manuscripts, microfilms, and old manuscripts. This cannot easily be copied or reproduced for educational purposes.
7. Finding the needed information is complicated and slow, as not all sources or references can be found in one location only. Thus, gathering and collecting secondary data may take time.
8. Interaction of the library users is mainly with the University librarians and with the collection itself. Compared with using other sources, such as the Internet, using the University library only limits the interaction of the user, thus, limiting him or her to obtain needed information.
Based on the many weaknesses identified, it can be understood that despite the usefulness of the many sources available in the University library, a number of disadvantages can still be determined with solely relying on the different references or sources provided by library-based research method. Determining such weaknesses or disadvantages enables to author or researcher to properly and carefully locate sources and references available in the University library depending on its availability.
Use of Secondary Data to Investigate the Subject Area
As mentioned, the library-based research method involves the analysis and the interpretation of both the primary and secondary sources and references. As such, because the research method used is library-based, it means that the bulk of the research and the data collected are secondary research data, which can be obtained in books, journals, magazines, articles, and other reading materials. Although it can be perceived that obtaining such secondary data from different reading materials is relatively easy, this is not always the case. This is because a number of issues can be determined in relation to obtaining relevant data from such sources. Understanding and taking note of such issues primarily involves the many weaknesses of using and relying on library-based research identified previously. This involves the element of time, the vast number of sources, location, availability, forms, manner of extraction, and interaction with other individuals that can help the author or the researcher to obtain the relevant sources needed for the accomplishment of the paper. Given such weaknesses, it can be understood that using the library-based research method cannot always be highly useful for the author or researcher.
Another issue involved in the use of secondary data is the issues of access and degree of representation, particularly in relation to the extent of available literature to which the student has access. In some instances, the needed sources of references of the author or researcher may be in the form of old manuscripts or microfilms, which cannot be accessed outside the library premises. As such, this limits the time and the available sources of the author to accomplish the paper. In addition, in relation to the access of materials, some sources or references are readily available for other students or users of the University library, thus, somehow generating competition among the access and use of such needed references. Because the access of the books or other references involves a time element, some of the needed sources may not be available for a period of time.
Another issue in the use of secondary data is that it will not be acceptable to undertake library-based studies on subjects that are not represented in the libraries of the University. As such, students will only be exempted to use the inter-library loan facility. Using mainly the different sources or references that can be found in the University library is also dependent on the type of subject or topic to be addressed by a particular author or researcher in the accomplishment of his/her paper. In the University library, some references and sources may not have adequate number of sources to provide for the needs of the author or researcher of the paper. Thus, the main reliance of the user to the sources available in the library serves as one of the limitations of the library-based research method.
Lastly, the issue of the organization of the study in relation to the identification of key words/ terms, the data collection techniques, methods of data storage, the development of theoretical frameworks also serves as another issue of the use of secondary data. This is because due to the vast number of sources available for the user, it would be difficult for him/her to identify key words/items. Data collection techniques will also be a problem, as library sources take on various forms, thus, also making data storage problematic.
References
‘Assessment Items – Glossary’ 2008, E231 Schools in Context, viewed 22 April 2008, <http://tlcwebapps.murdoch.edu.au/outcomes/src/bg/as/bgas1.html>.
Ciolek, TM 2005, Notes on the Internet Based Research Techniques, Indonesian Studies Graduate Summer School, viewed 22 April 2008, <http://www.ciolek.com/PAPERS/online-research-techniques.html>.
Greco, L 2008, De Paul Liberal Arts and Sciences, viewed 22 April 2008, <http://gis.depaul.edu/envirsci/Administrative/students/thesis.html>.
Kealey D and Protheroe, D 1996, ‘The Effectiveness of Cross-Cultural Training for Expatriates: An Assessment of the literature on the issue’, International Journal of Intercultural Relations, vol. 20, no. 2, pp. 141-165.
Neville, C 2005, ‘Introduction to Research & Research Methods’, Effective Learning Service, Bradford University School of Management, pp. 1-45.
Thomson, R 2007, ‘Qualitative Research Study Design’, Training in Research in Reproductive Health/Sexual Health Geneva 2007, pp. 1-11.
‘Writing a Research Paper’ 2004, Penn Libraries, viewed 22 April 2008, <http://www.library.upenn.edu/courseware/coursetools/researchpaper.html>.
Credit:ivythesis.typepad.com
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