Comparative Analysis of Risk Factors Associated with Adolescent Suicide.
This is the brief as per tutor instructions…..
The main assignment task for this assessment is the preparation and submission of a 3000 word in-depth comparative analysis of childcare issues within a global setting. This is worth 70% of your final mark and is due for submission by the end of study week 12.
The project is to be a self-chosen, self-directed independent study of comparative childcare in which you present an original, reasoned and informed analysis of policies or practices based on examples of childcare arrangements in 2 or more international settings.
Although not due until the end of the module you should be thinking about this project early in the course. You should be exploring but, at the same time, narrowing your research interests.
The focus of this project both in terms of country comparisons and with respect to the chosen aspects of comparative childcare practices is limited only by your own study aspirations and access to material sources but you will need to get started on this from about week 5 onwards.
Is there an aspect of child or family policy that especially interests you? … a theme informing practice that you could happily explore? … have you been struck by something discovered in your research findings? … which aspects of international childcare interest you most?
Think of Assessment 2 as a means of indulging your real comparative childcare study interest. You are virtually unrestricted over the next 3 months to pursue any aspect of international childcare that fascinates you and there are few demands made by the module on your study time. This can therefore be a quality period in celebration of your BACYS final semester a window of opportunity in which you can research exactly what you want to research and study.
To start the ball rolling …and as a rule of thumb … the written project should include:
a? an introduction, outline plan and comparative framework
a? background information (to the topic and current research and issues)
a? reference to, discussion of, material content, methodology and findings
a? a mixture of description, critical evaluation and analysis
a? a set of reasoned conclusions + pointers to potential for further study, if appropriate
a? a wide-ranging, properly referenced bibliography
Marking of this assignment is based on a number of criteria including originality and purpose, structure and content, breadth and depth of topic coverage, authority and coherence, quality and strength of the comparative analysis.
Further info provided by the tutor…………
Based on issues raised during our individual tutorials below is a list of basic pointers to assist you in working towards assessment 2:
a? I would encourage you to re-read week 9 learning resources in CCC1. In this section we explored the issues and difficulties in undertaking comparative research and possible comparative frameworks. It is important that you reflect upon the issues and difficulties as these will help you explore your comparison in more detail. Obviously, a framework will also enable this process.
a? This assessment is referred to as a project. I have suggested you view this assessment as an essay with a very loose report structure embedded e.g. headings are acceptable and encouraged.
a? Please do not include a bibliography. This should have said include a list of references. Apologies for any confusion here.
a? Where possible you must adopt an integrated approach to your comparative discussion. Your marks will be affected if you are too descriptive.
a? I need to see that you have not only stated the differences and similarities as you undertake your comparison but that you have also explored the deeper meaning/rationale behind these. I hope that makes sense. Your framework can help you here as well as reflecting upon the reasons why there are differences between countries (information noted in CCC1 week 9).
a? Remember to treat the reader as they know very little about the subject area you are discussing therefore please do state the obvious if required. I canat read you mind only the words on the page.
a? Try to get the basics right e.g. structure, layout, paragraphing, sentence length etc as this will ensure the reader is able to engage with your writing and therefore is not searching for your point/meaning.
Reflecting upon the bullet points noted on your assessment guidelines:
a? Please view the first bullet point as requiring you to write an introduction in which you outline the content of your assessment briefly set the scene and state the comparative framework you have selected. No need to describe in detail the framework as this will waste too many words. You may feel it is appropriate to explain the reasons for the countries you have selected.
a? View the second bullet point as a very brief literature review where you are, in more detail setting the scene for the reader and giving them an overview of your selected topic. Imagine you are giving the reader a a?tastea of your subject area.
a? In the third bullet point there is mention of content, methodology and findings. This should be covered naturally as you undertake your comparative analysis so please donat feel you need individual headings for each of these aspects.
This essay is based on the work I provided for my first assessment as can be seen below. I chose two studies which looked at suicide rates in young people. These are the main studies for this essay and I am expected to build on the work below, adding depth and analysis….
By 2004, the annual number of adolescents who committed suicide had risen to 12,050. This figure accounted for 9.1% of all deaths in young people according to global figures published by the World Health Organisation (2005). This rising trend, particularly in the 15-19 age group placed suicide as the leading cause of death for males and the third most common cause of death for females. As a result of these figures, suicidal behaviour in adolescents became a major health concern in both developed and developing countries. This paper will review two studies designed to identify risk factors in adolescent suicide, the aim of both studies was to gain knowledge which would help implement new strategies to reduce the rising suicide figures. The first study a?Risk Factors for Suicide Attempts among Korean Adolescentsa by Hum Soo Kim and Hyan Sil Kim (2007) examined the incidence of suicide attempts and associated risk factors for both adolescent students and delinquents in Korea, whilst the second study a?Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealanda by Theresa Fleming, Sally Merry, Elisabeth Robinson, Simon Denny and Peter Watson (2007) examined both risk and protective factors amongst secondary students. For ease of reading, the first study will be referred to as the Fleming et al study and the second as the Kim study.
Both studies use a number of previous research articles to successfully justify gathering data from adolescents who report to have attempted suicide. There is an agreement that previous suicide attempts are predictive of future suicidal behaviours (Fleming et al, 2007: 214) however, in the limitation section of the Kim study there is a reference to an article published by Myers et al (1991) which states it would be inappropriate to generalize results from those who have attempted suicide to suicide ideators and adolescents who have actually committed suicide, as there may be qualitative differences in these groups. The Fleming et al study indirectly supports this theory when it quotes the work of Evans et al (2005) which states a?few young people who report to have tried to kill themselves may in fact have wished to die, and very few will go on to complete suicidea.
A cross sectional survey method was employed using an anonymous self-report questionnaire for both studies. This method produces easily obtainable data for analysis