research method essay samples

Generate accurate APA citations for free

• Knowledge Base
• APA Style 7th edition
• How to write an APA methods section

How to Write an APA Methods Section | With Examples

Published on February 5, 2021 by Pritha Bhandari . Revised on June 22, 2023.

The methods section of an APA style paper is where you report in detail how you performed your study. Research papers in the social and natural sciences often follow APA style. This article focuses on reporting quantitative research methods .

In your APA methods section, you should report enough information to understand and replicate your study, including detailed information on the sample , measures, and procedures used.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Structuring an apa methods section.

Participants

Example of an APA methods section

Other interesting articles, frequently asked questions about writing an apa methods section.

The main heading of “Methods” should be centered, boldfaced, and capitalized. Subheadings within this section are left-aligned, boldfaced, and in title case. You can also add lower level headings within these subsections, as long as they follow APA heading styles .

To structure your methods section, you can use the subheadings of “Participants,” “Materials,” and “Procedures.” These headings are not mandatory—aim to organize your methods section using subheadings that make sense for your specific study.

Note that not all of these topics will necessarily be relevant for your study. For example, if you didn’t need to consider outlier removal or ways of assigning participants to different conditions, you don’t have to report these steps.

The APA also provides specific reporting guidelines for different types of research design. These tell you exactly what you need to report for longitudinal designs , replication studies, experimental designs , and so on. If your study uses a combination design, consult APA guidelines for mixed methods studies.

Detailed descriptions of procedures that don’t fit into your main text can be placed in supplemental materials (for example, the exact instructions and tasks given to participants, the full analytical strategy including software code, or additional figures and tables).

Prevent plagiarism. Run a free check.

Begin the methods section by reporting sample characteristics, sampling procedures, and the sample size.

Participant or subject characteristics

When discussing people who participate in research, descriptive terms like “participants,” “subjects” and “respondents” can be used. For non-human animal research, “subjects” is more appropriate.

Specify all relevant demographic characteristics of your participants. This may include their age, sex, ethnic or racial group, gender identity, education level, and socioeconomic status. Depending on your study topic, other characteristics like educational or immigration status or language preference may also be relevant.

Be sure to report these characteristics as precisely as possible. This helps the reader understand how far your results may be generalized to other people.

The APA guidelines emphasize writing about participants using bias-free language , so it’s necessary to use inclusive and appropriate terms.

Sampling procedures

Outline how the participants were selected and all inclusion and exclusion criteria applied. Appropriately identify the sampling procedure used. For example, you should only label a sample as random  if you had access to every member of the relevant population.

Of all the people invited to participate in your study, note the percentage that actually did (if you have this data). Additionally, report whether participants were self-selected, either by themselves or by their institutions (e.g., schools may submit student data for research purposes).

Identify any compensation (e.g., course credits or money) that was provided to participants, and mention any institutional review board approvals and ethical standards followed.

Sample size and power

Detail the sample size (per condition) and statistical power that you hoped to achieve, as well as any analyses you performed to determine these numbers.

It’s important to show that your study had enough statistical power to find effects if there were any to be found.

Additionally, state whether your final sample differed from the intended sample. Your interpretations of the study outcomes should be based only on your final sample rather than your intended sample.

Write up the tools and techniques that you used to measure relevant variables. Be as thorough as possible for a complete picture of your techniques.

Primary and secondary measures

Define the primary and secondary outcome measures that will help you answer your primary and secondary research questions.

Specify all instruments used in gathering these measurements and the construct that they measure. These instruments may include hardware, software, or tests, scales, and inventories.

• To cite hardware, indicate the model number and manufacturer.
• To cite common software (e.g., Qualtrics), state the full name along with the version number or the website URL .
• To cite tests, scales or inventories, reference its manual or the article it was published in. It’s also helpful to state the number of items and provide one or two example items.

Make sure to report the settings of (e.g., screen resolution) any specialized apparatus used.

For each instrument used, report measures of the following:

• Reliability : how consistently the method measures something, in terms of internal consistency or test-retest reliability.
• Validity : how precisely the method measures something, in terms of construct validity  or criterion validity .

Giving an example item or two for tests, questionnaires , and interviews is also helpful.

Describe any covariates—these are any additional variables that may explain or predict the outcomes.

Quality of measurements

Review all methods you used to assure the quality of your measurements.

These may include:

• training researchers to collect data reliably,
• using multiple people to assess (e.g., observe or code) the data,
• translation and back-translation of research materials,
• using pilot studies to test your materials on unrelated samples.

For data that’s subjectively coded (for example, classifying open-ended responses), report interrater reliability scores. This tells the reader how similarly each response was rated by multiple raters.

Report all of the procedures applied for administering the study, processing the data, and for planned data analyses.

Data collection methods and research design

Data collection methods refers to the general mode of the instruments: surveys, interviews, observations, focus groups, neuroimaging, cognitive tests, and so on. Summarize exactly how you collected the necessary data.

Describe all procedures you applied in administering surveys, tests, physical recordings, or imaging devices, with enough detail so that someone else can replicate your techniques. If your procedures are very complicated and require long descriptions (e.g., in neuroimaging studies), place these details in supplementary materials.

To report research design, note your overall framework for data collection and analysis. State whether you used an experimental, quasi-experimental, descriptive (observational), correlational, and/or longitudinal design. Also note whether a between-subjects or a within-subjects design was used.

For multi-group studies, report the following design and procedural details as well:

• how participants were assigned to different conditions (e.g., randomization),
• instructions given to the participants in each group,
• interventions for each group,
• the setting and length of each session(s).

Describe whether any masking was used to hide the condition assignment (e.g., placebo or medication condition) from participants or research administrators. Using masking in a multi-group study ensures internal validity by reducing research bias . Explain how this masking was applied and whether its effectiveness was assessed.

Participants were randomly assigned to a control or experimental condition. The survey was administered using Qualtrics (https://www.qualtrics.com). To begin, all participants were given the AAI and a demographics questionnaire to complete, followed by an unrelated filler task. In the control condition , participants completed a short general knowledge test immediately after the filler task. In the experimental condition, participants were asked to visualize themselves taking the test for 3 minutes before they actually did. For more details on the exact instructions and tasks given, see supplementary materials.

Data diagnostics

Outline all steps taken to scrutinize or process the data after collection.

This includes the following:

• Procedures for identifying and removing outliers
• Data transformations to normalize distributions
• Compensation strategies for overcoming missing values

To ensure high validity, you should provide enough detail for your reader to understand how and why you processed or transformed your raw data in these specific ways.

Analytic strategies

The methods section is also where you describe your statistical analysis procedures, but not their outcomes. Their outcomes are reported in the results section.

These procedures should be stated for all primary, secondary, and exploratory hypotheses. While primary and secondary hypotheses are based on a theoretical framework or past studies, exploratory hypotheses are guided by the data you’ve just collected.

This annotated example reports methods for a descriptive correlational survey on the relationship between religiosity and trust in science in the US. Hover over each part for explanation of what is included.

The sample included 879 adults aged between 18 and 28. More than half of the participants were women (56%), and all participants had completed at least 12 years of education. Ethics approval was obtained from the university board before recruitment began. Participants were recruited online through Amazon Mechanical Turk (MTurk; www.mturk.com). We selected for a geographically diverse sample within the Midwest of the US through an initial screening survey. Participants were paid USD $5 upon completion of the study.

A sample size of at least 783 was deemed necessary for detecting a correlation coefficient of ±.1, with a power level of 80% and a significance level of .05, using a sample size calculator (www.sample-size.net/correlation-sample-size/).

The primary outcome measures were the levels of religiosity and trust in science. Religiosity refers to involvement and belief in religious traditions, while trust in science represents confidence in scientists and scientific research outcomes. The secondary outcome measures were gender and parental education levels of participants and whether these characteristics predicted religiosity levels.

Religiosity

Religiosity was measured using the Centrality of Religiosity scale (Huber, 2003). The Likert scale is made up of 15 questions with five subscales of ideology, experience, intellect, public practice, and private practice. An example item is “How often do you experience situations in which you have the feeling that God or something divine intervenes in your life?” Participants were asked to indicate frequency of occurrence by selecting a response ranging from 1 (very often) to 5 (never). The internal consistency of the instrument is .83 (Huber & Huber, 2012).

Trust in Science

Trust in science was assessed using the General Trust in Science index (McCright, Dentzman, Charters & Dietz, 2013). Four Likert scale items were assessed on a scale from 1 (completely distrust) to 5 (completely trust). An example question asks “How much do you distrust or trust scientists to create knowledge that is unbiased and accurate?” Internal consistency was .8.

Potential participants were invited to participate in the survey online using Qualtrics (www.qualtrics.com). The survey consisted of multiple choice questions regarding demographic characteristics, the Centrality of Religiosity scale, an unrelated filler anagram task, and finally the General Trust in Science index. The filler task was included to avoid priming or demand characteristics, and an attention check was embedded within the religiosity scale. For full instructions and details of tasks, see supplementary materials.

For this correlational study , we assessed our primary hypothesis of a relationship between religiosity and trust in science using Pearson moment correlation coefficient. The statistical significance of the correlation coefficient was assessed using a t test. To test our secondary hypothesis of parental education levels and gender as predictors of religiosity, multiple linear regression analysis was used.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles

Methodology

• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias
• Social desirability bias

In your APA methods section , you should report detailed information on the participants, materials, and procedures used.

• Describe all relevant participant or subject characteristics, the sampling procedures used and the sample size and power .
• Define all primary and secondary measures and discuss the quality of measurements.
• Specify the data collection methods, the research design and data analysis strategy, including any steps taken to transform the data and statistical analyses.

You should report methods using the past tense , even if you haven’t completed your study at the time of writing. That’s because the methods section is intended to describe completed actions or research.

In a scientific paper, the methodology always comes after the introduction and before the results , discussion and conclusion . The same basic structure also applies to a thesis, dissertation , or research proposal .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bhandari, P. (2023, June 22). How to Write an APA Methods Section | With Examples. Scribbr. Retrieved April 16, 2024, from https://www.scribbr.com/apa-style/methods-section/

Is this article helpful?

Pritha Bhandari

Other students also liked, how to write an apa results section, apa format for academic papers and essays, apa headings and subheadings, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Get science-backed answers as you write with Paperpal's Research feature

What is Research Methodology? Definition, Types, and Examples

Research methodology 1,2 is a structured and scientific approach used to collect, analyze, and interpret quantitative or qualitative data to answer research questions or test hypotheses. A research methodology is like a plan for carrying out research and helps keep researchers on track by limiting the scope of the research. Several aspects must be considered before selecting an appropriate research methodology, such as research limitations and ethical concerns that may affect your research.

The research methodology section in a scientific paper describes the different methodological choices made, such as the data collection and analysis methods, and why these choices were selected. The reasons should explain why the methods chosen are the most appropriate to answer the research question. A good research methodology also helps ensure the reliability and validity of the research findings. There are three types of research methodology—quantitative, qualitative, and mixed-method, which can be chosen based on the research objectives.

What is research methodology ?

A research methodology describes the techniques and procedures used to identify and analyze information regarding a specific research topic. It is a process by which researchers design their study so that they can achieve their objectives using the selected research instruments. It includes all the important aspects of research, including research design, data collection methods, data analysis methods, and the overall framework within which the research is conducted. While these points can help you understand what is research methodology, you also need to know why it is important to pick the right methodology.

Why is research methodology important?

Having a good research methodology in place has the following advantages: 3

• Helps other researchers who may want to replicate your research; the explanations will be of benefit to them.
• You can easily answer any questions about your research if they arise at a later stage.
• A research methodology provides a framework and guidelines for researchers to clearly define research questions, hypotheses, and objectives.
• It helps researchers identify the most appropriate research design, sampling technique, and data collection and analysis methods.
• A sound research methodology helps researchers ensure that their findings are valid and reliable and free from biases and errors.
• It also helps ensure that ethical guidelines are followed while conducting research.
• A good research methodology helps researchers in planning their research efficiently, by ensuring optimum usage of their time and resources.

Writing the methods section of a research paper? Let Paperpal help you achieve perfection

Types of research methodology.

There are three types of research methodology based on the type of research and the data required. 1

• Quantitative research methodology focuses on measuring and testing numerical data. This approach is good for reaching a large number of people in a short amount of time. This type of research helps in testing the causal relationships between variables, making predictions, and generalizing results to wider populations.
• Qualitative research methodology examines the opinions, behaviors, and experiences of people. It collects and analyzes words and textual data. This research methodology requires fewer participants but is still more time consuming because the time spent per participant is quite large. This method is used in exploratory research where the research problem being investigated is not clearly defined.
• Mixed-method research methodology uses the characteristics of both quantitative and qualitative research methodologies in the same study. This method allows researchers to validate their findings, verify if the results observed using both methods are complementary, and explain any unexpected results obtained from one method by using the other method.

What are the types of sampling designs in research methodology?

Sampling 4 is an important part of a research methodology and involves selecting a representative sample of the population to conduct the study, making statistical inferences about them, and estimating the characteristics of the whole population based on these inferences. There are two types of sampling designs in research methodology—probability and nonprobability.

• Probability sampling

In this type of sampling design, a sample is chosen from a larger population using some form of random selection, that is, every member of the population has an equal chance of being selected. The different types of probability sampling are:

• Systematic —sample members are chosen at regular intervals. It requires selecting a starting point for the sample and sample size determination that can be repeated at regular intervals. This type of sampling method has a predefined range; hence, it is the least time consuming.
• Stratified —researchers divide the population into smaller groups that don’t overlap but represent the entire population. While sampling, these groups can be organized, and then a sample can be drawn from each group separately.
• Cluster —the population is divided into clusters based on demographic parameters like age, sex, location, etc.
• Convenience —selects participants who are most easily accessible to researchers due to geographical proximity, availability at a particular time, etc.
• Purposive —participants are selected at the researcher’s discretion. Researchers consider the purpose of the study and the understanding of the target audience.
• Snowball —already selected participants use their social networks to refer the researcher to other potential participants.
• Quota —while designing the study, the researchers decide how many people with which characteristics to include as participants. The characteristics help in choosing people most likely to provide insights into the subject.

What are data collection methods?

During research, data are collected using various methods depending on the research methodology being followed and the research methods being undertaken. Both qualitative and quantitative research have different data collection methods, as listed below.

Qualitative research 5

• One-on-one interviews: Helps the interviewers understand a respondent’s subjective opinion and experience pertaining to a specific topic or event
• Document study/literature review/record keeping: Researchers’ review of already existing written materials such as archives, annual reports, research articles, guidelines, policy documents, etc.
• Focus groups: Constructive discussions that usually include a small sample of about 6-10 people and a moderator, to understand the participants’ opinion on a given topic.
• Qualitative observation : Researchers collect data using their five senses (sight, smell, touch, taste, and hearing).

Quantitative research 6

• Sampling: The most common type is probability sampling.
• Interviews: Commonly telephonic or done in-person.
• Observations: Structured observations are most commonly used in quantitative research. In this method, researchers make observations about specific behaviors of individuals in a structured setting.
• Document review: Reviewing existing research or documents to collect evidence for supporting the research.
• Surveys and questionnaires. Surveys can be administered both online and offline depending on the requirement and sample size.

Let Paperpal help you write the perfect research methods section. Start now!

What are data analysis methods.

The data collected using the various methods for qualitative and quantitative research need to be analyzed to generate meaningful conclusions. These data analysis methods 7 also differ between quantitative and qualitative research.

Quantitative research involves a deductive method for data analysis where hypotheses are developed at the beginning of the research and precise measurement is required. The methods include statistical analysis applications to analyze numerical data and are grouped into two categories—descriptive and inferential.

Descriptive analysis is used to describe the basic features of different types of data to present it in a way that ensures the patterns become meaningful. The different types of descriptive analysis methods are:

• Measures of frequency (count, percent, frequency)
• Measures of central tendency (mean, median, mode)
• Measures of dispersion or variation (range, variance, standard deviation)
• Measure of position (percentile ranks, quartile ranks)

Inferential analysis is used to make predictions about a larger population based on the analysis of the data collected from a smaller population. This analysis is used to study the relationships between different variables. Some commonly used inferential data analysis methods are:

• Correlation: To understand the relationship between two or more variables.
• Cross-tabulation: Analyze the relationship between multiple variables.
• Regression analysis: Study the impact of independent variables on the dependent variable.
• Frequency tables: To understand the frequency of data.
• Analysis of variance: To test the degree to which two or more variables differ in an experiment.

Qualitative research involves an inductive method for data analysis where hypotheses are developed after data collection. The methods include:

• Content analysis: For analyzing documented information from text and images by determining the presence of certain words or concepts in texts.
• Narrative analysis: For analyzing content obtained from sources such as interviews, field observations, and surveys. The stories and opinions shared by people are used to answer research questions.
• Discourse analysis: For analyzing interactions with people considering the social context, that is, the lifestyle and environment, under which the interaction occurs.
• Grounded theory: Involves hypothesis creation by data collection and analysis to explain why a phenomenon occurred.
• Thematic analysis: To identify important themes or patterns in data and use these to address an issue.

How to choose a research methodology?

Here are some important factors to consider when choosing a research methodology: 8

• Research objectives, aims, and questions —these would help structure the research design.
• Review existing literature to identify any gaps in knowledge.
• Check the statistical requirements —if data-driven or statistical results are needed then quantitative research is the best. If the research questions can be answered based on people’s opinions and perceptions, then qualitative research is most suitable.
• Sample size —sample size can often determine the feasibility of a research methodology. For a large sample, less effort- and time-intensive methods are appropriate.
• Constraints —constraints of time, geography, and resources can help define the appropriate methodology.

Got writer’s block? Kickstart your research paper writing with Paperpal now!

How to write a research methodology .

A research methodology should include the following components: 3,9

• Research design —should be selected based on the research question and the data required. Common research designs include experimental, quasi-experimental, correlational, descriptive, and exploratory.
• Research method —this can be quantitative, qualitative, or mixed-method.
• Reason for selecting a specific methodology —explain why this methodology is the most suitable to answer your research problem.
• Research instruments —explain the research instruments you plan to use, mainly referring to the data collection methods such as interviews, surveys, etc. Here as well, a reason should be mentioned for selecting the particular instrument.
• Sampling —this involves selecting a representative subset of the population being studied.
• Data collection —involves gathering data using several data collection methods, such as surveys, interviews, etc.
• Data analysis —describe the data analysis methods you will use once you’ve collected the data.
• Research limitations —mention any limitations you foresee while conducting your research.
• Validity and reliability —validity helps identify the accuracy and truthfulness of the findings; reliability refers to the consistency and stability of the results over time and across different conditions.
• Ethical considerations —research should be conducted ethically. The considerations include obtaining consent from participants, maintaining confidentiality, and addressing conflicts of interest.

Streamline Your Research Paper Writing Process with Paperpal

The methods section is a critical part of the research papers, allowing researchers to use this to understand your findings and replicate your work when pursuing their own research. However, it is usually also the most difficult section to write. This is where Paperpal can help you overcome the writer’s block and create the first draft in minutes with Paperpal Copilot, its secure generative AI feature suite.  

With Paperpal you can get research advice, write and refine your work, rephrase and verify the writing, and ensure submission readiness, all in one place. Here’s how you can use Paperpal to develop the first draft of your methods section.  

• Generate an outline: Input some details about your research to instantly generate an outline for your methods section 
• Develop the section: Use the outline and suggested sentence templates to expand your ideas and develop the first draft.  
• P araph ras e and trim : Get clear, concise academic text with paraphrasing that conveys your work effectively and word reduction to fix redundancies. 
• Choose the right words: Enhance text by choosing contextual synonyms based on how the words have been used in previously published work.  
• Check and verify text : Make sure the generated text showcases your methods correctly, has all the right citations, and is original and authentic. .   

You can repeat this process to develop each section of your research manuscript, including the title, abstract and keywords. Ready to write your research papers faster, better, and without the stress? Sign up for Paperpal and start writing today!

Frequently Asked Questions

Q1. What are the key components of research methodology?

A1. A good research methodology has the following key components:

• Research design
• Data collection procedures
• Data analysis methods
• Ethical considerations

Q2. Why is ethical consideration important in research methodology?

A2. Ethical consideration is important in research methodology to ensure the readers of the reliability and validity of the study. Researchers must clearly mention the ethical norms and standards followed during the conduct of the research and also mention if the research has been cleared by any institutional board. The following 10 points are the important principles related to ethical considerations: 10

• Participants should not be subjected to harm.
• Respect for the dignity of participants should be prioritized.
• Full consent should be obtained from participants before the study.
• Participants’ privacy should be ensured.
• Confidentiality of the research data should be ensured.
• Anonymity of individuals and organizations participating in the research should be maintained.
• The aims and objectives of the research should not be exaggerated.
• Affiliations, sources of funding, and any possible conflicts of interest should be declared.
• Communication in relation to the research should be honest and transparent.
• Misleading information and biased representation of primary data findings should be avoided.

Q3. What is the difference between methodology and method?

A3. Research methodology is different from a research method, although both terms are often confused. Research methods are the tools used to gather data, while the research methodology provides a framework for how research is planned, conducted, and analyzed. The latter guides researchers in making decisions about the most appropriate methods for their research. Research methods refer to the specific techniques, procedures, and tools used by researchers to collect, analyze, and interpret data, for instance surveys, questionnaires, interviews, etc.

Research methodology is, thus, an integral part of a research study. It helps ensure that you stay on track to meet your research objectives and answer your research questions using the most appropriate data collection and analysis tools based on your research design.

Accelerate your research paper writing with Paperpal. Try for free now!

• Research methodologies. Pfeiffer Library website. Accessed August 15, 2023. https://library.tiffin.edu/researchmethodologies/whatareresearchmethodologies
• Types of research methodology. Eduvoice website. Accessed August 16, 2023. https://eduvoice.in/types-research-methodology/
• The basics of research methodology: A key to quality research. Voxco. Accessed August 16, 2023. https://www.voxco.com/blog/what-is-research-methodology/
• Sampling methods: Types with examples. QuestionPro website. Accessed August 16, 2023. https://www.questionpro.com/blog/types-of-sampling-for-social-research/
• What is qualitative research? Methods, types, approaches, examples. Researcher.Life blog. Accessed August 15, 2023. https://researcher.life/blog/article/what-is-qualitative-research-methods-types-examples/
• What is quantitative research? Definition, methods, types, and examples. Researcher.Life blog. Accessed August 15, 2023. https://researcher.life/blog/article/what-is-quantitative-research-types-and-examples/
• Data analysis in research: Types & methods. QuestionPro website. Accessed August 16, 2023. https://www.questionpro.com/blog/data-analysis-in-research/#Data_analysis_in_qualitative_research
• Factors to consider while choosing the right research methodology. PhD Monster website. Accessed August 17, 2023. https://www.phdmonster.com/factors-to-consider-while-choosing-the-right-research-methodology/
• What is research methodology? Research and writing guides. Accessed August 14, 2023. https://paperpile.com/g/what-is-research-methodology/
• Ethical considerations. Business research methodology website. Accessed August 17, 2023. https://research-methodology.net/research-methodology/ethical-considerations/

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

• Dangling Modifiers and How to Avoid Them in Your Writing 
• Webinar: How to Use Generative AI Tools Ethically in Your Academic Writing
• Research Outlines: How to Write An Introduction Section in Minutes with Paperpal Copilot
• How to Paraphrase Research Papers Effectively

Language and Grammar Rules for Academic Writing

Climatic vs. climactic: difference and examples, you may also like, what is academic writing: tips for students, what is hedging in academic writing  , how to use ai to enhance your college..., how to use paperpal to generate emails &..., ai in education: it’s time to change the..., is it ethical to use ai-generated abstracts without..., do plagiarism checkers detect ai content, word choice problems: how to use the right..., how to avoid plagiarism when using generative ai..., what are journal guidelines on using generative ai....

• Abnormal Psychology
• Assessment (IB)
• Biological Psychology
• Cognitive Psychology
• Criminology
• Developmental Psychology
• Extended Essay
• General Interest
• Health Psychology
• Human Relationships
• IB Psychology
• IB Psychology HL Extensions
• Internal Assessment (IB)
• Love and Marriage
• Post-Traumatic Stress Disorder
• Prejudice and Discrimination
• Qualitative Research Methods
• Research Methodology
• Revision and Exam Preparation
• Social and Cultural Psychology
• Studies and Theories
• Teaching Ideas

Exam Tips: How to write a research methods essay

Travis Dixon March 17, 2019 Research Methodology , Revision and Exam Preparation

• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to email a link to a friend (Opens in new window)

Updated Feb 2021

One of the most difficult of the five types of exam questions to write about in IB Psychology is research methods. Like most other essay questions, students tend to focus on studies and miss other important aspects of the essay. In this post, I offer my best tips for how to write an excellent essay on research methods.

What-How-Why

Our unit on Quantitative Methods is designed to help students answer these challenging questions.

These three simple questions are an excellent guideline for most of the IB Psych’ course. Research methods essays are no different. You want to show you:

• Know what the research methods are
• Understand  how  and  why they’re used

The following helps you figure out how to address these key questions. However, the structure and content of your answer will depend on the specific question you’re answering and the materials you’ve used in your course.

• Exam tips for writing about research methods and ethics
• Biological Research Methods Example Essay (ERQ)
• How to explain the use of a research method

Step 1: What?

The first thing to get right is the definition . It’s really important to have a clear, precise and accurate definition of the research method/s you’re writing about. This could be either in the introduction or in the first body paragraph of the essay (i.e. the central argument). After defining the method, the explanation of how and why should begin.

Step 2: How?

Every essay answer should have a central argument that shows knowledge and understanding of the topic in the question (watch this video for more essay advice). In the case of research methods questions, the central argument should be an explanation of how and why the particular method is used in that particular topic . This is a key part of the answer that many students miss.

For example, if you’re explaining the use of a true experiment the “how” would include the nature of the independent variables and perhaps common ways the dependent variable is measured. For instance, in true experiments on the brain the IV is commonly a factor hypothesized to affect brain activity like chemical messengers such as serotonin and the effects of the manipulation of this IV on the brain is measured using fMRI.

Tip:  A detailed central argument explaining how and why the method is used is the key to scoring top marks in the “knowledge and understanding” section of the essay rubric. Your explanation of the method would be identical in an SAQ and an essay.

Step 3: Why?

This is straightforward – give reasons why this method is useful. Weak answers will be generic, such as “true experiments are helpful because they can establish causal relationships.” Stronger answers will focus on specific details of the field of psychology in question. For instance, an essay on true experiments might focus on animal experimentation and the benefits of manipulating brain activity in rodents and animals in ways that couldn’t be done in humans but provide valuable additional information alongside human quasi experiments and correlational studies.

Scroll on for more exam tips.

DOWNLOAD Example Research Methods Essay

Common Error: What is a “method”?

One of the biggest mistakes a student can make in a research method essay is writing about a method that actually isn’t a “ research method .” For example, if a student wrote about animal studies, twin studies, or brain imaging technology as a research method they would score very low marks because these are not research methods (according to the IB).

To quote the official IB FAQs document, “…the different research methods for the study of psychology at this level: case studies, naturalistic observations, interviews, experiments, field experiments, quasi-experiments, natural experiments, correlations studies.” Therefore, make sure the method/s you are writing about is from this list.

Tip:  Prepare to write about true experiments and/or correlational studies for Paper 1 and 2. These are used in every topic and it simplifies the preparation for this tricky question. Our IB Psychology Revision Textbook follows this approach.

Research Methods from the IB Guide

This screen shot of the online IB Psychology guide shows the list of “research methods” that you have to choose from.

Link to the topic!

A common weakness in research methods essays is they do not fully address the question by explaining the use of the method in relation to the approach or the topic in the question. A good way to check if the answer has applied the explanation to the topic is to read the explanation and see if it could also be true of any topic in IB Psychology. If it’s generic enough so it could be used across multiple topics, then the application needs to be clearer. Another even easier way to check is to see if the topic or approach is even mentioned at all in the explanation!

Explain studies, don’t just describe them!

Examiner’s reports always complain that “there’s too much description in essays”. This is actually the wrong complaint. A lot of description is great, but  it needs to be matched with explanation . So the real critique should be “there’s not enough explanation in essays.”

So how do you go beyond describing so you’re explaining a study? The key is in the final 1-3 sentences after the results when you make it clear what the results show about the question, i.e. what conclusions are we drawing from those results?

In research methods essays, however, it’s a little different. Many students make the mistake of explaining what the results show about behaviour , whereas in research methods essays you need to explain how the study shows the use of the method . For example, if using a study that’s a true experiment you explain how the manipulation of the IV in a controlled environment enabled causal conclusions to be drawn, or why it was useful in a correlational study to show the strength of a relationship between the two variables in the study, etc.

Remember : In ThemEd’s three levels of learning, describing means to summarize individual things and explaining means to show how they’re related. In this type of essay, this means explaining how the procedures of a research method are applied in a particular topic (see the example essay for a demonstration of this being done).

Evaluate the method, not the studies

To show critical thinking in a research methods essay, it’s important you can explain strengths and limitations of the research method you are writing about. So when you’re evaluating the studies, it’s not a good idea to explain the limitations of the study (e.g. lacking generalizability) without focusing on how the methods are limited in some way.

For example, if I was writing about Loftus and Palmer’s car crash study to show the use of a true experiment to study cognitive processes, it would not be that relevant to the question to explain a limitation of the study based on the characteristics of the participants (e.g. they had limited driving experience) because this isn’t really linked to the true experimental method. A far better evaluative point to make is to explain that maybe these results in a controlled environment might not be reflective of what happens in real life, possibly due to the fact that in this scenario there were no consequences for a wrong answer and the level of emotion is much lower than when witnessing real crimes. These are better points to make because they are focused on a key aspect of the true experiment – the controlled environment.

When explaining limitations of correlational studies, don’t just say “correlational doesn’t mean causation” but actually provide examples. For example, how could the relationship work in both directions, or what are some other factors that might explain the relationship? For example, if I was critiquing the use of correlational studies to study personal relationships, I might say that correlational studies (e.g. Gottman and Levenson) that show a correlational between marital satisfaction and communication could be explained in either direction (what we call bidirectional ambiguity): it could be that poor communication is leading to decreased marital satisfaction (being unhappy in a marriage), or that being unhappy in the marriage is causing more poor communication.

Tip:  Go beyond one sentence explanations of limitations like “ecological validity.” This post explains exactly how to explain limitations of ecological in detail.

Often a third variable can explain the connection between two variables in a correlational study, like in this example of crime and ice-cream. Explaining possible links like this is an excellent way of highlighting the limitations in correlational studies.

Study one method in depth

My advice to students is to prep true experiments and correlational studies, but for every topic they should choose one of these to prep in depth. This is because there is a good chance you might be asked to write an essay about just one method. For example, if the question was “Evaluate the use of one method to study emotion and cognition.” If you revised two or more methods for this topic, then that would have been a wasted effort. By preparing to write about one in-depth (and perhaps having a second with just one study as an example), you are best-prepared to write an excellent essay.

This post about why depth is better than breadth in IB Psychology might help clarify this point.

Tip:  Use one method to critique the other. This is another reason why I like true experiments and correlational studies – their strengths and limitations can be used to evaluate one-anothers.

Discuss vs evaluate – what’s the difference?

There is none. While some teachers will argue that these command terms require different content, I argue (and can demonstrate) that this is simply not the case, especially when it comes to research methods. You can read more about this on this blog post. 

One method or two?

A common question is “do quasi and true experiments count as one method or two?” The truth is no-one yet knows how the IB is going to mark this in the exams. It appears from the IB materials that they are considered two (see quote and image above). However, this is another reason why prepping correlational studies and true experiments is a good idea because they are clearly two separate methods.

Example Essay

You can read an example essay that (I hope) follows the advice given in this blog pots. This essay has been taken from the resources in the  Quantitative Methods Teacher Support Pack.   Even if you’re not teaching using our textbooks, this TSP would still be useful.

Note to students: This has been submitted to turnitin and will be known by your teachers, so it would be very unwise to try to submit this as your own work.

Example Questions

You might be asked about research methods in relation to any of the  topics   in the IB Psychology curriculum. For example, you might be asked to evaluate the use of one research method used in the study of the brain and behaviour. However, you would not be asked to discuss the method used to study neuroplasticity, since this is a sub-content point related to the broader topic. It’s possible that the question might be linked to the approach as well.

Remember that essay questions will be either discuss, evaluate, to what extent or contrast. It is unlikely that the “to what extent” command term will be used for a research methods essay (but not impossible) and it’s also unlikely that “contrast” will be used as well because it is more likely you’ll be asked to write about “one or more” methods. So here are some example essay questions:

• Evaluate the use of one research method used to study cognitive processes. 
• Discuss how and why one research method is used to study cultural origins of behaviour. 
• Discuss the use of one or more research methods used to study genes and behaviour.
• Evaluate the use of one or more research methods used in the biological approach to understanding human behaviour.
• Evaluate the use of one or more research methods used to study etiologies of psychological disorders. 
• Discuss the use of one research method used to study personal relationships. 

Check the IB Guide or your textbooks for a list of the topics in the course.

Good luck and I hope this post was helpful. Remember to check out our store to find the latest revision materials and resources.

Was this helpful? Feel free to leave questions and comments.

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.

Research Methodology Example

Detailed Walkthrough + Free Methodology Chapter Template

If you’re working on a dissertation or thesis and are looking for an example of a research methodology chapter , you’ve come to the right place.

In this video, we walk you through a research methodology from a dissertation that earned full distinction , step by step. We start off by discussing the core components of a research methodology by unpacking our free methodology chapter template . We then progress to the sample research methodology to show how these concepts are applied in an actual dissertation, thesis or research project.

If you’re currently working on your research methodology chapter, you may also find the following resources useful:

• Research methodology 101 : an introductory video discussing what a methodology is and the role it plays within a dissertation
• Research design 101 : an overview of the most common research designs for both qualitative and quantitative studies
• Variables 101 : an introductory video covering the different types of variables that exist within research.
• Sampling 101 : an overview of the main sampling methods
• Methodology tips : a video discussion covering various tips to help you write a high-quality methodology chapter
• Private coaching : Get hands-on help with your research methodology

FAQ: Research Methodology Example

Research methodology example: frequently asked questions, is the sample research methodology real.

Yes. The chapter example is an extract from a Master’s-level dissertation for an MBA program. A few minor edits have been made to protect the privacy of the sponsoring organisation, but these have no material impact on the research methodology.

Can I replicate this methodology for my dissertation?

As we discuss in the video, every research methodology will be different, depending on the research aims, objectives and research questions. Therefore, you’ll need to tailor your literature review to suit your specific context.

You can learn more about the basics of writing a research methodology chapter here .

Where can I find more examples of research methodologies?

The best place to find more examples of methodology chapters would be within dissertation/thesis databases. These databases include dissertations, theses and research projects that have successfully passed the assessment criteria for the respective university, meaning that you have at least some sort of quality assurance.

The Open Access Thesis Database (OATD) is a good starting point.

How do I get the research methodology chapter template?

You can access our free methodology chapter template here .

Is the methodology template really free?

Yes. There is no cost for the template and you are free to use it as you wish.

You Might Also Like:

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

Here's What You Need to Understand About Research Methodology

Table of Contents

Research methodology involves a systematic and well-structured approach to conducting scholarly or scientific inquiries. Knowing the significance of research methodology and its different components is crucial as it serves as the basis for any study.

Typically, your research topic will start as a broad idea you want to investigate more thoroughly. Once you’ve identified a research problem and created research questions , you must choose the appropriate methodology and frameworks to address those questions effectively.

What is the definition of a research methodology?

Research methodology is the process or the way you intend to execute your study. The methodology section of a research paper outlines how you plan to conduct your study. It covers various steps such as collecting data, statistical analysis, observing participants, and other procedures involved in the research process

The methods section should give a description of the process that will convert your idea into a study. Additionally, the outcomes of your process must provide valid and reliable results resonant with the aims and objectives of your research. This thumb rule holds complete validity, no matter whether your paper has inclinations for qualitative or quantitative usage.

Studying research methods used in related studies can provide helpful insights and direction for your own research. Now easily discover papers related to your topic on SciSpace and utilize our AI research assistant, Copilot , to quickly review the methodologies applied in different papers.

The need for a good research methodology

While deciding on your approach towards your research, the reason or factors you weighed in choosing a particular problem and formulating a research topic need to be validated and explained. A research methodology helps you do exactly that. Moreover, a good research methodology lets you build your argument to validate your research work performed through various data collection methods, analytical methods, and other essential points.

Just imagine it as a strategy documented to provide an overview of what you intend to do.

While undertaking any research writing or performing the research itself, you may get drifted in not something of much importance. In such a case, a research methodology helps you to get back to your outlined work methodology.

A research methodology helps in keeping you accountable for your work. Additionally, it can help you evaluate whether your work is in sync with your original aims and objectives or not. Besides, a good research methodology enables you to navigate your research process smoothly and swiftly while providing effective planning to achieve your desired results.

What is the basic structure of a research methodology?

Usually, you must ensure to include the following stated aspects while deciding over the basic structure of your research methodology:

1. Your research procedure

Explain what research methods you’re going to use. Whether you intend to proceed with quantitative or qualitative, or a composite of both approaches, you need to state that explicitly. The option among the three depends on your research’s aim, objectives, and scope.

2. Provide the rationality behind your chosen approach

Based on logic and reason, let your readers know why you have chosen said research methodologies. Additionally, you have to build strong arguments supporting why your chosen research method is the best way to achieve the desired outcome.

3. Explain your mechanism

The mechanism encompasses the research methods or instruments you will use to develop your research methodology. It usually refers to your data collection methods. You can use interviews, surveys, physical questionnaires, etc., of the many available mechanisms as research methodology instruments. The data collection method is determined by the type of research and whether the data is quantitative data(includes numerical data) or qualitative data (perception, morale, etc.) Moreover, you need to put logical reasoning behind choosing a particular instrument.

4. Significance of outcomes

The results will be available once you have finished experimenting. However, you should also explain how you plan to use the data to interpret the findings. This section also aids in understanding the problem from within, breaking it down into pieces, and viewing the research problem from various perspectives.

5. Reader’s advice

Anything that you feel must be explained to spread more awareness among readers and focus groups must be included and described in detail. You should not just specify your research methodology on the assumption that a reader is aware of the topic.  

All the relevant information that explains and simplifies your research paper must be included in the methodology section. If you are conducting your research in a non-traditional manner, give a logical justification and list its benefits.

6. Explain your sample space

Include information about the sample and sample space in the methodology section. The term "sample" refers to a smaller set of data that a researcher selects or chooses from a larger group of people or focus groups using a predetermined selection method. Let your readers know how you are going to distinguish between relevant and non-relevant samples. How you figured out those exact numbers to back your research methodology, i.e. the sample spacing of instruments, must be discussed thoroughly.

For example, if you are going to conduct a survey or interview, then by what procedure will you select the interviewees (or sample size in case of surveys), and how exactly will the interview or survey be conducted.

7. Challenges and limitations

This part, which is frequently assumed to be unnecessary, is actually very important. The challenges and limitations that your chosen strategy inherently possesses must be specified while you are conducting different types of research.

The importance of a good research methodology

You must have observed that all research papers, dissertations, or theses carry a chapter entirely dedicated to research methodology. This section helps maintain your credibility as a better interpreter of results rather than a manipulator.

A good research methodology always explains the procedure, data collection methods and techniques, aim, and scope of the research. In a research study, it leads to a well-organized, rationality-based approach, while the paper lacking it is often observed as messy or disorganized.

You should pay special attention to validating your chosen way towards the research methodology. This becomes extremely important in case you select an unconventional or a distinct method of execution.

Curating and developing a strong, effective research methodology can assist you in addressing a variety of situations, such as:

• When someone tries to duplicate or expand upon your research after few years.
• If a contradiction or conflict of facts occurs at a later time. This gives you the security you need to deal with these contradictions while still being able to defend your approach.
• Gaining a tactical approach in getting your research completed in time. Just ensure you are using the right approach while drafting your research methodology, and it can help you achieve your desired outcomes. Additionally, it provides a better explanation and understanding of the research question itself.
• Documenting the results so that the final outcome of the research stays as you intended it to be while starting.

Instruments you could use while writing a good research methodology

As a researcher, you must choose which tools or data collection methods that fit best in terms of the relevance of your research. This decision has to be wise.

There exists many research equipments or tools that you can use to carry out your research process. These are classified as:

a. Interviews (One-on-One or a Group)

An interview aimed to get your desired research outcomes can be undertaken in many different ways. For example, you can design your interview as structured, semi-structured, or unstructured. What sets them apart is the degree of formality in the questions. On the other hand, in a group interview, your aim should be to collect more opinions and group perceptions from the focus groups on a certain topic rather than looking out for some formal answers.

In surveys, you are in better control if you specifically draft the questions you seek the response for. For example, you may choose to include free-style questions that can be answered descriptively, or you may provide a multiple-choice type response for questions. Besides, you can also opt to choose both ways, deciding what suits your research process and purpose better.

c. Sample Groups

Similar to the group interviews, here, you can select a group of individuals and assign them a topic to discuss or freely express their opinions over that. You can simultaneously note down the answers and later draft them appropriately, deciding on the relevance of every response.

d. Observations

If your research domain is humanities or sociology, observations are the best-proven method to draw your research methodology. Of course, you can always include studying the spontaneous response of the participants towards a situation or conducting the same but in a more structured manner. A structured observation means putting the participants in a situation at a previously decided time and then studying their responses.

Of all the tools described above, it is you who should wisely choose the instruments and decide what’s the best fit for your research. You must not restrict yourself from multiple methods or a combination of a few instruments if appropriate in drafting a good research methodology.

Types of research methodology

A research methodology exists in various forms. Depending upon their approach, whether centered around words, numbers, or both, methodologies are distinguished as qualitative, quantitative, or an amalgamation of both.

1. Qualitative research methodology

When a research methodology primarily focuses on words and textual data, then it is generally referred to as qualitative research methodology. This type is usually preferred among researchers when the aim and scope of the research are mainly theoretical and explanatory.

The instruments used are observations, interviews, and sample groups. You can use this methodology if you are trying to study human behavior or response in some situations. Generally, qualitative research methodology is widely used in sociology, psychology, and other related domains.

2. Quantitative research methodology

If your research is majorly centered on data, figures, and stats, then analyzing these numerical data is often referred to as quantitative research methodology. You can use quantitative research methodology if your research requires you to validate or justify the obtained results.

In quantitative methods, surveys, tests, experiments, and evaluations of current databases can be advantageously used as instruments If your research involves testing some hypothesis, then use this methodology.

3. Amalgam methodology

As the name suggests, the amalgam methodology uses both quantitative and qualitative approaches. This methodology is used when a part of the research requires you to verify the facts and figures, whereas the other part demands you to discover the theoretical and explanatory nature of the research question.

The instruments for the amalgam methodology require you to conduct interviews and surveys, including tests and experiments. The outcome of this methodology can be insightful and valuable as it provides precise test results in line with theoretical explanations and reasoning.

The amalgam method, makes your work both factual and rational at the same time.

Final words: How to decide which is the best research methodology?

If you have kept your sincerity and awareness intact with the aims and scope of research well enough, you must have got an idea of which research methodology suits your work best.

Before deciding which research methodology answers your research question, you must invest significant time in reading and doing your homework for that. Taking references that yield relevant results should be your first approach to establishing a research methodology.

Moreover, you should never refrain from exploring other options. Before setting your work in stone, you must try all the available options as it explains why the choice of research methodology that you finally make is more appropriate than the other available options.

You should always go for a quantitative research methodology if your research requires gathering large amounts of data, figures, and statistics. This research methodology will provide you with results if your research paper involves the validation of some hypothesis.

Whereas, if  you are looking for more explanations, reasons, opinions, and public perceptions around a theory, you must use qualitative research methodology.The choice of an appropriate research methodology ultimately depends on what you want to achieve through your research.

Frequently Asked Questions (FAQs) about Research Methodology

1. how to write a research methodology.

You can always provide a separate section for research methodology where you should specify details about the methods and instruments used during the research, discussions on result analysis, including insights into the background information, and conveying the research limitations.

2. What are the types of research methodology?

There generally exists four types of research methodology i.e.

• Observation
• Experimental
• Derivational

3. What is the true meaning of research methodology?

The set of techniques or procedures followed to discover and analyze the information gathered to validate or justify a research outcome is generally called Research Methodology.

4. Where lies the importance of research methodology?

Your research methodology directly reflects the validity of your research outcomes and how well-informed your research work is. Moreover, it can help future researchers cite or refer to your research if they plan to use a similar research methodology.

You might also like

Consensus GPT vs. SciSpace GPT: Choose the Best GPT for Research

Literature Review and Theoretical Framework: Understanding the Differences

Using AI for research: A beginner’s guide

• Privacy Policy

Buy Me a Coffee

Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

How to Cite Research Paper – All Formats and...

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Paper Format – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

ReviseSociology

A level sociology revision – education, families, research methods, crime and deviance and more!

Research Methods Essays – How to Write Them

Last Updated on April 17, 2017 by

Essay planning and writing for the AS and A Level sociology exams – hints and tips

The research methods section of the AS sociology 7191 (2) exam (research methods and topics in sociology) consists of one short answer question (out of 4 marks) and one essay question (out of 16 marks).

You should aim to spend approximately 20-25 minutes answering this essay question

This longer methods question will nearly always ask you to evaluate either the strengths or limitations of a particular method, for example ‘Evaluate the strengths of using social surveys in Social Research’.

This means that you will need to evaluate either the strengths or the limitations of the particular method as directed in the question.

You should always use the following structure whether talking about strengths or limitations of the method. Remember that you will need to emphasis the relevant sections depending on whether you are asked to evaluate strengths or limitations.

Define the method

Explain why Positivists like or dislike the method

Explain why Interpretivists like or dislike the method

Validity – explain why the method has good or bad validity

Reliability – explain why the method has good or bad reliability

Representativeness – explain how easy it is to get a large, representative sample

Practical factors – explain what practical strengths or limitations the method has

Ethical issues – explain any ethical problems associated with the method, or talk about the ethical strengths as appropriate

Say what kind of topics this method is useful for researching and why

Say when you wouldn’t use this method and why

Compare the relative strengths and weaknesses of different types of the method.

It is good practice to use examples of actual examples of research studies that have used the method under examination, preferably woven into the body of the essay.

It is also good practice to distinguish between different ways of doing the method throughout, as you are asked to do in number 11.

You can remember the above 11 point plan by memorizing the handy acronym DPIVRRPETTC

If you like this sort of thing, then you might like to purchase more of the same…

Related Posts 

Methods in Context Essay Template

Assessment Objectives and Key Skills in A Level Sociology – for an explanation of what ‘evaluation’ means

AQA Assessment Resources – AS paper 2 has an example of a pure research methods question.  

Share this:

• Share on Tumblr

One thought on “Research Methods Essays – How to Write Them”

• Pingback: AS and First Year A Level Sociology – Whole Course Overview | ReviseSociology

Leave a Reply Cancel reply

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Discover more from ReviseSociology

Subscribe now to keep reading and get access to the full archive.

Continue reading

• Locations and Hours
• UCLA Library
• Research Guides
• Research Tips and Tools

Advanced Research Methods

Writing the research paper.

• What Is Research?
• Library Research
• Writing a Research Proposal

Before Writing the Paper

Methods, thesis, and hypothesis, clarity, precision, and academic expression, format your paper, typical problems, a few suggestions, avoid plagiarism.

• Presenting the Research Paper
• Try to find a subject that really interests you.
• While you explore the topic, narrow or broaden your target and focus on something that gives the most promising results.
• Don't choose a huge subject if you have to write a 3 page long paper, and broaden your topic sufficiently if you have to submit at least 25 pages.
• Consult your class instructor (and your classmates) about the topic.
• Find primary and secondary sources in the library.
• Read and critically analyse them.
• Take notes.
• Compile surveys, collect data, gather materials for quantitative analysis (if these are good methods to investigate the topic more deeply).
• Come up with new ideas about the topic. Try to formulate your ideas in a few sentences.
• Review your notes and other materials and enrich the outline.
• Try to estimate how long the individual parts will be.
• Do others understand what you want to say?
• Do they accept it as new knowledge or relevant and important for a paper?
• Do they agree that your thoughts will result in a successful paper?
• Qualitative: gives answers on questions (how, why, when, who, what, etc.) by investigating an issue
• Quantitative:requires data and the analysis of data as well
• the essence, the point of the research paper in one or two sentences.
• a statement that can be proved or disproved.
• Be specific.
• Avoid ambiguity.
• Use predominantly the active voice, not the passive.
• Deal with one issue in one paragraph.
• Be accurate.
• Double-check your data, references, citations and statements.

Academic Expression

• Don't use familiar style or colloquial/slang expressions.
• Write in full sentences.
• Check the meaning of the words if you don't know exactly what they mean.
• Avoid metaphors.
• Almost the rough content of every paragraph.
• The order of the various topics in your paper.
• On the basis of the outline, start writing a part by planning the content, and then write it down.
• Put a visible mark (which you will later delete) where you need to quote a source, and write in the citation when you finish writing that part or a bigger part.
• Does the text make sense?
• Could you explain what you wanted?
• Did you write good sentences?
• Is there something missing?
• Check the spelling.
• Complete the citations, bring them in standard format.

Use the guidelines that your instructor requires (MLA, Chicago, APA, Turabian, etc.).

• Adjust margins, spacing, paragraph indentation, place of page numbers, etc.
• Standardize the bibliography or footnotes according to the guidelines.

• EndNote and EndNote Basic by UCLA Library Last Updated Mar 18, 2024 903 views this year
• Zotero by UCLA Library Last Updated Jan 18, 2023 602 views this year

(Based on English Composition 2 from Illinois Valley Community College):

• Weak organization
• Poor support and development of ideas
• Weak use of secondary sources
• Excessive errors
• Stylistic weakness

When collecting materials, selecting research topic, and writing the paper:

• Be systematic and organized (e.g. keep your bibliography neat and organized; write your notes in a neat way, so that you can find them later on.
• Use your critical thinking ability when you read.
• Write down your thoughts (so that you can reconstruct them later).
• Stop when you have a really good idea and think about whether you could enlarge it to a whole research paper. If yes, take much longer notes.
• When you write down a quotation or summarize somebody else's thoughts in your notes or in the paper, cite the source (i.e. write down the author, title, publication place, year, page number).
• If you quote or summarize a thought from the internet, cite the internet source.
• Write an outline that is detailed enough to remind you about the content.
• Read your paper for yourself or, preferably, somebody else. 
• When you finish writing, check the spelling;
• Use the citation form (MLA, Chicago, or other) that your instructor requires and use it everywhere.

Plagiarism : somebody else's words or ideas presented without citation by an author

• Cite your source every time when you quote a part of somebody's work.
• Cite your source  every time when you summarize a thought from somebody's work.
• Cite your source  every time when you use a source (quote or summarize) from the Internet.

Consult the Citing Sources research guide for further details.

• << Previous: Writing a Research Proposal
• Next: Presenting the Research Paper >>
• Last Updated: Jan 4, 2024 12:24 PM
• URL: https://guides.library.ucla.edu/research-methods

Popular searches

• How to Get Participants For Your Study
• How to Do Segmentation?
• Conjoint Preference Share Simulator
• MaxDiff Analysis
• Likert Scales
• Reliability & Validity

Request consultation

Do you need support in running a pricing or product study? We can help you with agile consumer research and conjoint analysis.

Looking for an online survey platform?

Conjointly offers a great survey tool with multiple question types, randomisation blocks, and multilingual support. The Basic tier is always free.

Research Methods Knowledge Base

• Navigating the Knowledge Base
• Foundations
• Measurement
• Research Design
• Key Elements

Sample Paper

• Table of Contents

Fully-functional online survey tool with various question types, logic, randomisation, and reporting for unlimited number of surveys.

Completely free for academics and students .

This paper should be used only as an example of a research paper write-up. Horizontal rules signify the top and bottom edges of pages. For sample references which are not included with this paper, you should consult the Publication Manual of the American Psychological Association, 4th Edition .

This paper is provided only to give you an idea of what a research paper might look like. You are not allowed to copy any of the text of this paper in writing your own report.

Because word processor copies of papers don’t translate well into web pages, you should note that an actual paper should be formatted according to the formatting rules for your context. Note especially that there are three formatting rules you will see in this sample paper which you should NOT follow. First, except for the title page, the running header should appear in the upper right corner of every page with the page number below it. Second, paragraphs and text should be double spaced and the start of each paragraph should be indented. Third, horizontal lines are used to indicate a mandatory page break and should not be used in your paper.

The Effects of a Supported Employment Program on Psychosocial Indicators for Persons with Severe Mental Illness William M.K. Trochim Cornell University

Running Head: SUPPORTED EMPLOYMENT

This paper describes the psychosocial effects of a program of supported employment (SE) for persons with severe mental illness. The SE program involves extended individualized supported employment for clients through a Mobile Job Support Worker (MJSW) who maintains contact with the client after job placement and supports the client in a variety of ways. A 50% simple random sample was taken of all persons who entered the Thresholds Agency between 3/1/93 and 2/28/95 and who met study criteria. The resulting 484 cases were randomly assigned to either the SE condition (treatment group) or the usual protocol (control group) which consisted of life skills training and employment in an in-house sheltered workshop setting. All participants were measured at intake and at 3 months after beginning employment, on two measures of psychological functioning (the BPRS and GAS) and two measures of self esteem (RSE and ESE). Significant treatment effects were found on all four measures, but they were in the opposite direction from what was hypothesized. Instead of functioning better and having more self esteem, persons in SE had lower functioning levels and lower self esteem. The most likely explanation is that people who work in low-paying service jobs in real world settings generally do not like them and experience significant job stress, whether they have severe mental illness or not. The implications for theory in psychosocial rehabilitation are considered.

The Effects of a Supported Employment Program on Psychosocial Indicators for Persons with Severe Mental Illness

Over the past quarter century a shift has occurred from traditional institution-based models of care for persons with severe mental illness (SMI) to more individualized community-based treatments. Along with this, there has been a significant shift in thought about the potential for persons with SMI to be “rehabilitated” toward lifestyles that more closely approximate those of persons without such illness. A central issue is the ability of a person to hold a regular full-time job for a sustained period of time. There have been several attempts to develop novel and radical models for program interventions designed to assist persons with SMI to sustain full-time employment while living in the community. The most promising of these have emerged from the tradition of psychiatric rehabilitation with its emphases on individual consumer goal setting, skills training, job preparation and employment support (Cook, Jonikas and Solomon, 1992). These are relatively new and field evaluations are rare or have only recently been initiated (Cook and Razzano, 1992; Cook, 1992). Most of the early attempts to evaluate such programs have naturally focused almost exclusively on employment outcomes. However, theory suggests that sustained employment and living in the community may have important therapeutic benefits in addition to the obvious economic ones. To date, there have been no formal studies of the effects of psychiatric rehabilitation programs on key illness-related outcomes. To address this issue, this study seeks to examine the effects of a new program of supported employment on psychosocial outcomes for persons with SMI.

Over the past several decades, the theory of vocational rehabilitation has experienced two major stages of evolution. Original models of vocational rehabilitation were based on the idea of sheltered workshop employment. Clients were paid a piece rate and worked only with other individuals who were disabled. Sheltered workshops tended to be “end points” for persons with severe and profound mental retardation since few ever moved from sheltered to competitive employment (Woest, Klein & Atkins, 1986). Controlled studies of sheltered workshop performance of persons with mental illness suggested only minimal success (Griffiths, 1974) and other research indicated that persons with mental illness earned lower wages, presented more behavior problems, and showed poorer workshop attendance than workers with other disabilities (Whitehead, 1977; Ciardiello, 1981).

In the 1980s, a new model of services called Supported Employment (SE) was proposed as less expensive and more normalizing for persons undergoing rehabilitation (Wehman, 1985). The SE model emphasizes first locating a job in an integrated setting for minimum wage or above, and then placing the person on the job and providing the training and support services needed to remain employed (Wehman, 1985). Services such as individualized job development, one-on-one job coaching, advocacy with co-workers and employers, and “fading” support were found to be effective in maintaining employment for individuals with severe and profound mental retardation (Revell, Wehman & Arnold, 1984). The idea that this model could be generalized to persons with all types of severe disabilities, including severe mental illness, became commonly accepted (Chadsey-Rusch & Rusch, 1986).

One of the more notable SE programs was developed at Thresholds, the site for the present study, which created a new staff position called the mobile job support worker (MJSW) and removed the common six month time limit for many placements. MJSWs provide ongoing, mobile support and intervention at or near the work site, even for jobs with high degrees of independence (Cook & Hoffschmidt, 1993). Time limits for many placements were removed so that clients could stay on as permanent employees if they and their employers wished. The suspension of time limits on job placements, along with MJSW support, became the basis of SE services delivered at Thresholds.

There are two key psychosocial outcome constructs of interest in this study. The first is the overall psychological functioning of the person with SMI. This would include the specification of severity of cognitive and affective symptomotology as well as the overall level of psychological functioning. The second is the level of self-reported self esteem of the person. This was measured both generally and with specific reference to employment.

The key hypothesis of this study is:

• HO: A program of supported employment will result in either no change or negative effects on psychological functioning and self esteem.

which will be tested against the alternative:

• HA: A program of supported employment will lead to positive effects on psychological functioning and self esteem.

The population of interest for this study is all adults with SMI residing in the U.S. in the early 1990s. The population that is accessible to this study consists of all persons who were clients of the Thresholds Agency in Chicago, Illinois between the dates of March 1, 1993 and February 28, 1995 who met the following criteria: 1) a history of severe mental illness (e.g., either schizophrenia, severe depression or manic-depression); 2) a willingness to achieve paid employment; 3) their primary diagnosis must not include chronic alcoholism or hard drug use; and 4) they must be 18 years of age or older. The sampling frame was obtained from records of the agency. Because of the large number of clients who pass through the agency each year (e.g., approximately 500 who meet the criteria) a simple random sample of 50% was chosen for inclusion in the study. This resulted in a sample size of 484 persons over the two-year course of the study.

On average, study participants were 30 years old and high school graduates (average education level = 13 years). The majority of participants (70%) were male. Most had never married (85%), few (2%) were currently married, and the remainder had been formerly married (13%). Just over half (51%) are African American, with the remainder Caucasian (43%) or other minority groups (6%). In terms of illness history, the members in the sample averaged 4 prior psychiatric hospitalizations and spent a lifetime average of 9 months as patients in psychiatric hospitals. The primary diagnoses were schizophrenia (42%) and severe chronic depression (37%). Participants had spent an average of almost two and one-half years (29 months) at the longest job they ever held.

While the study sample cannot be considered representative of the original population of interest, generalizability was not a primary goal – the major purpose of this study was to determine whether a specific SE program could work in an accessible context. Any effects of SE evident in this study can be generalized to urban psychiatric agencies that are similar to Thresholds, have a similar clientele, and implement a similar program.

All but one of the measures used in this study are well-known instruments in the research literature on psychosocial functioning. All of the instruments were administered as part of a structured interview that an evaluation social worker had with study participants at regular intervals.

Two measures of psychological functioning were used. The Brief Psychiatric Rating Scale (BPRS)(Overall and Gorham, 1962) is an 18-item scale that measures perceived severity of symptoms ranging from “somatic concern” and “anxiety” to “depressive mood” and “disorientation.” Ratings are given on a 0-to-6 Likert-type response scale where 0=“not present” and 6=“extremely severe” and the scale score is simply the sum of the 18 items. The Global Assessment Scale (GAS)(Endicott et al, 1976) is a single 1-to-100 rating on a scale where each ten-point increment has a detailed description of functioning (higher scores indicate better functioning). For instance, one would give a rating between 91-100 if the person showed “no symptoms, superior functioning…” and a value between 1-10 if the person “needs constant supervision…”

Two measures of self esteem were used. The first is the Rosenberg Self Esteem (RSE) Scale (Rosenberg, 1965), a 10-item scale rated on a 6-point response format where 1=“strongly disagree” and 6=“strongly agree” and there is no neutral point. The total score is simply the sum across the ten items, with five of the items being reversals. The second measure was developed explicitly for this study and was designed to measure the Employment Self Esteem (ESE) of a person with SMI. This is a 10-item scale that uses a 4-point response format where 1=“strongly disagree” and 4=“strongly agree” and there is no neutral point. The final ten items were selected from a pool of 97 original candidate items, based upon high item-total score correlations and a judgment of face validity by a panel of three psychologists. This instrument was deliberately kept simple – a shorter response scale and no reversal items – because of the difficulties associated with measuring a population with SMI. The entire instrument is provided in Appendix A.

All four of the measures evidenced strong reliability and validity. Internal consistency reliability estimates using Cronbach’s alpha ranged from .76 for ESE to .88 for SE. Test-retest reliabilities were nearly as high, ranging from .72 for ESE to .83 for the BPRS. Convergent validity was evidenced by the correlations within construct. For the two psychological functioning scales the correlation was .68 while for the self esteem measures it was somewhat lower at .57. Discriminant validity was examined by looking at the cross-construct correlations which ranged from .18 (BPRS-ESE) to .41 (GAS-SE).

A pretest-posttest two-group randomized experimental design was used in this study. In notational form, the design can be depicted as:

• R = the groups were randomly assigned
• O = the four measures (i.e., BPRS, GAS, RSE, and ESE)
• X = supported employment

The comparison group received the standard Thresholds protocol which emphasized in-house training in life skills and employment in an in-house sheltered workshop. All participants were measured at intake (pretest) and at three months after intake (posttest).

This type of randomized experimental design is generally strong in internal validity. It rules out threats of history, maturation, testing, instrumentation, mortality and selection interactions. Its primary weaknesses are in the potential for treatment-related mortality (i.e., a type of selection-mortality) and for problems that result from the reactions of participants and administrators to knowledge of the varying experimental conditions. In this study, the drop-out rate was 4% (N=9) for the control group and 5% (N=13) in the treatment group. Because these rates are low and are approximately equal in each group, it is not plausible that there is differential mortality. There is a possibility that there were some deleterious effects due to participant knowledge of the other group’s existence (e.g., compensatory rivalry, resentful demoralization). Staff were debriefed at several points throughout the study and were explicitly asked about such issues. There were no reports of any apparent negative feelings from the participants in this regard. Nor is it plausible that staff might have equalized conditions between the two groups. Staff were given extensive training and were monitored throughout the course of the study. Overall, this study can be considered strong with respect to internal validity.

Between 3/1/93 and 2/28/95 each person admitted to Thresholds who met the study inclusion criteria was immediately assigned a random number that gave them a 50/50 chance of being selected into the study sample. For those selected, the purpose of the study was explained, including the nature of the two treatments, and the need for and use of random assignment. Participants were assured confidentiality and were given an opportunity to decline to participate in the study. Only 7 people (out of 491) refused to participate. At intake, each selected sample member was assigned a random number giving them a 50/50 chance of being assigned to either the Supported Employment condition or the standard in-agency sheltered workshop. In addition, all study participants were given the four measures at intake.

All participants spent the initial two weeks in the program in training and orientation. This consisted of life skill training (e.g., handling money, getting around, cooking and nutrition) and job preparation (employee roles, coping strategies). At the end of that period, each participant was assigned to a job site – at the agency sheltered workshop for those in the control condition, and to an outside employer if in the Supported Employment group. Control participants were expected to work full-time at the sheltered workshop for a three-month period, at which point they were posttested and given an opportunity to obtain outside employment (either Supported Employment or not). The Supported Employment participants were each assigned a case worker – called a Mobile Job Support Worker (MJSW) – who met with the person at the job site two times per week for an hour each time. The MJSW could provide any support or assistance deemed necessary to help the person cope with job stress, including counseling or working beside the person for short periods of time. In addition, the MJSW was always accessible by cellular telephone, and could be called by the participant or the employer at any time. At the end of three months, each participant was post-tested and given the option of staying with their current job (with or without Supported Employment) or moving to the sheltered workshop.

There were 484 participants in the final sample for this study, 242 in each treatment. There were 9 drop-outs from the control group and 13 from the treatment group, leaving a total of 233 and 229 in each group respectively from whom both pretest and posttest were obtained. Due to unexpected difficulties in coping with job stress, 19 Supported Employment participants had to be transferred into the sheltered workshop prior to the posttest. In all 19 cases, no one was transferred prior to week 6 of employment, and 15 were transferred after week 8. In all analyses, these cases were included with the Supported Employment group (intent-to-treat analysis) yielding treatment effect estimates that are likely to be conservative.

The major results for the four outcome measures are shown in Figure 1.

Insert Figure 1 about here

It is immediately apparent that in all four cases the null hypothesis has to be accepted – contrary to expectations, Supported Employment cases did significantly worse on all four outcomes than did control participants.

The mean gains, standard deviations, sample sizes and t-values (t-test for differences in average gain) are shown for the four outcome measures in Table 1.

Insert Table 1 about here

The results in the table confirm the impressions in the figures. Note that all t-values are negative except for the BPRS where high scores indicate greater severity of illness. For all four outcomes, the t-values were statistically significant (p<.05).

Conclusions

The results of this study were clearly contrary to initial expectations. The alternative hypothesis suggested that SE participants would show improved psychological functioning and self esteem after three months of employment. Exactly the reverse happened – SE participants showed significantly worse psychological functioning and self esteem.

There are two major possible explanations for this outcome pattern. First, it seems reasonable that there might be a delayed positive or “boomerang” effect of employment outside of a sheltered setting. SE cases may have to go through an initial difficult period of adjustment (longer than three months) before positive effects become apparent. This “you have to get worse before you get better” theory is commonly held in other treatment-contexts like drug addiction and alcoholism. But a second explanation seems more plausible – that people working full-time jobs in real-world settings are almost certainly going to be under greater stress and experience more negative outcomes than those who work in the relatively safe confines of an in-agency sheltered workshop. Put more succinctly, the lesson here might very well be that work is hard. Sheltered workshops are generally very nurturing work environments where virtually all employees share similar illness histories and where expectations about productivity are relatively low. In contrast, getting a job at a local hamburger shop or as a shipping clerk puts the person in contact with co-workers who may not be sympathetic to their histories or forgiving with respect to low productivity. This second explanation seems even more plausible in the wake of informal debriefing sessions held as focus groups with the staff and selected research participants. It was clear in the discussion that SE persons experienced significantly higher job stress levels and more negative consequences. However, most of them also felt that the experience was a good one overall and that even their “normal” co-workers “hated their jobs” most of the time.

One lesson we might take from this study is that much of our contemporary theory in psychiatric rehabilitation is naive at best and, in some cases, may be seriously misleading. Theory led us to believe that outside work was a “good” thing that would naturally lead to “good” outcomes like increased psychological functioning and self esteem. But for most people (SMI or not) work is at best tolerable, especially for the types of low-paying service jobs available to study participants. While people with SMI may not function as well or have high self esteem, we should balance this with the desire they may have to “be like other people” including struggling with the vagaries of life and work that others struggle with.

Future research in this are needs to address the theoretical assumptions about employment outcomes for persons with SMI. It is especially important that attempts to replicate this study also try to measure how SE participants feel about the decision to work, even if traditional outcome indicators suffer. It may very well be that negative outcomes on traditional indicators can be associated with a “positive” impact for the participants and for the society as a whole.

Chadsey-Rusch, J. and Rusch, F.R. (1986). The ecology of the workplace. In J. Chadsey-Rusch, C. Haney-Maxwell, L. A. Phelps and F. R. Rusch (Eds.), School-to-Work Transition Issues and Models. (pp. 59-94), Champaign IL: Transition Institute at Illinois.

Ciardiello, J.A. (1981). Job placement success of schizophrenic clients in sheltered workshop programs. Vocational Evaluation and Work Adjustment Bulletin, 14, 125-128, 140.

Cook, J.A. (1992). Job ending among youth and adults with severe mental illness. Journal of Mental Health Administration, 19(2), 158-169.

Cook, J.A. & Hoffschmidt, S. (1993). Psychosocial rehabilitation programming: A comprehensive model for the 1990’s. In R.W. Flexer and P. Solomon (Eds.), Social and Community Support for People with Severe Mental Disabilities: Service Integration in Rehabilitation and Mental Health. Andover, MA: Andover Publishing.

Cook, J.A., Jonikas, J., & Solomon, M. (1992). Models of vocational rehabilitation for youth and adults with severe mental illness. American Rehabilitation, 18, 3, 6-32.

Cook, J.A. & Razzano, L. (1992). Natural vocational supports for persons with severe mental illness: Thresholds Supported Competitive Employment Program, in L. Stein (ed.), New Directions for Mental Health Services, San Francisco: Jossey-Bass, 56, 23-41.

Endicott, J.R., Spitzer, J.L. Fleiss, J.L. and Cohen, J. (1976). The Global Assessment Scale: A procedure for measuring overall severity of psychiatric disturbance. Archives of General Psychiatry, 33, 766-771.

Griffiths, R.D. (1974). Rehabilitation of chronic psychotic patients. Psychological Medicine, 4, 316-325.

Overall, J. E. and Gorham, D. R. (1962). The Brief Psychiatric Rating Scale. Psychological Reports, 10, 799-812.

Rosenberg, M. (1965). Society and Adolescent Self Image. Princeton, NJ, Princeton University Press.

Wehman, P. (1985). Supported competitive employment for persons with severe disabilities. In P. McCarthy, J. Everson, S. Monn & M. Barcus (Eds.), School-to-Work Transition for Youth with Severe Disabilities, (pp. 167-182), Richmond VA: Virginia Commonwealth University.

Whitehead, C.W. (1977). Sheltered Workshop Study: A Nationwide Report on Sheltered Workshops and their Employment of Handicapped Individuals. (Workshop Survey, Volume 1), U.S. Department of Labor Service Publication. Washington, DC: U.S. Government Printing Office.

Woest, J., Klein, M. and Atkins, B.J. (1986). An overview of supported employment strategies. Journal of Rehabilitation Administration, 10(4), 130-135.

Figure 1. Pretest and posttest means for treatment (SE) and control groups for the four outcome measures.

The Employment Self Esteem Scale

Please rate how strongly you agree or disagree with each of the following statements.

Cookie Consent

Conjointly uses essential cookies to make our site work. We also use additional cookies in order to understand the usage of the site, gather audience analytics, and for remarketing purposes.

For more information on Conjointly's use of cookies, please read our Cookie Policy .

Which one are you?

I am new to conjointly, i am already using conjointly.

This paper is in the following e-collection/theme issue:

Published on 17.4.2024 in Vol 26 (2024)

Mobile Apps to Support Mental Health Response in Natural Disasters: Scoping Review

Authors of this article:

• Nwamaka Alexandra Ezeonu 1 , MBBS, MSc, MBA   ; 
• Attila J Hertelendy 2, 3 , BSc, MHS, MSc, PhD   ; 
• Medard Kofi Adu 4 , BSc, MSc   ; 
• Janice Y Kung 5 , BCom, LMIS   ; 
• Ijeoma Uchenna Itanyi 1, 6, 7 , MBBS, MPH   ; 
• Raquel da Luz Dias 4 , BSc, MSc, PhD   ; 
• Belinda Agyapong 8 , HDip, BSc, MEd   ; 
• Petra Hertelendy 9 , BS   ; 
• Francis Ohanyido 10 , MBBS, MBA, MPH   ; 
• Vincent Israel Opoku Agyapong 4 , BSc, PGD, MBChB, MSc, MD, PhD   ; 
• Ejemai Eboreime 4 , MBBS, MSc, PhD  

1 Center for Translation and Implementation Research, College of Medicine, University of Nigeria, Nsukka, Nigeria

2 Department of Information Systems and Business Analytics, College of Business, Florida International University, Miami, FL, United States

3 Department of Emergency Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, United States

4 Department of Psychiatry, Faculty of Medicine, Dalhousie University, Halifax, NS, Canada

5 Geoffrey and Robyn Sperber Health Sciences Library, University of Alberta, Edmonton, AB, Canada

6 Department of Community Medicine, University of Nigeria, Enugu, Nigeria

7 Department of Public Health Sciences, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada

8 Department of Psychiatry, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada

9 Department of Psychology, Florida State University, Tallahassee, FL, United States

10 West African Institute of Public Health, Abuja, Nigeria

Corresponding Author:

Ejemai Eboreime, MBBS, MSc, PhD

Department of Psychiatry

Faculty of Medicine

Dalhousie University

5909 Veterans' Memorial Lane

8th Floor Abbie J Lane Memorial Building, QEII Health Sciences Centre

Halifax, NS, B3H 2E2

Phone: 1 9024732479

Email: [email protected]

Background: Disasters are becoming more frequent due to the impact of extreme weather events attributed to climate change, causing loss of lives, property, and psychological trauma. Mental health response to disasters emphasizes prevention and mitigation, and mobile health (mHealth) apps have been used for mental health promotion and treatment. However, little is known about their use in the mental health components of disaster management.

Objective: This scoping review was conducted to explore the use of mobile phone apps for mental health responses to natural disasters and to identify gaps in the literature.

Methods: We identified relevant keywords and subject headings and conducted comprehensive searches in 6 electronic databases. Studies in which participants were exposed to a man-made disaster were included if the sample also included some participants exposed to a natural hazard. Only full-text studies published in English were included. The initial titles and abstracts of the unique papers were screened by 2 independent review authors. Full texts of the selected papers that met the inclusion criteria were reviewed by the 2 independent reviewers. Data were extracted from each selected full-text paper and synthesized using a narrative approach based on the outcome measures, duration, frequency of use of the mobile phone apps, and the outcomes. This scoping review was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews).

Results: Of the 1398 papers retrieved, 5 were included in this review. A total of 3 studies were conducted on participants exposed to psychological stress following a disaster while 2 were for disaster relief workers. The mobile phone apps for the interventions included Training for Life Skills, Sonoma Rises, Headspace, Psychological First Aid, and Substance Abuse and Mental Health Services Administration (SAMHSA) Behavioural Health Disaster Response Apps. The different studies assessed the effectiveness or efficacy of the mobile app, feasibility, acceptability, and characteristics of app use or predictors of use. Different measures were used to assess the effectiveness of the apps’ use as either the primary or secondary outcome.

Conclusions: A limited number of studies are exploring the use of mobile phone apps for mental health responses to disasters. The 5 studies included in this review showed promising results. Mobile apps have the potential to provide effective mental health support before, during, and after disasters. However, further research is needed to explore the potential of mobile phone apps in mental health responses to all hazards.

Introduction

Rising global average temperatures and associated changes in weather patterns result in extreme weather events that include hazards such as heatwaves, wildfires, hurricanes, floods, and droughts [ 1 ]. These extreme events linked to climate change are resulting in overlapping and so-called cascading disasters leading to record numbers of “billion dollar” disasters with significant losses of lives and property [ 2 , 3 ]. In 2021 alone, approximately 10,000 fatalities caused by disasters were reported globally, while the economic loss was estimated at approximately US $343 billion [ 4 ]. Disasters are predicted to become more recurring as a result of the impact of human activities such as burning fossil fuels and deforestation, which release greenhouse gases into the atmosphere that trap heat and cause global temperatures to rise [ 5 ].

These catastrophes can adversely affect physical health, mental health, and well-being in both the short and long term as a result of changes due to the political and socioeconomic content, evacuations, social disruption, damage to health care facilities, and financial losses [ 6 - 10 ]. It is estimated that about 33% of people directly exposed to natural disasters will experience mental health sequelae such as posttraumatic stress disorders (PTSDs), anxiety, and depression, among others [ 11 , 12 ].

There is growing recognition of the importance of incorporating mental health into medical and emergency aspects of disaster response [ 12 , 13 ]. However, in contrast to most medical response strategies that are largely curative, mental health response to disasters is predicated on the principles of preventive medicine, thus, emphasizing health promotion, disaster prevention, preparedness, and mitigation [ 14 ]. The strategies of mental health response span across primary prevention (mitigating the risk of ill health before it develops), secondary prevention (early detection and intervention), and tertiary prevention (managing established ailment and averting further complications) [ 15 ].

Mobile health (mHealth) technology has shown great promise in mental health and has been applied across the 3 levels of prevention [ 16 - 20 ]. For example, SMS text messaging and mobile apps have been developed to promote mental health awareness among young people and older adults (primary prevention) [ 21 ]. Additionally, during the COVID-19 pandemic, mHealth was deployed at the population level in Canada to screen for symptoms of anxiety and depression (secondary prevention) [ 22 ]. In addition, mHealth interventions were deployed to support first responders and essential workers during the pandemic [ 23 , 24 ]. Further, the technology has been deployed for therapeutic purposes in patients diagnosed with mental health conditions while simultaneously providing support against complications such as suicidal ideation (tertiary prevention) [ 25 ].

Although videoconferencing and phone calls can be used for mental health conditions, mobile apps provide more mobility and accessibility, are interactive, more adaptable to users’ routines, and can be used repeatedly [ 26 , 27 ]. While numerous academic studies have been conducted on the app of mHealth in the preventive and curative management of mental health conditions in clinical, community, and public health settings, including epidemic response and control, little is known about the use of mobile apps in the mental health components of natural disaster management. This scoping review aims to fill this gap in the literature by mapping where and how mobile apps have been used as part of natural disaster mental health response strategies.

This scoping review was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) [ 28 ]. The PRISMA-ScR checklist is available in Multimedia Appendix 1 . The protocol was not registered.

Search Strategy

A medical librarian (JYK) collaborated with the research team to identify relevant keywords and subject headings for the review, such as mHealth or m-health; mobile health or mobile applications; public health emergency, disaster, or catastrophe; and flood, earthquake, or hurricane. Equipped with this knowledge, the librarian developed and executed comprehensive searches in 6 electronic databases, including Ovid MEDLINE, Ovid Embase, APA PsycInfo, CINAHL, Scopus, and Web of Science Core Collection. The search was conducted on June 30, 2022, and was limited to the English language. The full search strategies are available in Multimedia Appendix 2 .

Inclusion and Exclusion Criteria

We included papers that applied mobile apps for mental health responses to disasters. Papers were included if the study participants were persons affected by a natural disaster (setting), the intervention included using a mobile phone app, and the outcome included the assessment of a mental health problem. Studies in which participants were exposed to a man-made disaster were included if the sample also included some participants exposed to a natural disaster. The mental health conditions included were stress, anxiety, depression, and PTSD. Only full-text studies published in English were included. Studies that did not include any intervention with a mobile app for mental health, those focused on videoconferencing or phone calls, and papers on protocols, trial registration, or review were excluded.

Selection of Studies

The search identified papers that were retrieved from the databases. After removing duplicates, the initial titles and abstracts of the unique papers were screened by 2 independent review authors based on the inclusion criteria in a web-based tool called Covidence (Veritas Health Innovation Ltd) [ 29 ]. Full texts of the selected papers that met the inclusion criteria were reviewed by the 2 independent reviewers. The research team resolved disagreements through discussion. The bibliographies from the included studies were also reviewed to identify additional studies for inclusion.

Data Extraction and Synthesis

Data from each selected full-text paper were extracted into a data extraction form developed by the research team. The data included the author and year of publication, country of study, study design, number of participants, type of natural disaster, name of the mobile app, duration of use of the app, outcome measures, and the study’s findings. These data were synthesized using a narrative approach based on the outcome measures, the duration, frequency of use of the mobile apps, and the outcomes.

Search Results

Of the 1532 papers retrieved from the searches, 976 unique papers had their titles and abstracts screened after deduplication. A total of 38 papers were moved to full-text screening, and data were extracted from 5 papers [ 30 - 34 ] ( Figure 1 ). Table 1 shows the summary of the details of the papers.

a TLS: Training for Life Skills.

b PTSD: posttraumatic stress disorder.

c MBSR: Mindfulness-Based Stress Reduction.

d PFA: Psychological First Aid.

e SAMHSA: Substance Abuse and Mental Health Services Administration.

Characteristics of Included Studies

Of the 5 studies included in this review, 3 (60%) were conducted in the United States [ 30 , 31 , 34 ], while 2 (40%) were conducted in South Korea [ 32 , 33 ]. All studies used different study designs. A total of 3 studies used a quasi-experimental design—the first, a single group postexperiment with 22 participants [ 32 ]; the second, a multiple-baseline single case experimental design with 7 participants [ 30 ], while the third study used a 1-group pre- and posttest design with 318 participants [ 31 ]. The Training for Life Skills (TLS) app study had only a posttest following the use of the app [ 32 ]; the other 2 had baseline and follow-up measurements with the Sonoma Rises app study having, in addition, preintervention and postintervention measurements. The Psychological First Aid (PFA) study was designed as a qualitative study, while the Substance Abuse and Mental Health Services Administration (SAMHSA) study used a mixed methods descriptive design.

Characteristics of the Population

The TLS, Sonoma, and Headspace apps were designed for disaster survivors, while the PFA and SAMHA apps were designed to support disaster relief workers. The TLS app study was administered to adults with a median age of 32 years. Participants of the Sonoma Rises app study had a mean age of 16 (SD 0.98) years, while participants of the Headspace app study had a mean age of 46.1 (SD 10) years. The TLS app study focused on all types of disasters; the Sonoma Rises study focused on adolescents exposed to wildfires, while the Headspace app focused on women who experienced hurricanes and deep-water oil spillage. The PFA study involved 19 disaster health care workers who first underwent disaster simulation training using the mobile app.

Characteristics of the Mobile App Interventions

The included studies revealed several mobile phone apps used as interventions. The first, the TLS app, was used as a psychological first aid program for disaster survivors with content on information, psychological healing, and mood change [ 32 ]. The second was the Sonoma Rises app, a Health Insurance Portability and Accountability Act (HIPAA)–compliant, cloud-based mobile app with daily push notifications as reminders designed to help survivors of wildfires or other disasters to find their new routines, build resilience, and increase well-being. The app included 6 self-paced content sections, psychoeducation, and direct connections to free and local mental health care services. The third was the Headspace app for a mindfulness-based stress reduction program that included a series consisting of 10 sessions designed to be used for about 10 minutes per day. The SAMHSA Disaster App equips behavioral health providers to respond to all kinds of traumatic incidents by enabling them to readily access disaster-specific information and other important materials directly on their mobile devices [ 34 ]. The PFA mobile app provided evidence-based information and tools for disaster workers to prepare for, execute, and recover from providing psychological first aid during disasters. Accessibility via smartphones and the inclusion of multimedia interventions and assessments tailored for disaster contexts were key features enabling its use integrated with the simulation training [ 33 ].

Frequency and Duration of App Use

The 3 survivor-based apps had variations in the duration of the intervention (app use), which were 8 weeks, at least 5 times a week, frequency of use per day not specified [ 32 ]; 4 weeks for 10 minutes per day [ 30 ]; and 6 weeks for 5-10 minutes per day [ 31 ]. Both the TLS app and the Sonoma Rises app studies had weekly follow-up assessments. The different interventions were applied at least a year following the disasters. Participants in the Sonoma Rises app study used the app on an average of 17 (SD 8.92) days and visited the app an average of 43.50 (SD 30.56) times, with an average session lasting 56.85 (SD 27.87) seconds. The mean time spent on the app was 35.77 (SD 30.03) minutes, while for the TLS app study, the median time spent on the app over the 8 weeks of use was 200-399 minutes. Participants used the Headspace app an average of 24 (SD 36) days and logged in an average of 36 (SD 80) times. There was no description of the frequency and duration of use for the relief worker apps.

Effectiveness Outcomes

Effectiveness outcomes refer to the effects or impact of an intervention or program on the intended outcomes or goals. Different measures were used to assess the effectiveness of the apps’ use as either the primary or secondary outcome. Emotional quotients (emotional stability), basic rhythm quotients (brain stability), alpha-blocking rates (increased positive mood), and brain quotients assessed using electroencephalogram (EEG)–measured brainwave activities adjusted for self-reported app use time were used in the TLS app study [ 32 ]. The Headspace app study assessed effectiveness using a combination of measures such as trait mindfulness using a 15-item Mindful Attention Awareness Scale (MAAS)—trait version; depressive symptoms using the Center for Epidemiologic Studies Depression Scale-10 (CESD-10); perceived stress with the Perceived Stress Scale, 4-item version (PSS-4); and sleep quality using the Pittsburgh Sleep Quality Index (PSQI) [ 31 ]. The Sonoma Rises app study measured efficacy using daily ratings of anxiety and fear, weekly measures of post-traumatic stress symptoms using the Child PTSD Symptom Scale (CPSS-5) for Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition ( DSM-5 ), internalizing and externalizing symptoms using the Behaviour and Feelings Survey (BFS), psychosocial functioning using the Ohio Scale for Youth—Functioning subscale (OSY), and measures of anxiety (Generalized Anxiety Disorder-7 [GAD-7]), depression (Patient Health Questionnaire-9 [PHQ-9]), well-being—Warwick-Edinburgh Mental Well-being Scale (WEMWBS), sleep (Insomnia—Severity Index [ISI]), academic engagement (Student Engagement Instrument [SEI]), and perceived social support (Wills’ Social Support Scale [WSSS]) [ 30 ].

All 3 survivor-based apps were found to have positive benefits in addressing mental health issues among persons exposed to natural disasters. The TLS mobile app was shown to be effective in increasing positive and decreasing negative psychological factors according to app use time. The TLS mobile apps’ use had a significant effect on the emotional quotients (β=.550; P <.008), explanatory power (EP) was 30%, had a significant positive effect on the basic rhythm quotient (left brain: β=.598; P <.003; EP 35; right brain: β=.451; P <.035; EP 20%). Additionally, it had a significant positive effect on the alpha-blocking rate (left brain: β=.510; P <.015; EP 26%; right brain: β=.463; P <.035, EP 21%); and a significant positive effect on the brain quotient (β=.451; P <.035; EP 20%) [ 16 ]. The Headspace app had a positive effect on depression (odds ratio [OR] 0.3, 95% CI 0.11-0.81), physical activity (OR 2.8, 95% CI 1.0-7.8), sleep latency (OR 0.3, 95% CI 0.11-0.81), sleep duration (OR 0.3, 95% CI 0.07-0.86), and sleep quality (OR 0.1, 95% CI 0.02-0.96); however, there was no change in mindfulness scores from baseline to follow-up. For the Sonoma Rises app, no significant effects were observed for the clinical and functional outcomes because the longitudinal part of the study was affected by limited statistical power as a result of small sample size and historical confounds that made the participants miss data submission. However, visual inspection of individual data following the intervention showed downward trends across the study phases for daily levels of anxiety, fearfulness, and individual posttraumatic stress symptom severity.

For the PFA app, the qualitative study explored disaster health workers’ experiences with simulation training using focus group discussions. A total of 19 participants engaged in disaster scenarios with standardized patients, using a PFA app for guidance. Workers valued the practical educational approach, felt increased self-efficacy to support survivors, and identified areas for enhancing simulations and app tools to optimize effectiveness.

Implementation Outcomes

Implementation outcomes refer to the effects of an intervention or program implementation on various aspects of the implementation process, such as the fidelity of implementation, acceptability, adoption, feasibility, and maintainability. In the papers reviewed, feasibility was assessed using enrollment, program participation, and retention. Acceptability was measured using how well participants liked the app using a rating scale, how much of the app program was completed, the biggest barriers, and whether the app would be recommended to others. Data on characteristics of app use (engagement) were measured using the total number of log ins, average log ins per program completer, platform used (iOS, Android, or web-based), day of week of use (weekday vs weekend), and time of day of use (in 4-hour blocks) [ 30 , 31 ].

The Headspace app was reported to be cost-effective to implement and easy to use [ 31 ]. For engagement, only 14% (43/318) of the enrolled women used the app. The level of engagement with the app was high, with 72% (31/43) of participants completing some or all the sessions. Retention was also high with 74% (32/43) of the participants completing the follow-up survey. Lack of time was cited as the main barrier to using the app for 37% (16/43) of users and 49% (94/193) of nonusers. The majority of the users (32/43, 74%) reported high levels of satisfaction with the app. Acceptability was also high, with most participants (32/43, 74%) reporting that they liked the app and 86% (37/43) reporting that they would recommend it to others. Characteristics of app use showed that of the 1530 log ins, most participants (n=1191, 78%) used the iOS platform, mainly on weekdays (n=1147, 75%) and at different times of day mostly from noon to 4 PM (n=375, 25%).

Sonoma Rises was found to be feasible in terms of engagement and satisfaction among teens with high levels of disaster-related posttraumatic stress symptoms [ 30 ]. The self-assessment and data visualization features of the Sonoma Rises app strongly appealed to all the participants, and they were willing to recommend the app to their friends. Self-satisfaction with the mobile app was rated as extremely high (mean 8.50, SD 0.58, on a scale of 0 to 10, with 10 as totally satisfied). The participants agreed or strongly agreed to recommend this intervention to a friend. The participants found the intervention helpful (mean 2, SD 0.82); had the content, functions, and capabilities they needed (mean 3, SD 1.12); and were satisfied with how easy it was to use the app (mean 2, SD 0), on a scale of 1 to 5 with 1 as strongly agree and 5 as strongly disagree. In the qualitative feedback, to make the use of the app better, the participants suggested more notifications to return to the app and the use of the app immediately after a disaster. Implementation outcome was not an objective of the TLS app, hence, none was reported.

Other Mobile Apps With Potential Use in Disasters

Some mobile apps not meeting the inclusion criteria showed promise for supporting mental health in disasters. PTSD Coach provides tools for managing PTSD symptoms [ 35 ]. Though not disaster-specific, its psychoeducation, symptom tracking, and coping strategies could aid survivors. Similarly, COVID Coach was designed to help manage pandemic-related stress and anxiety [ 36 ]. These apps are summarized in Table 2 .

a PTSD: posttraumatic stress disorder.

Principal Findings

This review sought to identify and map the use of mobile apps for the mental health component of natural disaster management. We found only 5 studies meeting the inclusion criteria. The scarcity of published literature in this area suggests that mobile apps have not been extensively used in mental health responses to natural disasters. Academic studies on the public’s use of mobile technologies in disaster management are still nascent [ 37 ], but there has been increased interest in developing and deploying digital technology and mobile apps by governments and nonstate actors as part of disaster preparedness and response [ 38 , 39 ]. A recent systematic review found that there is a lack of mental health preparedness in most countries when it comes to disasters [ 40 ]. The 5 studies included in our scoping review confirmed this gap and further demonstrated that mobile apps can provide mental health support to disaster-affected individuals and communities. The studies found that the use of mobile apps was associated with improvements in mental health outcomes, such as decreased anxiety and depression symptoms and increased resilience. The reviewed studies also suggest that mobile apps can be effective in delivering psychoeducation and coping skills training to disaster-affected individuals. A 2017 scoping review found that mobile apps have been largely used for communication purposes in disaster management [ 37 ]. The scope of use was classified into 5 categories which are not mutually exclusive. These categories are (1) crowdsourcing (organize and collect disaster-related data from the crowd), (2) collaborating platforms (serve as a platform for collaboration during disasters), (3) alerting and information (disseminate authorized information before and during disasters), (4) collating (gather, filter, and analyze data to build situation awareness), and (5) notifying (for users to notify others during disasters) [ 37 ].

Some authors classify disaster response into 3 phases: preparedness, response, and mitigation [ 41 ]. The studies included in this review exclusively examined the use of mobile apps during the recovery phase of disaster management. However, none of the studies explored the potential of mobile apps during the preparedness or response phases of disaster management. By addressing this gap, future research could help to provide more comprehensive and effective strategies for the use of mobile apps throughout all phases of disaster management. Examples of potential opportunities are demonstrated in Figure 2 .

Preparedness Phase

Mobile apps can play a critical role as primary prevention interventions by raising awareness and promoting mental health literacy in the community in preparation for natural disasters. These apps can provide information on common mental health problems that may arise during and after disasters and offer tips on staying mentally healthy. For example, apps can include psychoeducation modules on coping skills, stress reduction, and self-care techniques, as well as information on how to prepare for a disaster and what steps to take to protect one’s mental health during and after a disaster. The use and effectiveness of mobile apps in health literacy have been demonstrated in the literature [ 19 ], thus providing a foundation for adaptation in disaster management.

Response Phase

Mobile apps can be used to connect people in need of mental health support with mental health professionals or other resources. For example, apps can provide information on emergency hotlines, crisis intervention services, and support groups. This was demonstrated as effective during the COVID-19 pandemic [ 42 ]. Mobile apps can also provide coping strategies and techniques to manage stress and anxiety in response to other natural disasters [ 34 ]. In this scoping review, we found that 3 apps had positive benefits in addressing mental health issues among persons exposed to natural disasters.

Recovery Phase

As part of secondary and tertiary prevention strategies, mobile apps can provide valuable ongoing support to those affected by disasters. For secondary prevention, mobile apps can be designed to support early detection and intervention for mental health problems after a natural disaster. These apps can include screening tools to identify common mental health issues such as anxiety, depression, and PTSD and offer appropriate referral pathways [ 43 ]. Additionally, apps can provide symptom-tracking tools to help individuals monitor their mental health over time [ 43 ]. For tertiary prevention, mobile apps can support the ongoing management of established mental health problems after a natural disaster. For example, apps can provide evidence-based psychotherapy interventions, such as cognitive-behavioral therapy, to help individuals manage their symptoms [ 44 ]. They can also connect individuals with support groups and peer-to-peer networks to provide additional emotional support and help individuals connect with others who have experienced similar challenges. Furthermore, mobile apps can offer self-help tools, such as meditation exercises and mood tracking, to help people cope with the ongoing mental health effects of the disaster. They can also provide information on local mental health services and support groups, helping individuals access the resources they need to manage their mental health.

General Mental Health Apps Show Promise for Disaster Response

While not specifically designed for disaster contexts, some mobile apps demonstrate strategies to support mental health that could aid disaster survivors. PTSD Coach delivers PTSD psychoeducation, symptom tracking tools, coping skills training, and crisis resource access—elements that could help survivors experiencing common postdisaster issues like trauma or loss [ 35 ]. Though it was tailored for veterans and civilians with PTSD, 1 study found it improved users’ depression and functioning. Similarly, COVID Coach offered pandemic-related stress management through symptom tracking, healthy coping recommendations, and crisis line referrals [ 36 ]. By leveraging the scalability of mobile apps, COVID Coach reached many struggling during a global crisis. These examples illustrate that apps may provide accessible, far-reaching mediums for disseminating disaster mental health resources—even without disaster-specific tailoring. Research should further explore adapting evidence-based, general mental health apps for disaster contexts or incorporate elements of them into future disaster response tools. With mental health needs magnified during disasters, mobile apps with thoughtful design show promise in expanding access to psychosocial support.

There are several potential limitations when using mobile apps for mental health responses to disasters. One of the main concerns is the accessibility of these apps, as not all members of the affected communities may have access to smartphones or internet connectivity. Furthermore, language and cultural barriers may prevent effective use. Another potential limitation is the quality and accuracy of the information provided. Without proper oversight, some apps may provide misinformation or inaccurate advice, which could exacerbate mental health issues. In addition, privacy concerns around collecting and storing sensitive data must be addressed.

Barriers like lack of mobile devices and internet access can impede adoption, especially in marginalized areas. Apps not designed for low literacy users or that are only available in certain languages could also limit accessibility. Concerns around privacy and security may deter some individuals. However, smartphone ubiquity globally enables use by vulnerable groups. Government agencies and nongovernmental organizations (NGOs) can promote adoption by integrating vetted apps into disaster protocols and funding dissemination. Developing apps with stakeholders and prelaunch user testing also facilitate uptake. Monitoring user feedback allows for ongoing optimization and troubleshooting of barriers. Cultural tailoring to address stigma and use local beliefs further enables implementation success. Finally, limited evidence-based research into app effectiveness highlights the need for more rigorous evaluation and testing of mobile apps for disaster mental health response.

This scoping review has certain methodological limitations that should be considered while interpreting its results. First, the search was restricted to 6 electronic databases and only English-language papers were considered. We also searched MEDLINE and not PubMed, and these may have led to the omission of some relevant studies. Second, the study focused on mobile phone apps for mental health response to disasters, disregarding other types of technology that could also be used in disaster management such as telehealth, SMS text messaging, and emails. Moreover, since the study included only 5 papers, it may not offer a comprehensive overview of the use of mobile phone apps in disaster response strategies. There is the possibility of the existence of apps not yet published in academic literature. Fourth, the nonuse of a control group in the design of the studies makes it difficult to determine whether the observed effects were entirely due to the use of the apps or other characteristics of the participants that predisposed them to use the apps. Fifth, the small sample sizes for the studies mean they require caution with generalization. Despite these limitations, the review provides valuable insights into the use of mobile apps in disaster response and serves as a useful resource for developing contextually appropriate mobile apps for disaster management. Last, our study focused on natural disasters, further research should examine the role of apps in supporting mental health in conflict and complex emergencies such as wars, outbreaks of violence, and complex political conflict situations [ 45 ].

Conclusions

This scoping review found that mobile apps have not been extensively used in mental health responses to natural disasters, with only 5 studies meeting the inclusion criteria. However, the studies included in this review demonstrate that mobile apps can be useful in providing mental health support to disaster-affected individuals, as well as equip disaster responders. There is a critical gap identified in this study, as none of the studies investigated the use of mobile apps for potential victims in the preparedness or response phases of disaster management. We, therefore, recommend that mobile apps be integrated into the various phases of disaster management as part of mental health response. Additionally, it is important to ensure that these apps are accessible to all members of the community, taking into account cultural, linguistic, and other factors that may impact their effectiveness. Mobile apps have great potential to provide valuable ongoing support to those affected by disasters, and they can be a valuable resource in disaster management, helping people cope with the mental health effects of disasters and connecting with the necessary support services.

The findings from this scoping review have important implications for policy makers, disaster management professionals, and mental health practitioners. There is a clear need for policies and protocols that integrate evidence-based mobile apps into mental health disaster planning and response. Disaster agencies should invest in developing, evaluating, and widely disseminating mobile apps specifically designed to mitigate psychological trauma before, during, and after catastrophic events. Mental health professionals can incorporate vetted mobile apps into their standard of care for at-risk disaster survivors. Going forward, a collaborative approach across these groups will be essential to leverage mobile technology in building community resilience and addressing the rising mental health burdens in an era defined by climate change–fueled natural disasters.

Acknowledgments

This work was funded by the Department of Psychiatry, Dalhousie University, Halifax, Canada. The funder was not involved in the conceptualization or implementation of the study, nor the decision to publish the findings.

Conflicts of Interest

None declared.

The PRISMA-SCR checklist. PRISMA-SCR: Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.

Detailed search strategy.

• Birkmann J, Cardona OD, Carreño ML, Barbat AH, Pelling M, Schneiderbauer S, et al. Theoretical and conceptual framework for the assessment of vulnerability to natural hazards and climate change in Europe. In: Birkmann J, Kienberger S, Alexander DE, editors. Assessment of Vulnerability to Natural Hazards: A European Perspective. San Diego, California. Elsevier; 2014;1-19.
• Bhola V, Hertelendy A, Hart A, Adnan SB, Ciottone G. Escalating costs of billion-dollar disasters in the US: climate change necessitates disaster risk reduction. J Clim Change Health. 2023;10:100201. [ CrossRef ]
• Leppold C, Gibbs L, Block K, Reifels L, Quinn P. Public health implications of multiple disaster exposures. Lancet Public Health. 2022;7(3):e274-e286. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Global SDG indicators data platform. United Nations. 2021. URL: https://unstats.un.org/sdgs/dataportal [accessed 2024-04-05]
• Sloggy MR, Suter JF, Rad MR, Manning DT, Goemans C. Changing climate, changing minds? The effects of natural disasters on public perceptions of climate change. Clim Change. 2021;168(3-4):25. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Chen X, Bakal J, Whitten T, Waldie B, Ho C, Wright P, et al. Assessing the impact of COVID-19 pandemic on the health of residents and the healthcare system in Alberta, Canada: an observational study-the Alberta post-COVID follow-up study. BMJ Open. 2023;13(2):e067449. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Pazderka H, Shalaby R, Eboreime E, Mao W, Obuobi-Donkor G, Agyapong B, et al. Isolation, economic precarity, and previous mental health issues as predictors of PTSD status in females living in Fort McMurray during COVID-19. Front Psychiatry. 2022;13:837713. [ FREE Full text ] [ CrossRef ] [ Medline ]
• To P, Eboreime E, Agyapong VIO. The impact of wildfires on mental health: a scoping review. Behav Sci (Basel). 2021;11(9):126. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Agyapong B, Shalaby R, Eboreime E, Obuobi-Donkor G, Owusu E, Adu MK, et al. Cumulative trauma from multiple natural disasters increases mental health burden on residents of Fort McMurray. Eur J Psychotraumatol. 2022;13(1):2059999. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Guerra O, Eboreime E. The impact of economic recessions on depression, anxiety, and trauma-related disorders and illness outcomes-a scoping review. Behav Sci (Basel). 2021;11(9):119. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Norris FH, Friedman MJ, Watson PJ, Byrne CM, Diaz E, Kaniasty K. 60,000 disaster victims speak: part I. An empirical review of the empirical literature, 1981-2001. Psychiatry. 2002;65(3):207-239. [ CrossRef ] [ Medline ]
• North CS, Pfefferbaum B. Mental health response to community disasters: a systematic review. JAMA. 2013;310(5):507-518. [ CrossRef ] [ Medline ]
• Pfefferbaum B, Flynn BW, Schonfeld D, Brown LM, Jacobs GA, Dodgen D, et al. The integration of mental and behavioral health into disaster preparedness, response, and recovery. Disaster Med Public Health Prep. 2012;6(1):60-66. [ CrossRef ] [ Medline ]
• Math SB, Nirmala MC, Moirangthem S, Kumar NC. Disaster management: mental health perspective. Indian J Psychol Med. 2015;37(3):261-271. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Ali A, Katz DL. Disease prevention and health promotion: how integrative medicine fits. Am J Prev Med. 2015;49(5 Suppl 3):S230-s240. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Reddy MC, Paul SA, Abraham J, McNeese M, DeFlitch C, Yen J. Challenges to effective crisis management: using information and communication technologies to coordinate emergency medical services and emergency department teams. Int J Med Inform. 2009;78(4):259-269. [ CrossRef ] [ Medline ]
• Cheng DR, Coote A, South M. A digital approach in the rapid response to COVID-19—experience of a paediatric institution. Int J Med Inform. 2021;149:104407. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Souza F, Kushchu I. Mobile disaster management system applications—current overview and future potential. In: IOP Conference Series: Materials Science and Engineering. 2005. Presented at: Proceedings EURO mGOV; 2005;455-466; NA. URL: https://iopscience.iop.org/article/10.1088/1757-899X/1009/1/012049
• Chandrashekar P. Do mental health mobile apps work: evidence and recommendations for designing high-efficacy mental health mobile apps. Mhealth. 2018;4:6. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Hyde AM, Watt M, Carbonneau M, Eboreime EA, Abraldes JG, Tandon P. Understanding preferences toward virtual care: a pre-COVID mixed methods study exploring the perspectives of patients with chronic liver disease. Telemed J E Health. 2022;28(3):407-414. [ CrossRef ] [ Medline ]
• Eboreime E, Ohinmaa A, Rusak B, Cassidy KL, Morrison J, McGrath P, et al. The Text4HealthyAging program: an evidence-based text messaging innovation to support healthy urban aging in Canada and Australia. Gerontol Geriatr Med. 2022;8:23337214221081378. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Shalaby R, Adu MK, Andreychuk T, Eboreime E, Gusnowski A, Vuong W, et al. Prevalence, demographic, and clinical correlates of likely PTSD in subscribers of Text4Hope during the COVID-19 pandemic. Int J Environ Res Public Health. 2021;18(12):6227. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Vilendrer S, Amano A, Johnson CGB, Favet M, Safaeinili N, Villasenor J, et al. An app-based intervention to support first responders and essential workers during the COVID-19 pandemic: needs assessment and mixed methods implementation study. J Med Internet Res. 2021;23(5):e26573. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Obuobi-Donkor G, Eboreime E, Bond J, Phung N, Eyben S, Hayward J, et al. An E-mental health solution to prevent and manage posttraumatic stress injuries among first responders in Alberta: protocol for the implementation and evaluation of text messaging services (Text4PTSI and Text4Wellbeing). JMIR Res Protoc. 2022;11(4):e30680. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Eboreime E, Shalaby R, Mao W, Owusu E, Vuong W, Surood S, et al. Reducing readmission rates for individuals discharged from acute psychiatric care in Alberta using peer and text message support: protocol for an innovative supportive program. BMC Health Serv Res. 2022;22(1):332. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Andersson G, Cuijpers P. Internet-based and other computerized psychological treatments for adult depression: a meta-analysis. Cogn Behav Ther. 2009;38(4):196-205. [ CrossRef ] [ Medline ]
• Nicholas J, Ringland KE, Graham AK, Knapp AA, Lattie EG, Kwasny MJ, et al. Stepping up: predictors of 'stepping' within an iCBT stepped-care intervention for depression. Int J Environ Res Public Health. 2019;16(23):4689. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for Scoping Reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467-473. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Covidence systematic review software. Veritas Health Innovation. Melbourne, Australia.; 2022. URL: https://www.covidence.org/ [accessed 2024-04-05]
• Heinz AJ, Wiltsey-Stirman S, Jaworski BK, Sharin T, Rhodes L, Steinmetz S, et al. Feasibility and preliminary efficacy of a public mobile app to reduce symptoms of postdisaster distress in adolescent wildfire survivors: Sonoma rises. Psychol Serv. 2021;19(2):67-79. [ CrossRef ] [ Medline ]
• Rung AL, Oral E, Berghammer L, Peters ES. Feasibility and acceptability of a mobile mindfulness meditation intervention among women: intervention study. JMIR Mhealth Uhealth. 2020;8(6):e15943. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Choi YJ, Ko EJ, Choi EJ, Um YJ. Managing traumatic stress using a mental health care mobile app: a pilot study. Int J Ment Health Promot. 2021;23(3):385-393. [ FREE Full text ] [ CrossRef ]
• Choi YJ, Jung HS, Choi EJ, Ko E. Disaster healthcare workers' experience of using the psychological first aid mobile app during disaster simulation training. Disaster Med Public Health Prep. 2021;17:e55. [ CrossRef ] [ Medline ]
• Seligman J, Felder SS, Robinson ME. Substance Abuse and Mental Health Services Administration (SAMHSA) behavioral health disaster response app. Disaster Med Public Health Prep. 2015;9(5):516-518. [ CrossRef ] [ Medline ]
• Kuhn E, van der Meer C, Owen JE, Hoffman JE, Cash R, Carrese P, et al. PTSD coach around the world. Mhealth. 2018;4:15. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Jaworski BK, Taylor K, Ramsey KM, Heinz A, Steinmetz S, Pagano I, et al. Exploring usage of COVID coach, a public mental health app designed for the COVID-19 pandemic: evaluation of analytics data. J Med Internet Res. 2021;23(3):e26559. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Tan ML, Prasanna R, Stock K, Hudson-Doyle E, Leonard G, Johnston D. Mobile applications in crisis informatics literature: a systematic review. Int J Disaster Risk Reduct. 2017;24:297-311. [ CrossRef ]
• Romano M, Onorati T, Aedo I, Diaz P. Designing mobile applications for emergency response: citizens acting as human sensors. Sensors (Basel). 2016;16(3):406. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Schoning J, Rohs M, Krüger A, Stasch C. Improving the communication of spatial information in crisis response by combining paper maps and mobile devices. In: Mobile Response 2008. Lecture Notes in Computer Science, vol 5424. Berlin, Heidelberg. Springer; 2009;57-65.
• Roudini J, Khankeh HR, Witruk E. Disaster mental health preparedness in the community: a systematic review study. Health Psychol Open. 2017;4(1):2055102917711307. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Colajanni G, Daniele P, Nagurney A, Nagurney LS, Sciacca D. A three-stage stochastic optimization model integrating 5G technology and UAVs for disaster management. J Glob Optim. 2023;86:1-40. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Singh HJL, Couch D, Yap K. Mobile health apps that help with COVID-19 management: scoping review. JMIR Nurs. 2020;3(1):e20596. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Funnell EL, Spadaro B, Martin-Key N, Metcalfe T, Bahn S. mHealth solutions for mental health screening and diagnosis: a review of app user perspectives using sentiment and thematic analysis. Front Psychiatry. 2022;13:857304. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Murphy K, Coombes I, McMillan S, Wheeler AJ. Clozapine and shared care: the consumer experience. Aust J Prim Health. 2018;24(6):455-462. [ CrossRef ] [ Medline ]
• Goniewicz K, Burkle FM, Hertelendy AJ, Khorram-Manesh A. The impact of war on emergency departments visits by Ukrainian refugees in Poland. Am J Emerg Med. 2023;67:189-190. [ CrossRef ] [ Medline ]

Abbreviations

Edited by G Eysenbach; submitted 13.06.23; peer-reviewed by T Benham, K Goniewicz, R Konu, J Ranse, P Moreno-Peral; comments to author 10.01.24; revised version received 25.02.24; accepted 23.03.24; published 17.04.24.

©Nwamaka Alexandra Ezeonu, Attila J Hertelendy, Medard Kofi Adu, Janice Y Kung, Ijeoma Uchenna Itanyi, Raquel da Luz Dias, Belinda Agyapong, Petra Hertelendy, Francis Ohanyido, Vincent Israel Opoku Agyapong, Ejemai Eboreime. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 17.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

Maintenance work is planned for Wednesday 1st May 2024 from 9:00am to 11:00am (BST).

During this time, the performance of our website may be affected - searches may run slowly and some pages may be temporarily unavailable. If this happens, please try refreshing your web browser or try waiting two to three minutes before trying again.

We apologise for any inconvenience this might cause and thank you for your patience.

Analytical Methods

Statistical approaches to raman imaging: principal component score mapping †.

* Corresponding authors

a Ceramic Physics Laboratory, Kyoto Institute of Technology, Sakyo-ku, Matsugasaki, 606-8585 Kyoto, Japan E-mail: [email protected]

b Department of Dental Medicine, Graduate School of Medical Science, Kyoto Prefectural University of Medicine, Kamigyo-ku, Kyoto 602-8566, Japan

c Department Polytechnic of Engineering and Architecture, University of Udine, Udine, Italy

d Biomedical Research Center, Kyoto Institute of Technology, Sakyo-ku, Matsugasaki, Kyoto 606-8585, Japan

e Department of Immunology, Graduate School of Medical Science, Kyoto Prefectural University of Medicine, Kamigyo-ku, Kyoto 602-8566, Japan

f Department of Molecular Science and Nanosystems, Ca' Foscari University of Venice, Via Torino 155, 30172 Venice, Italy

In this research, Raman imaging was employed to map various samples, and the resulting data were analyzed using a suite of automated tools to extract critical information, including intensity and signal-to-noise ratio. The acquired spectra were further processed to identify similarities and investigate patterns using principal component analysis. The objective of this study was to establish guidelines for investigating Raman imaging results, particularly when dealing with large datasets comprising thousands of relatively low-intensity spectra. The overall quality of the results was assessed, and representative locations were determined based on the main Raman bands. While automated software solutions are insufficient for removing baselines and fitting the data, statistical analysis proved to be a powerful tool for extracting valuable information directly from the raw spectral data. This approach enables the extraction of as much information as possible from large arrays of spectral data, even in complex cases where automated software may fall short. The findings of this study contribute to enhancing the analysis and interpretation of Raman imaging results, providing researchers with a robust methodology for extracting meaningful insights from complex datasets, reducing the amount of effort required during data interpretation and analysis.

Supplementary files

• Supplementary information PDF (3177K)

Article information

Download Citation

Permissions.

Statistical approaches to Raman imaging: principal component score mapping

E. Marin, D. R. Bristol, A. Rondinella, A. Lanzutti and P. Riello, Anal. Methods , 2024, Advance Article , DOI: 10.1039/D4AY00171K

This article is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported Licence . You can use material from this article in other publications, without requesting further permission from the RSC, provided that the correct acknowledgement is given and it is not used for commercial purposes.

To request permission to reproduce material from this article in a commercial publication , please go to the Copyright Clearance Center request page .

If you are an author contributing to an RSC publication, you do not need to request permission provided correct acknowledgement is given.

If you are the author of this article, you do not need to request permission to reproduce figures and diagrams provided correct acknowledgement is given. If you want to reproduce the whole article in a third-party commercial publication (excluding your thesis/dissertation for which permission is not required) please go to the Copyright Clearance Center request page .

Read more about how to correctly acknowledge RSC content .

Social activity

Search articles by author.

This article has not yet been cited.

Advertisements