Importance of Research in Psychology - Report Example

Introduction

A psychology research investigation relies heavily on the researcher’s observational skills. Researchers need a specific framework to make clear and consistent observations. There are different types of research methods that depend on scientific methods. According to Valsiner, Chaudhary, and Benetka (2017), scientific research in psychology studies improved the outcome, understanding, and perception of psychology concepts and application to daily life. Scientific methodology refers to a logical approach to problem-solving that entails the application of science and scientific concepts. The use of definite research methods across psychological research studies reduce errors arising from biases and prejudices.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Psychology researchers make observations and design specific experiments to prove or disapprove particular hypotheses. Psychologists employ various research methods in testing their hypotheses. The choice of research methods is based on the required results and the available parameters (Goodwin and Goodwin, 2016). Psychologists commonly use correlational and experimental research methods in the scientific research process (Lebedev, 2015). Correlational research methods establish the connection between variables. According to Price, Jhangiani, and Chiang (2015), correlation does not account for causation. Therefore, it fails to confirm the cause and effect of particular phenomena. On the contrary, experimental research methods establish the connection between cause and effect in variables. Experiments use control groups, which provide a basis for comparison of the two groups of results.

Approaches to Psychology

Approaches are points of view or perspectives that integrate beliefs and assumptions in explaining human functioning and behavior. Depression is a mood disorder that disorients an individual’s quality of life and hampers social and family life. According to Ramnerö, Folke, and Kanter (2016), depression may go unnoticed in some populations which is detrimental to their social and mental health. Behavioral and biological approaches to psychology are used in describing depression. The behavioral, psychological approach focusses on the significance of the environment in shaping human behavior. As highlighted by Lehmann and Bördlein (2020), observable behavior is crucial in defining individual character and personality. According to Ramnerö, Folke, and Kanter (2016), behaviorism proposes learning and unlearning of particular behavior through the interaction with the environment and conditioning. In this case, the aspects of classical and operant conditioning postulated by Ivan Pavlov and B.F. Skinner respectively, is considered the basis for conditioning and learning of human behavior. On the other hand, the biological approach cites human behavior variations on genes, the brain’s influence, and hormones.

Depression

Takagaki et al. (2016) state that depression results from interaction with the environment. According to Lehmann and Bördlein (2020), depressive disorders are caused by a combination of stressors with the affected individuals experiencing low positive reinforcement. On the same account, Takagaki et al. (2016) state that depressive disorder results from poor adaptability to the environmental stressors, which points at the significance of positive reinforcement to coping abilities. In this case, positive reinforcement plays a significant role in the onset of depressive behavior. According to Fussner, Mancini, and Luebbe (2018), lack of positive reinforcement in pursuing significant activities couple in stressful moments directly affects individuals’ moods. For instance, studying and working are motivated by their benefits with studying motivated by good results while working motivated by the salary. However, poor academic results and lack of employment can result in depression. Fussner, Mancini and Luebbe (2018) stated that depressed people struggle with coping on withdrawal of the positive reinforcement. However, culture shock from relocation may culminate in depression. Coping skills are reiterated of significance in the onset of depression. Relocation to new neighborhoods may be detrimental to a child’s socialization. Due to poor coping skills, the child may struggle to make new friends and lead to depressive behavior.

Depressed people show sensitivity in their coping skills and tend to withdraw from other people. However, based on the learning theory, depression can be learned if attributed to positive reinforcement. For instance, an individual may like the attention and pity from friends and family and may tend to act depressed to seek their attention. The behavioral approach to depression emphasizes the learning and unlearning and the role of rewards on the prevalence of depression (Rolls, 2016, p. 54).

Biological Approach

Biological approach to assess depression in terms of neurotransmitters’ action (Mullins and Lewis, 2017, p.43). According to Mullins and Lewis (2017), depression results from the disruption of biological process with the genes and the biochemical components of the brain reported mental disorders. According to Bernstein (2016), low noradrenaline in the body result in depression. Similarly, according to Cowen and Browning (2015), low serotonin levels trigger the onset of depression. The biological approach defines mental disorders as an illness and needs to be diagnosed and managed by medical practitioners. DSM IV criteria provide a guideline for the treatment of mental health disorders.

The biological approach connects depression to genetics, with the history of depression in a family traced through the lineage. According to Flint and Kendler (2014), susceptibility to depression is high in children from depressed parents compared to their counterparts without depression. A study of twins from depressed parents indicated the connection between genetics and depression. However, Mullins and Lewis (2017) argue that the presentation of depression in twins demonstrates that depression is not caused by genes but genetic factors that predispose individuals to depressing life events. The biological definition of human behavior aligns depressive disorders with the genetic composition and the functioning of neurotransmitters. The levels of noradrenaline, dopamine, and serotonin trigger the onset of depression.

Conclusion

Adherence to the correct code of conduct is vital in the research process. Research participants are protected from any potential harm and handled with due respect (Petersen, S., 2017, p. 165). The code of conduct and the moral principles guiding psychology research protect the participants, psychologists, and psychology’s reputation in society. The key ethical issues common in psychology revolve around the study participant, focusing on recruitment, safety, and autonomy in decision making.

The identity of participants needs to remain anonymous to promote privacy and confidentiality. Besides, participants need to understand the details of the research and the relevance of participation. According to Drogin (2019), briefing and acquiring participant consent are crucial in maintaining a research process’s morals. Deception is discouraged but, in some instances, notifying the participants will affect the validity of results. However, on completion of the research, the participants need to be debriefed. Willing and briefed participants should be involved in the study. However, the participant should also be allowed to withdraw from the study anytime. According to Sinclair (2017), participants are the most significant aspect of research. Therefore, the protection of participants from harm is crucial. On the same account, animals in psychology research need to adhere to the scientific, ethical guidelines. According to Chimirri and Hilppö (2017), safe methods protect the animal from mental and physical harm. Chimirri and Hilppö (2017) also state that captive animals should be cared for appropriately.

References

Bernstein, C.N., 2016. Psychological stress and depression: risk factors for IBD?. Digestive Diseases, 34(1-2), pp.58-63. https://doi.org/10.1159/000442929

Chimirri, N.A. and Hilppö, J., 2017. Relational conceptualizations of ethics for psychological research with children: symposium abstract. In The 17th Biennial Conference of the International Society for Theoretical Psychology 2017: The Ethos of Theorizing.

Corno, L. and Anderman, E.M. eds., 2015. Handbook of educational psychology. Routledge.

Cowen, P.J. and Browning, M., 2015. What has serotonin to do with depression?. World Psychiatry, 14(2), p.158. https://dx.doi.org/10.1002%2Fwps.20229

Drogin, E.Y., 2019. Confidentiality, privilege, and privacy.
https://psycnet.apa.org/doi/10.1037/0000125-005

Flint, J. and Kendler, K.S., 2014. The genetics of major depression. Neuron, 81(3), pp.484-503. https://doi.org/10.1016/j.neuron.2014.01.027

Fussner, L.M., Mancini, K.J. and Luebbe, A.M., 2018. Depression and approach motivation: differential relations to monetary, social, and food reward. Journal of Psychopathology and Behavioral Assessment, 40(1), pp.117-129.

Goodwin, C.J. and Goodwin, K.A., 2016. Research in psychology methods and design. John Wiley & Sons.

Lebedev, S.A., 2015. The structure of the contemporary methodology of scientific cognition. European researcher. Series A, (1), pp.61-68.

Lehmann, D.C. and Bördlein, C., 2020. A Systematic Review of Culturally Adapted Behavioral Activation Treatments for Depression. Research on Social Work Practice, p.1049731520915635.
https://doi.org/10.1177%2F1049731520915635

Mullins, N. and Lewis, C.M., 2017. Genetics of depression: progress at last. Current psychiatry reports, 19(8), p.43. https://doi.org/10.1007/s11920-017-0803-9

Petersen, S., 2017. Human subject review standards and procedures in international research: Critical ethical and cultural issues and recommendations. International Perspectives in Psychology: Research, Practice, Consultation, 6(3), p.165.
https://psycnet.apa.org/doi/10.1037/ipp0000072

Price, P.C., Jhangiani, R. and Chiang, I.C.A., 2015. Research methods in psychology. BCCampus.

Ramnerö, J., Folke, F. and Kanter, J.W., 2016. A learning theory account of depression. Scandinavian journal of psychology, 57(1), pp.73-82.
https://doi.org/10.1111/sjop.12233

Rolls, E.T., 2016. A non-reward attractor theory of depression. Neuroscience & Biobehavioral Reviews, 68, pp.47-58. https://doi.org/10.1016/j.neubiorev.2016.05.007

Schultz, W. and Hunter, N., 2016. Depression, chemical imbalances, and feminism. Journal of Feminist Family Therapy, 28(4), pp.159-173.
https://doi.org/10.1080/08952833.2016.1235523

Sinclair, C., 2017. Ethics in psychology: Recalling the past, acknowledging the present, and looking to the future. Canadian Psychology/psychologie canadienne, 58(1), p.20.

Takagaki, K., Okamoto, Y., Jinnin, R., Mori, A., Nishiyama, Y., Yamamura, T., Yokoyama, S., Shiota, S., Okamoto, Y., Miyake, Y. and Ogata, A., 2016. Mechanisms of behavioral activation for late adolescents: Positive reinforcement mediate the relationship between activation and depressive symptoms from pre-treatment to post-treatment. Journal of affective disorders, 204, pp.70-73.
https://doi.org/10.1016/j.jad.2016.06.046

Valsiner, J., Chaudhary, N. and Benetka, G., 2017. From methodology to methods in human psychology. Cham: Springer International Publishing.