Sexual Violence and Abuse - Research Writing Assignment Help

Assignment Task :

It is important to note that the first and second assessment items for 3012CCJ are linked, so although the first item focuses on the literature review and research questions (or hypotheses), you should also be thinking about how others have investigated similar questions in the topic area you are focusing on (i.e., their research design, data collection methods, independent and dependent variables, and measurement issues such as validity and reliability, as well as any ethical issues that arise). This will help you to develop research questions that highlight gaps in our knowledge, or that resolve inconsistent findings in the literature, or that shed light how social contexts or mediating processes play a role in shaping the results of your research. 

The four possible topic areas are quite broad, so you will need to narrow your focus.  Here are some examples:

1. Sexual violence and abuse - you could narrow this by focusing on a particular population or process (e.g., onset or desistence of juvenile sex offending); gender (females sex offenders); offenders or victims, or offender-victim relationships; particular settings, (e.g., sexual assaults in higher education institutions; sexual assaults in the military). 

2. Terrorism - you could focus on improving understanding of disenfranchised youth; you could study how radicalization occurs, or police response to terror threats or critical incidents involving active shooters.

3. Offender based research and crime patterns - you could focus on any aspect of life-course criminology or environmental criminology. This may include examining the life experiences over time of gang members or the geo-spatial distribution of gang related activities, or the criminal trajectories of white collar criminals.

4. 'What works to reduce offending' - you could focus on assessing the impact of an intervention that is designed to reduce offending (e.g., early intervention, situational, community or criminal justice approaches).  The can be an innovative program, policy or practice being used within a police, probation or parole context.

Even after narrowing down the topic area to something more specific, as we did above, that still doesn’t give you a research question.  It only gives you an appropriately narrow focus area.

This is an IMPORTANT POINT:

Many students mistakenly believe that correct process is to identify a “good” research question that they will not have to edit or revise before starting to read the academic articles in that area. So, they spend a lot of time collecting journal articles and begin reading them to see what the state of knowledge is in their area only after they’ve gathered all the articles and only after they’re fairly confident they won’t have to change their research question anymore.  The problem is that it is nearly impossible to develop a good research question that's sufficiently focused and testable, and that draws on the appropriate methodology, without combing through the literature first.  So, this is a recursive process involving multiple iterations.  If the first iteration happens too late in the semester, there is no time to correct for naive and poorly constructed research questions.  The process must necessarily happen in 2-3 stages.  Students who struggle with the proposal almost always spend a lot of time and energy gathering a bunch of literature to test a half-baked research question, only to read that literature much too late in the process and realize their research question is problematic and it's too late to change it.  The solution:

1) draft a preliminary research question (or questions);

2) read 5-6 articles on the topic STRAIGHT AWAY;

3) revised your research questions;

4) submit your new questions to your tutor/instructor; and finally

5) revise them a second time based on your tutor/lecturer’s feedback.  None of this happens without reading the journal articles early in the process.

The key is to identify “the gap in the literature”, which we examined during the week 2 lecture. We hope you find the guidance that was provided about how to undertake this process useful.

Recall that we discussed five types of research questions, each of which focuses on a specific type of “gap” in the literature. Remember that research literature builds upon itself, tells a story in a thematic fashion and then ends with a statement “something is missing’. There are many issues, conundrums and considerations in the literature that may lead to the statement “something is missing”.  Here are five types of research questions:

1. There is a key piece of knowledge missing because nobody has studied this particular problem or research question (relatively rare situation).

2. People have studied this question but the existing empirical studies have inconsistent findings and you think you know why, or you aim to shed light on why these inconsistencies exist.

3. People have studied this question but not using a specific type of methodology or approach (e.g., attitudinal versus behavioural measures; qualitative vs quantitative).

4. People have tried to answer the question or test the hypothesis, but not focusing on a specific population/sample of individuals (cross-cultural limitations).

5. The question has been explored before, but a critical interaction effect or mediating variable has not been considered for this particular outcome.

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