Impact of Adolescent Anxiety Disorders on Education

Impact of Adolescent Anxiety Disorders on Education An exploration of the impacts of adolescent anxiety disorders on secondary educational outcomes. The context and initial broad area / theme for study The board theme of this study is to explore the types of anxiety disorders experienced by adolescents and the impact this has on their education. The study will also look at implications of anxiety on classroom teachers looking at strategies in which they can try and reduce anxiety and improve educational outcomes. The research will then focus more sharply on school refusal. Considering the possible reasons and causes of school refusal and the impacts school refusal can have on educational, social and lifelong outcomes. The research will take a critical approach to literature already written in this area to draw out any common themes in cases of school refusal. The research will also analyse the literature to examine any practical approaches on how to encourage these pupils to attend school and improve their educational and life experiences. Review of key readings that underpin the investigation What is anxiety and what are the types of anxiety disorders? The Department of Education (2016) offers brief definitions of anxiety and the types of anxiety disorders experienced in childhood and adolescents. This is also supported by the World Health Organisation (2016) and the ICD10 diagnostic tool as well as the American Psychiatric Association Diagnostic and statistical manual of mental health (DSM-5). Anxiety is defined as an emotional disorder which has an array of symptoms including; breathlessness, fearful, irritability, panicky, fidgety, sickness, tense or having difficulty sleeping. These references will be used as a first point of call in defining and laying out the symptoms of the types of anxiety disorders experienced by adolescents and children. Criticisms of diagnostic tools mental health is a complex phenomenon in which we have relatively little understanding. The diagnostic tool is a classificatory system and Banzato (2008) states that the diagnostic categories failed to be validated and a large debate around the classifications descends around the separation of the boundaries between different disorders. This suggests that using the diagnostic tools on their own may lead to an over identification of mental health disorders, classifying behaviours that dont necessarily need to be classified will increase the diagnoses of disorders. Further criticisms as well as support of the DSM-5 has been offered by NHS England (2013) who state that there are two main interrelated criticisms, for example, during the revision process of DSM-V to the DSM-5 pharmaceutical industry had a large influence on what was to be included. In addition, the DSM-5 contributes to the medicalisation of behaviour and mood that would not necessarily have or need a diagnosis. Morris and March (2004) offers an in-depth discussion of childhood anxiety disorders including; Generalized Anxiety Disorder, Specific Phobia, School Refusal, Separation Anxiety Disorder, Social Anxiety disorder, OCD, Panic disorder and PSD. The discussions and findings in this book are supported by Beidel and Alfano (2011). These sources will also be used in the defining of mental health disorders in children and young people. These sources also provide useful information on prevalence rates as well as the treatment of childhood anxiety disorders. Prevalence and statistics around anxiety in childhood and adolescents Merikangas, Et al (2010) Anxiety disorders were the most common condition (31.9%) the median age of onset for this disorder was 6 years old. Lifetime prevalence 25.1% of 13-18-year-old. Statistical difference in sex with females at 30.1% and males at 20.3%. United States. Department of Health (2015) 3.3% or about 290,000 children and young people have an anxiety disorder. Exposure to bullying is also associated with elevated rates of anxiety, depression and self-harm in adulthood. Goodman and Scott (2012) anxiety disorders, affect roughly 4-6% of the general population. Roughly 5% of referrals to child and adolescent mental health services present with refusal to attend school associated with anxiety or misery. Around 4-8% of children and adolescents have clinically signià ¯Ã‚ ¬Ã‚ cant anxiety disorders that cause substantial distress or interfere markedly with everyday life. This makes anxiety disorders the second commonest group of psychiatric disorders among children and adolescents. The effects of gender and age on prevalence vary from one anxiety disorder to another. The three most common anxiety disorders are specià ¯Ã‚ ¬Ã‚ c phobias, separation anxiety disorder and generalised anxiety disorder. Social anxiety disorder and panic disorder are less common, as is post-traumatic stress disorder. Criticism of these statistics statistics such as these have played an important role in the development of mental health policies (Banzato, 2008). However, geographical and cultural variations in the use of the diagnostic tools means comparisons across/within countries, regions and cultures is difficult (Banzato, 2008). School Refusal What is it? What causes it? Statistics surrounding it. Thambirajah et al (2008) Most children and young people go through occasional, infrequent and temporary non-attendance in school at some point in their school career. School attendance (children can be educated at home if approved by the LEA education officer) in the UK is compulsory for all young people under the age of 16 (young people under 18 have to be in some sort of Education, Training or Work). The issue of school attendance is currently at the focus of intense activity in schools, LEAs and the press. The most recent media interest surrounds the removal of children and young people from school for family holidays. This, until recently, resulted in fines given to parents/carers of these children. The term school refusal has been used to refer to the group of children who are reluctant to or fail to attend school for emotional reasons (Thambirajah et al, 2008). Thambirajah et al, (2008) clarifies the different terms used to describe different groups of children who fail to att end school, these terms are based around the core characteristics as they are currently understood by authorities and researchers and include; truancy, parentally condoned absence, school phobia, separation anxiety and school refusal. Official figures do not take school refusal into account and therefore there are no official estimates of the extent of the problem. As well as this it is hard for professionals and teachers to be aware of the problem this is due to; lack of awareness of the extent and impact of school refusal, difficulties in distinguishing school refusal from other groups, invisibility of these children, excluding medical conditions, blaming parents. Kahn and Nursten (1968) also provide an in depth analysis of the psychosocial problems that can lead to school refusal. Kearney (2008) states that there are a range of contextual risk factors as well as psychological factors can lead to school refusal and high absent rates include; homelessness and poverty, teenage pregnancy, school violence and victimisation, school climate and connectedness, parental involvement, family and community variables. Lignefeller and Hartung (2015) Discuss various statistics surrounding school refusal in the US and the factors that surround school refusal. These can include; School safety, bullying, pressure of academic achievement. The article then looks into the problems that school refuser face due to the lack of attendance. Implications and treatments for school refusal are also discussed. The findings in this article are supported by Nuttall and Woods (2013). Kearney and Bates (2005) provides a summary of the characteristics of youths with school refusal behavior and explores the common assessment and treatment methods that have been designed to curb this behavior. Kearney (2006) evaluated The School Refusal Assessment Scale-Revised (SRAS-R). This is an instrument designed to evaluate the relative strength of four functional conditions of school refusal behavior in youth. Despite the presence of a small number of items that may detract from the scale, strong support was found overall for the four-factor structures of the SRAS-R-C and SRAS-R-P. These data provide support for the functional model of school refusal behavior in general and the discriminant validity of the SRAS-R in particular. School Refusal Implications Sewell (2008) states that school refusal can have significant short term and long term consequences, for example; poor academic performance, family difficulties, worsening peer relationships, academic underachievement, employment difficulties and increased risk of psychiatric illnesses. Supported by Maynard et al. (2015). School Refusal Interventions/treatments Lauchlan (2003) discusses the effectiveness of interventions and the reasons for successes and failures. There are a range of interventions and treatments for example; relaxation training, cognitive restricting or self-statement training, exposure, medication, social skills training, parent/teacher training etc. This articles provides a summary and critical analysis of the above interventions. Lingenfelter and Hartung (2015) provides a critical analysis of this and states that there is a strong focus on therapy and counselling with trying to treat school refusal behaviors. These can be supplemented with medication. Revised research question From my initial review of the literature there are clear and defined areas of research conducted in this area. However, due to the comprehensive nature of the research in this area, there seems to be a lack of clarity surrounding three particular areas. Therefore, my revised research questions are: What is known to be the main reasons behind school refusal in children and young people? What is known to be the implications for children and young peoples educational outcomes as a result of school refusal? What are the different treatment/intervention strategies for school refusers and how effective are these? Rationale for the research design For this research project I have chosen to do a systematic review of the literature. The main reasons for choosing this type of research design is the sensitive nature of the topic (anxiety disorders) and the barriers that would be placed in doing primary research with students with anxiety issues. In addition, there is already a wide selection of literature on this topic area however, there is a lack of drawing this literature together to critically analyses it from different perspectives. Systematic reviews are attempts to review and synthesis existing research in order to answer specific research/review questions (Andrews, 2005). This area has been the center of ongoing in depth research from early 1930s to the present day. The research looks into the various reasons for school refusal (although this has been acknowledged that each case is individual, there are a variety of common themes that have emerged). The research has also investigated several treatments or interventions of school refusal. However, there is little research that draws these ideas together and critically analyse them. The large amount of research in the area means that creating more primary research would be pointless, instead I believe that there is a need to draw this literature together to compare, co ntrast and analyse it and this would be more beneficial to this area of research. This idea is supported by Klaveren and Inge De Wolf (2013) who states that systematic reviews give structure to the findings of larger amounts of empirical studies and act as an informant to the reader on the results and effectiveness of previous studies. Systematic reviews are often viewed in a skeptical way, especially in the field of educational research. For example, Andrews (2005) questions the idea of reviewing research, he suggests that not all research is worth reviewing and therefore a systematic review can place importance on less significant research. In addition, Bryman (2012) states that there are suggestions of applicability of a systematic review to certain types of literature. This is due to early systematic reviews being concerned with the exploration of certain independent variables and their effects. However, Bryman (2012) also states that there has been a shift in the use of systematic reviews and that they are now considered useful tools in a range of research areas. In addition, Mulrow (1994) states that professionals, researchers and policy makers need systematic reviews to be able to efficiently integrate existing information and provide data for rational decision making. Mulrow (1994) also states that the expl icit methodology used in a systematic review limits bias and, hopefully, will improve the reliability and accuracy of the conclusions drawn. Bryman (2012) states that due to the transparency of the methodology adopted and outlined in the research, it provides a degree of replicability to the study and therefore increasing the validity and reducing the bias of the study. Due to the nature of this research, ethical issues are kept to a minimum. No human participants will be used in this research and participants from the articles analysed are already anonymised and informed consent was obtained. Additionally, there is no need to gain gatekeepers permission for the use of the articles in the study as they are available on the internet. The articles are accessed via institutional log-on but can be purchased by the public. To reduce ethical issues further I will take care to be professional in my writing/reporting for example by criticising the literature politely and in a constructive manner. References Andrews, R. (2005) The place of systematic reviews in education research, British Journal of Educational Studies, Vol. 53, No. 4, PP 399-416 Banzato, C. (2008) Critical evaluation of current diagnostic systems, Indian Journal of Psychiatry, Vol. 50, No. 3, PP 155-157 [accessed 21/12/2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738361/] Beidel, D., Alfano, C. (2011) Child Anxiety Disorders: A Guide to Research and Treatment, Routledge: London Bryman, A. (2012) Social Research Methods, Oxford University Press: New York Department of Education (2016) Mental health and behaviour in schools: Departmental advice for school staff, Department of Education: London Department of Health and NHS England (2015) Future in mind Promoting, protecting and improving our children and young peoples mental health and wellbeing, Department of Health: London Goodman, R., Scott, S. (2012) Child and Adolescent Psychiatry, Wiley Sons: Chichester Kahn, J., Nursten, J. (1968) Unwillingly to School, school phobia or school refusal, a medico-social problem, Pergamon Press: Oxford Kearney, C., Bates, M. (2005) Addressing School Refusal Behaviour: Suggestions for Frontline Professionals, Children and Schools, Vol. 27, No. 4, PP 207-216 Kearney, C. (2006) Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions, Journal of Psychopathology and Behavioral Assessment, Vol. 28, No. 3, PP 139-144 Kearney, C. (2008) School absentesim and school refusal behaviour in youth: A contemporary review, Clinical Psychology Review 28, PP 451-471 Klaveren and De Wolf (2013) Systematic Reviews in Education Research: When Do Effect Studies Provide Evidence?, Working Papers 46, Top insitute for evidence based education research. Lauchlan, F. (2003) Responding to chronic non-attendance: a review of intervention approaches, Educational Psychology in Practice, Vol. 19, No. 2, PP 133-146 Lingenfelter, N., Hartung, S. (2015) School Refusal Behaviour, NASN School Nurse, Vol. 30, No. 5, PP 269-273 Maynard, B., Brendel, K., Bulanda, J., Heyne, D., Thompson A., Pigott T. (2015) Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review, Campbell Systematic Reviews, Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., Swendsen, J. (2010) Lifetime Prevalance of Mental Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A), Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 49, No. 10, PP 980-989 Morris, T., March, J. (2004) Anxiety Disorders in Children and Adolescents, The Guildford Press: London Mulrow, C. (1994) Systematic Reviews: Rationale for systematic reviews, British Medical Journal, Vol. 309, PP 597-599 NHS England (2013) News analysis: Controversial mental health guide DSM-5, [ accessed 07/01/2017 http://www.nhs.uk/news/2013/08August/Pages/controversy-mental-health-diagnosis-and-treatment-dsm5.aspx] Sewell, J. (2008) School Refusal, Australian Family Physician, Vol. 37, No. 4, PP 406-408 Thambirajah, M., Grandison, K., De-Hayes, L. (2008) Understanding school refusal: A handbook for professionals in education, health and social care, Jessica Kingsley Publishers: London World Health Organisation (2016) International Classifications of Diseases ICD10, Neurotc, Stress-related and somatoform disorders (F40-F48) [Accessed 20/12/2016: http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48]

The Bad Side of Social Network

The bad side of social networks Social network is been lately very popular in society. Because of this all the users wants to be aware of what the other person is posting. Social network is a bad influence for most of the people because sometimes it appears windows that you don’t want to see. Social networks has changed the way people interact. In many ways, has led to positive changes in the way people communicate and share information, however, it has a bad side, as well. Social networking can sometimes result in negative outcomes, some with long-term consequences.It’s a waste of time because you don’t take advantage of your free time in some pages like games or Facebook, MySpace, Hi5, etc, while you can be reading a book or cleaning your room or whatever. You’are in diasplay to all the people, like in facebook you upload a photo of the place you are and everybody see’s where are you at. Many social networking sites regularly make changes that req uire you to update your settings in order to maintain your privacy, and frequently it is difficult to discover how enable settings for your appropriate level of privacy. Related reading: The Other Side of EmailBecause of this, many users do not realize how much private information they are allowing to become public by not re-evaluating settings every time the network makes a change. Tagging can also serve as an invasion of privacy. When social networking sites have a â€Å"tagging† option, unless you disable it, friends or acquaintances may be able to tag you in posts or photographs that reveal sensitive data. In other way it can be good to have facebook or other social network, but just for fun and reconect to old friends, like the friend in primary school that you never saw them again.But most of the time social networks are bad because is a waste of time, it can cause an addiction, and maybe cause a lot of problems. In conclussion, while social networking has clearly demonstrable negative impacts, it is most likely here to stay. Deciding whether you or your children will use social networking is an individual choice. By using it responsibly and encouraging your children to do the same, you can harness the benefits of social networking while avoiding the drawbacks.

British Art-William Blake

Though William Blake is held today as one of the premier poets of the pre-Romantic era, his contributions as a painter is often overlooked. Like his poetry, his paintings and etchings reflect his deeply held religious beliefs, as well as the many questions he had not only about faith but the nature of existence. Reflecting a sensibility that was unusual by the standards of the day, Blake’s choice of subject matter for his paintings ran from traditional biblical scenes to gothic depictions of ghouls and creatures from Hell sent to tempt and torment humanity.His illuminated printing also helped create significant depth in his poetry, adding to the impact of the words, and often reflected the same biblical concerns and reverences that Blake held for his Christian beliefs. Combining the gothic with a proto-Romantic sensibility, William Blake created art that not only reflected his religious beliefs, but also borrowed from biblical, literary, mystical, and personal inspirations to create unique art that remains as compelling as his poetry and speaks volumes of the creative genius of the man.Though many in the modern day consider William Blake one of the seminal poets of the early Romantic period, Blake he did not support himself as a poet during his life but got by on patronage and commissions for engraving and painting. His projects were most often literary and religious in nature and included the Book of Job and other scenes from the Bible; Chaucer’s Canterbury Pilgrims; Milton’s Paradise Lost and Paradise Regained.His eccentricity and imaginative intensity, which seemed like madness to more than a few of his contemporaries, came from Blake’s childhood fill by such events as beholding God’s face pressed against his window, seeing angels among the haystacks, and being visited by the Old Testament prophet, Ezekiel (Abrams, 2000, p. 36). When his brother died in 1887, Blake claimed that he saw his â€Å"released spirit ascend heave nwards, clapping its hand for joy,† and soon after, this spirit would visit him with a critical revelation of the method of â€Å"Illuminated Printing† that he would use in his major poetical works.His obscurity as a poet was due in part to the difficulty of his work after the mid-1790s but chiefly to the very limited issue of his books, a consequence of the painstaking and time-consuming process of his â€Å"Illuminated Printing. † Blake’s illuminated printing allowed him to not only publish his poetry but also create art to compliment it.The books included many etchings, most often colored in dramatic fashion, that depicted many of Blake’s religious and social concerns. He prophesized, included biblical satire and concerns, and addressed timely subjects such as the suffering he observed and the rampant state of religious hypocrisy in London. As Blake’s mythical poetic character Los said, speaking for all imaginative artists, â€Å"I must C reate a System or be enslaved by another Man’s† (Abrams, 2000, p. 27).In Songs of Innocence and of Experience, Blake reflects the increasing shift of Western society towards a more secular, independent mode of thinking. To Blake, the simple joy to be had in venturing the countryside to hear the songs of the birds is more valuable than learning science from books, or religion from the scriptures, and in his work Blake suggests that children are inherently and naturally good, and only through the systems of man are they corrupted and robbed of joy.This new faith of Blake in the natural goodness of humans contradicts the concept of the fall of Man, espousing that the malaise of modern culture is a mode of psychic disintegration and of resultant alienation from oneself, one’s world, and one’s fellow human beings (Abrams, 2000, p. 39). To Blake, like later poets of the Romantic age, the only hope of recovery for humanity rested in reintegration into the social and natural worlds, as well as adherence to the incorruptible word of God.In Songs of Innocence, Blake combines many of his social and religious views into an etching accompanying his poem, â€Å"The Little Black Boy. † In some copies, Blake tinted the black boy’s skin as light as the English boy’s, while in others he colored them differently; while the heavenly scene that Blake depicts shows both boys sheltered by a tree and welcomed by Christ, it also puts the black boy outside of the inner circle formed by the curve of Christ’s body and the praying English boy.Blake depicted the racism of London by showing the little black boy as not a part of the configuration of the prayer, but rather a witness to it, stroking the hair of the English boy who has no regard for him (Abrams, 2000, p. 45). By depicting the innocent scene with Christ as he does, Blake is showing how Christian society often excludes those that do not fit the right social criteria. This uni que aspect of Blake’s religiousness was one of the main precursors to the spirit of freedom and equality that would come to dominate the Romantic era.Blake hoped to reach a wider audience with a private exhibition of his illustrations in 1809, but his adventurous originality, coupled with his cantankerous and combative personality, left him largely ignored, except by a few harsh critics. At the time of his death in 1827, he was impoverished and almost entirely unknown except to a small group of younger painters, and only decades after his life did interest begin to grow in his literary and artistic contributions.The overwhelming theme in the works of Blake is religion. During his life, Blake declared that â€Å"all he knew was in the Bible† and that â€Å"The Old and New Testaments are the Great Code of Art. † This is an exaggeration of the truth that all his religious and prophetic art deals with some aspects of the overall biblical plot of the creation and the Fall, the history of the generations of humanity in the fallen world, redemption, and the promise of a recovery of Eden and of a New Jerusalem (Abrams, 2000, p. 37).Though Blake spent considerable time on his illuminated printing, his continuous experimentation with form and artistic expression led to a series of large color prints of massive size and iconic designs. Though no commission or public exhibition is recorded, and the exact intensions of the artist and the works’ creation remain unknown, the prints continue to reflect Blake’s literary and biblical concerns, featuring twelve designs with subjects drawn from the Bible, Shakespeare, Milton, and Enlightenment subjects such as Newton (Barker, 2004).Once again, Blake treads the fine line between religious faith and faith in humanity to understand existence and create magnificent works of beauty. However, unlike many of the artists that would follow him, Blake’s art displayed many of his preferences for the medieval and gothic art of the centuries prior. Blake was not alone in his interest in gothic culture, and a great gothic revival swept through England, Europe, and North America towards the end of the eighteenth century.Often reflected best in the dramatic spires of architectural creations of the time, Blake saw these architectural and sculptural accomplishments as the perfect embodiment of his artistic ideal, where spirituality and aesthetic values were inseparable (Tate Britain, 2008). To Blake, the spiritual attributes of the gothic revival reflected the height of creative expression, and his art included many characteristics of the gothic style. In his engraving, Joseph of Arimathea among the Rocks of Albion helps express some of his Christian gothic ideals.The picture depicted the legendary figure that supposedly brought Christianity, as well as art to Blake, to ancient Britain, and Joseph is depicted as a melancholic artist reflective of Blake’s ideals (Tate Britain, 2008). Though Blake described his technique as â€Å"fresco,† it was more of a form of monotype which used oil and tempera paints mixed with chalks, painted onto a flat surface such as a copperplate or piece of millboard, and he simply pulled prints by pressing a sheet of paper against the damp paint, often finishing designs in ink and watercolor to make them each unique (Barker, 2004).Blake’s talent for painting religious icons caught the attention and won the patronage of Thomas Butts, who would become one of Blake’s biggest supporters. Using the Bible as he key source of inspiration, between 1799 and 1805, Blake produced one-hundred thirty-five watercolors and paintings for Butts; Blake used the Bible not merely as a historical, spiritual, and literary guide, but also the fundamental source of all human knowledge, even of the future (Tate Britain, 2008).In the religious paintings Blake produced for Butts, he employed the tempera technique believing it to be r epresentative of the spiritual art of the medieval times that inspired the gothic revival. Using his own symbolism in many of the religious scenes he depicts, Blake incorporates many of the Enlightenment ideals into his scenes. In one depiction of Christ, Blake depicts him as holding a compass, as meant to signify the predomination of reason, and shown in his other works, most famously in his portrayal of Isaac Newton (Tate Britain, 2008).Blake’s gothic style was also incorporated in his highly stylized religious subjects like The Great Red Dragon and the Woman Clothed in the Sun, which come directly from the Book of Revelation. Along with his depictions of Chaucer’s pilgrims and Dante’s themes of Catholicism, Blake continued to depict religion in his work until his death. Though William Blake is considered a precursor to the humanism and natural passion of the Romantic era, his religious beliefs dominated much of his work and his life.Unlike many religious arti sts, Blake retained his own unique views of religion, and did not shy away from depicting its flaws and misinterpretations. However, Blake continued to see the goodness of religion, as well as humanity, and did his best to combine the elements of the real world with that of the spiritual world. And, while Blake is still considered more of a poet than for his achievements in painting and etching, the complete picture of the artist is not complete without knowing his accomplishments in each art form, and understanding the importance that religion played in inspiring their creation.REFERENCES Abrams, M. H. (2000). William Blake: 1757-1827. The Norton Anthology of English Literature. 7th Ed. Vol. 1. New York: W. W. Norton & Company. Barker, E. E. (2004, October). William Blake (1757–1827). Timeline of Art History. New York: The Metropolitan Museum of Art. Retrieved April 22, 2008, from http://www. metmuseum. org/toah/hd/blke/hd_blke. htm Tate Britain. (2008). William Blake. Retri eved April 22, 2008, from http://www. tate. org. uk/britain/exhibitions/blake/blakethemes2. htm

Gender Differences From Comparative Optimism - 1378 Words

This article shows gender differences from comparative optimism comparing it to personal optimism for experiencing a happy marriage or avoiding divorce depending if it was optimism or comparative optimism. The articles used four samples using unmarried college students compared it to men and women as the result it indicated that men have a greater comparative optimism than women when it comes to a happy marriage but not when it comes to divorce. Then when it came to personal optimism men also result greater with having a happy marriage and avoiding divorce. The article than examined whether people who experienced parents that had a divorce would result differently with comparative optimism, personal reasoning of a happy marriage or avoiding divorce for men and women. The results were examined also on risk recognition and gender differences when it came to romantic relationship between men and women. Malachi 2:16 gives a clear understanding that God hates divorce. In comparison to the research that was examined it’s important that we value marriage from a Christian point of view and not a worldly view. Will I Divorce or Have a Happy Marriage? : Gender Differences in Comparative Optimism and Estimation of Personal Chances Among U.S. College Students The Summary This article shows gender differences from comparative optimism comparing it to personal optimism for experiencing a happy marriage or avoiding divorce depending if it was optimism or comparative optimism. ResearchShow MoreRelatedEvidence Based Diagnostic Radiography : Theoretical Perspectives And The Research Process1017 Words   |  5 PagesWith regard to the articles being analysed, (Mackay et al. 2012 and Carlsson and Carlsson 2013) a discussion between the different theoretical perspectives and types of data acquired during the research process will be explored. 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