Qualitative Vs Quantitative Analysis On Mental Health Issues Essay Sample For College

Researchers often use qualitative or quantitative research methods when conducting research on mental health issues. The qualitative research method provides a deeper understanding of the phenomenon by exploring different individuals’ experiences, thoughts and feelings. It allows researchers to understand better the experiences, perspectives, and behaviours of those suffering from mental diseases. Qualitative research can also disclose how people manage mental health difficulties and what resources they use to address them (Vidourek & Burbage, pp3). In contrast, quantitative research provides researchers with statistical information that may be used to make broad predictions about community mental health patterns. It can help find links between mental health concerns and demographic parameters like age, gender, and socioeconomic position.

While both qualitative and quantitative research approaches have advantages, each has limitations. For example, tiny sample sizes in qualitative research may be criticized for limiting findings’ generalizability. Furthermore, because qualitative research is subjective, various researchers may perceive findings differently (Wilson & Cariola, pp187). Quantitative research, on the contrary, may be criticized for its emphasis on numerical data, which may fail to represent the complexities of mental health experiences. Furthermore, quantitative studies may fail to capture the experiences of minority communities or people with unique experiences that are difficult to quantify.

Despite their respective limits, both types of studies can be used in conjunction to build a more thorough understanding of mental health issues. For example, qualitative research can be used to investigate the experiences of people suffering from mental illnesses. In contrast, quantitative studies can be used to determine the prevalence of mental illnesses in a specific community. Both methodologies’ findings might merge to create a more detailed view of the problem.

One example of a study combining qualitative and quantitative research methods in mental health research is a study on why children and adolescents do not seek help for their mental health issues. In this study, researchers reviewed qualitative and quantitative articles (Radez et al., pp187-2010). The findings of the study suggested that various internal and external factors, including stigma and financial barriers, resulting in children and adolescents not seeking help.

Completing an audience analysis, employing intervention tactics to overcome writer’s block, and analyzing information sources can improve the researcher’s abilities and the research’s overall validity and dependability.

Audience analysis can be insightful in this research by assisting the researcher in understanding the target audience’s knowledge, needs and behaviour, which would be instrumental in tailoring the research to meet these factors effectively and effectively communicate the findings to the audience. Identifying writing blocks and using intervention strategies can assist the researchers in overcoming any obstacles that may arise during the research and writing process. Some writer’s block includes having a topic but needing help to figure out an exciting beginning for the work, or the writer might find the topic assigned to them too boring. There are various strategies that a researcher may apply to overcome writer’s block. Some of them include role-playing, taking a break and taking a walk or undertaking some relaxing activities to clear the brain and relieve stress. The research process would be more efficient as a result. Lastly, it is critical to evaluate the sources of information to be used in the research activity to verify the authenticity and validity of the material. It would thus improve the study’s validity and readers’ confidence in the findings.

Overall, accessing these sites has aided in the improvement of research and writing skills, especially in recognizing the audience, overcoming writing blocks, and analyzing information sources. With these skills and understanding, a researcher can complete a successful research study with trusted peers on qualitative versus quantitative examination of a mental health issue.

In conclusion, qualitative and quantitative research methodologies are helpful in mental health studies. Each method has advantages and disadvantages, but combined, they can give scholars a deeper awareness of mental health issues. The integration of qualitative and quantitative research approaches enables researchers to investigate the experiences of people suffering from mental illnesses while assessing the prevalence and impact of mental illnesses on a larger scale.

Works Cited

Radez, Jerica, et al. “Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies.” European child & adolescent psychiatry 30 (2021): 183-211.. Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies | SpringerLink

Vidourek, Rebecca A., and Michelle Burbage. “Positive mental health and mental health stigma: A qualitative study assessing student attitudes.” Mental Health & Prevention 13 (2019): 1-6. Positive mental health and mental health stigma: A qualitative study assessing student attitudes – ScienceDirect

Wilson, Clare, and Laura A. Cariola. “LGBTQI+ youth and mental health: A systematic review of qualitative research.” Adolescent Research Review 5 (2020): 187-211. LGBTQI+ Youth and Mental Health: A Systematic Review of Qualitative Research | SpringerLink

Race And Ethnicity Essay Example For College

Race and ethnicity play a crucial role as it is a social construct that is utilized in categorizing and classifying various groups of people on the basis of their physical, social, and cultural attributes. On its part, race alludes to a system utilized in classifying people based on physical attributes, including but not limited to skin color and facial features (Costello & Dillard, 2021). On the other hand, ethnicity refers to a group of people exhibiting or sharing identical culture, language, or political attributes.

Races and ethnicities are integral in shaping people’s identities, life-given opportunities, and experiences. They impact how a certain group of people is perceived and consequently receive treatment based on the perception, influencing their access to available opportunities and resources. In learning institutions, race and ethnicity impact the learners, instructors, and other stakeholders experience and, consequently, the outcome. Specifically, educators have a crucial role in addressing race and ethnicity as they are integral in developing an equitable and inclusive learning environment for all learners (Costello & Dillard, 2021). This study will assess five articles dedicated to the issue of race and ethnicity and their significance to me as an educator.

Anderson, M. (2017, July 9). When educators understand race and racism. Learning for Justice. https://www.learningforjustice.org/magazine/when-educators-understand-race-and-racism.

The article discusses the significance of the learning process among educators in enhancing their racial competence. Even though the majority of the teachers are well-equipped with essential skills, they are misinformed on the issue of racism due to less professional development on the issue of race and ethnicity. The author acknowledges that schools feature fewer instructors who are black, as eight out of ten give white teachers a significant role in enhancing their skills in exacerbating the disparities. In most cases, a white teacher does not talk about the issues of racism with the teachers of color due to uncertainties and fear of the response and conversation that might ensue.

The white teachers, being the majority, are accorded an ample environment to enhance racism as they routinely group black learners whole, discouraging them from pursuing advanced courses. As an instructor, the article informs the significance of eliminating the fear of talking about racism and its prevalence in classroom settings as escalated by educators. Standard practices done in the classroom may escalate racism, and as an educator, it is imperative to ensure that all instances that enhance racism are eliminated. Further, the article informs on the significance of continued learning in curbing racism in learning institutions.

Costello, M., & Dillard, C. (2021, July 7). Race and ethnicity. Learning for Justice. https://www.learningforjustice.org/magazine/publications/hate-at-school-report/the-hierarchy-of-hate-in-school/race-and-ethnicity.

The article discusses the role of racial bias in schools in assessing the hierarchy of hate. The authors acknowledge that racial bias is a typical drive of various incidents witnessed in learning institutions, as exhibited through media and educator reporting. In most cases, the culprit is the black learners, as they are majorly discriminated against based on their color and social-economic status. Specifically, Asian learners are the primary target as they are singled out and subjected to names calling and other malicious racist incidents. According to the educator’s report, the utilization of the n-word is widespread in various spaces around learning institutions.

Besides, the utilization of racist and stereotypical tropes aimed at black learners are equally prevalent as they are often described as darkie, enslaved people, or monkeys. According to the authors, in 57 percent of the racism cases witnessed by educators, there was no action taken to thwart the vice while 90 percent of the educators fell short in reaffirming the school values and denouncing the bias. The article asserts this is against the norms as learning institutions should be a platform where learners are accorded an ample learning environment, as they feel secure, safe, and supported. They propose adequate measures and recommendations for the institutions to proactively and vigorously develop initiatives aimed at countering prejudice to advance equity and enhance inclusiveness.

As a teacher, the information in the article is highly applicable to me as it informs on the prevalence of race and ethnicity in learning institutions. Despite increased reporting, the vice continues to wreak havoc, and as an instructor, it is imperative to step ahead of the queue and aid in controlling and thwarting the increased hate. Most cases go unreported, while those reported do not encounter significant actions resulting in increased prevalence and, consequently, hate. As such, I advocate for social justice in school and actively engage other educators and administrators in playing a crucial role in eradicating the vice from our institutions.

Darden, J. (2018, June 28). Talking race. Learning for Justice. https://www.learningforjustice.org/magazine/fall-2009/talking-race.

The article discusses the significance of talking about race in learning institutions, especially among educators. Inability to talk to other instructors about the dangers of ethnicity and race results in non-actions and the continued prevalence of the issue. An environment where the instructors can converse freely with all other stakeholders can be a key driver in eradicating the stereotypes and prejudices common in a racist environment. In a similar way that educators converse on how to engage the students and their parents in the learning process, they should advance the discussion and confront racism. This is because the instructors play a critical role in exploring multiculturalism and consequently advance the discussion on ensuring the learning institutions create a culture for future classrooms to honor diversity. As an instructor, the article applies to me as it advocates for continuing racism dialogue in learning institutions. The majority of instructors need to be more conversant with how to approach the topic, and as such, it is imperative to contribute and engage others to strike up a conversation that will ensure the learning institutions are a safe environment where learners’ talents are nurtured.

Dillard, C. (2022, January 24). Teaching in solidarity. Learning for Justice. https://www.learningforjustice.org/magazine/spring-2019/teaching-in-solidarity.

The author discusses the process of holding black lives matters initiatives in a school and its subsequent impacts on other teachers in different parts of the country. The uplifting and celebration of people of color in collaboration with the local community can help educators advance the agenda of equality and inclusivity. The educators were engaging in a movement inspired by the black lives moment to demand education reforms that would see the support of ethnic students in school restorative justice practitioners and recruitment of additional black instructors. The author suggests that collaboration between teachers, whether black or white, with the community, can elevate the sensitization on the dangers of racism and ethnicity in the country. The article is highly applicable to me as an educator as it stresses the significance of educators engaging in collaborative efforts to support people of color. Everyone in the learning institutions has a role to play in alleviating any form of discrimination. As an instructor, I have an obligation to engage others in developing initiatives aimed at enhancing the lives of the learners to ensure they are accorded the necessary attention and support to thrive.

Dillard, C. (2021, June 30). Speaking up against racism around the coronavirus. Learning for Justice. https://www.learningforjustice.org/magazine/speaking-up-against-racism-around-the-coronavirus.

The author discusses the development of the coronavirus and how it exacerbated racism. This makes it essential for educators to comprehend the historical context of the discrimination and consequently confront it when exhibited among the students and other educators. The onset of the pandemic exposed people of color to racist comments and constant jokes spreading hate and bias rather than addressing the adverse effects of the pandemic. The article suggests that educators have the obligation to ensure they address hate and bias issues that are prevalent in learning institutions. The continued presence of learners in online platforms implies they are exposed to prevalent trends and can aid in exacerbating disparities. The historical context of racism is aimed at justifying disparities and discrimination, which enhances exclusion and exploitation. Racist tropes concerning people’s health and culture lead to racist violence among people of color, and as an educator, I have an obligation to interrupt racism and eliminate xenophobic narratives among their learners. In the process, I have learned that it is imperative to engage the learners continually and informs them of the significance of speaking about racism and ethnicity issues. Further, it is essential to ensure they are adequately engaged in discussion on various stereotypes and biases surrounding racism.


Racism and ethnicity are significant social issues that require adequate attention to ensure their effects and prevalence are contained. This is because they feature devastating impacts on the discriminated groups. Educators have a crucial role in ensuring that the prevalent issues in learning institutions are eliminated. This can be achieved by increased sensitization of learners, engaging other educators in the conversation, resisting the fear of discussing vice and integrating community-driven initiatives in schools. Educators must ensure that learners feel safe, protected, and supported to thrive in learning institutions irrespective of their race or ethnic background.


Anderson, M. (2017, July 9). When educators understand race and racism. Learning for Justice. https://www.learningforjustice.org/magazine/when-educators-understand-race-and-racism.

Costello, M., & Dillard, C. (2021, July 7). Race and ethnicity. Learning for Justice. https://www.learningforjustice.org/magazine/publications/hate-at-school-report/the-hierarchy-of-hate-in-school/race-and-ethnicity.

Darden, J. (2018, June 28). Talking race. Learning for Justice. https://www.learningforjustice.org/magazine/fall-2009/talking-race.

Dillard, C. (2022, January 24). Teaching in solidarity. Learning for Justice. https://www.learningforjustice.org/magazine/spring-2019/teaching-in-solidarity.

Dillard, C. (2021, June 30). Speaking up against racism around the coronavirus. Learning for Justice. https://www.learningforjustice.org/magazine/speaking-up-against-racism-around-the-coronavirus.

Review Paper On Sickle Cell Anemia Writing Sample


Sickle Cell Anemia (SCA) is one of the conditions whose treatment and management is a challenge; the cost of management is high, and treatment is also expensive and rare. When discovered, the literature indicates a certain age at which affected persons could not live past. However, due to emerging discoveries, there are therapeutic approaches that have made it possible for people affected to even live past the age of 50s. However, it is indicated that there have been disparities regarding how SCA has not been contained in developing nations, especially Sub-Saharan Africa, which has continued to record high morbidity and mortality rates from SCA. Such an n experience is a stark realization that access to health care seems to be controlled by the socioeconomic status of a place. World Health Organization indicates that people should not be vulnerable because of their socioeconomic status. However, with SCA, one of the challenges is the cost of managing the disease. Significantly, before any developments in Sub-Saharan Africa regarding the management of SCA, what is needed is an awareness program and the development of traditional anti-sickling approaches.

Research Review on SCA Management in Sub-Saharan Africa

The statistics in Africa regarding morbidity and mortality of SCA differ from other nations. Considerably, in certain parts of Africa, the situation is a replica of what used to be the case in Europe when SCA was discovered. According to Diop and Pirenne (2021), ’50–90% of SCA children will die in Africa before the age of 5.’ This was the case when the life of a person living with SCA had to be analyzed based on age. Investigating how Europe and other developed communities contain the morbidity and mortality challenges associated with SCA is essential.

There are other cheaper but less ineffective methods of managing SCA. Diop and Pirenne (2021) reveal that SCA patients are given medications to manage pains in many parts of Africa. This is not sustainable because these people are weakened by the various painkillers administered to them. Many parents in Africa would seek specialized treatment of the affected persons when there is severity. The problem with this is that when it is severe, there could be more damage to body organs, escalating the mortality rates. Also, there is that feeling of ‘witchcraft.’ Diop and Pirenne (2021) argue that the misconception that it is a cursed disease slows down the treatment of persons living with SCA in Sub-Saharan. When there is such a misconception, vulnerable children who cannot make choices tend to suffer because of the ignorance of their parents. This is a case of ignorance.

However, there is the issue of medication cost for SCA management. With the emergence of medical discoveries, Abboud (2020) indicates that effective approaches such as chronic transfusion therapy and Stem Cell transplant have been embraced in handling SCA. These approaches have proved to be effective. Chronic transfusion therapy offers a reprieve to the affected person because the transfused blood is free from the sickled red blood cells. This is ideal for managing the associated pain. Stem Cell Transplant is a sustainable and long-term treatment for the condition. However, it is expensive since it is one of the rarest ways of treatment. In Sub-Saharan Africa, only some nations have such technology. The other method of managing SCA is through Hydroxyurea; however, the cost also makes it inaccessible for a low-cost living family. Abboud (2020) indicates that the average cost for complete Hydroxyurea care is approximately $100. Such an amount is unattainable for an average family in Sub-Saharan Africa.

Two issues are evident in the case of Sub-Saharan Africa regarding its management of SCA. First, there is ignorance, where there have been misconceptions about the cause of disease. When there are allegations of a curse as the source of the SCA conditions, this implies that these parents are likely to resort entirely to spiritual treatment as an alternative. Spiritual development could be ideal because of the need for the affected person to have the right mentality and emotions, but thus needs to be augmented by medical interventions. The ideal way to define the situation in Sub-Saharan Africa and an individual approach to handling SCA is the case study of Cuba. Despite its economy, Cuba is one of the countries with a cost-effective healthcare system. Marcheco-Teruel (2019) reveals that cases of SCA carriers are 1 out of 33 births in Cuba; however, in the 1980s, it was 1 in 1600 births. These changes in Cuba were necessitated by adopting the SCA prevention program. Parents were screened on genetic orientation to determine the propensity of having an SCA-affected child. The parents were advised about the challenges and demerits of raising a person living with SCA. Genetic counseling had been ideal, and there were parents who decided to terminate the pregnancy because of such conditions. This is a proactive way of ensuring society is free from SCA incidences. However, all this required a change of oerece0tion. The Sub-Saharan communities should change their perception; this happens through awareness programs.

The Sub-Saharan governments need to empower alternative medicine platforms. Yembeau et al. (2022) indicate that specific communities use medicinal herbs in the symptomatic management of the condition. Some of these herbs are used to may treat chest pains or manage the body temperature of the affected individual. However, these herbs’ effectiveness level may be lower because of the rudimentary form in which it is administered. Such alternatives must be implemented to ensure that people living with SCA live longer, like in the developed world. A case study in Cameroon substantiates the information presented in this case. According to Lubega, Osingada, and Kasirye (2021), traditional healers, out of default or by design, tend to use plants that have alkaloids and polyphenols. These substances are crucial in enhancing antioxidant activity in the body. However, in the case of the Cameroon context, there needs to be more government support. The healers operate within an amorphous pharmacology environment. These healers have been misperceived as persons pursuing witchcraft in some instances, and as such, even society needs to be more severe about this valuable alternative approach.


Sickle Cell Anemia is one of the diseases requiring awareness and adoption of alternative management methods for developing nations. Cuba has managed the situation because of a change in mentality regarding the need for a community that has reduced incidents of SCA. This happened with few resources, unlike other alternatives such as Stem Cell Transplants. Also, the role of alternative medicine, like herbs, should be addressed. African governments could seek assistance in developing these medicinal herbs to handle the SCA incidence rates. SCA cannot be a concern in the current setting because of issues associated with ignorance or inability to utilize the available alternatives, like in the case of herbs as portrayed in the context of Cameroon.


Abboud, M. R. (2020). Standard management of sickle cell disease complications. Hematology/Oncology and Stem Cell Therapy13(2), 85-90.

Diop, S., & Pirenne, F. (2021). Transfusion and sickle cell anemia in Africa. Transfusion Clinique et Biologique28(2), 143-145.

Lubega, M., Osingada, C. P., & Kasirye, P. (2021). Use of herbal medicine by caregivers in the management of children with sickle cell disease in Mulago National Referral Hospital-Uganda. Pan African Medical Journal39(1).

Marcheco-Teruel, B. (2019). Sickle cell anemia in Cuba: Prevention and management, 1982–2018. MEDICC review21, 34-38.

Yembeau, N. L., Biapa Nya, P. C., Pieme, C. A., Tchouane, K. D., Kengne Fotsing, C. B., Nya Nkwikeu, P. J., … & Telefo, P. B. (2022). Ethnopharmacological Study of the Medicinal Plants Used in the Treatment of Sickle Cell Anemia in the West Region of Cameroon. Evidence-Based Complementary and Alternative Medicine2022.

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