Any toipic relevant to the course. The name of the course is Psychology research methods

Unipolar Depressive Disorder
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Introduction section
Introduction
The unipolar depressive disorder is one of the psychological conditions that is common yet many people fail to acknowledge its existence. Currently, the condition is one of the major factors that contribute to suicide in an adolescent. It has become the leading cause of death in adolescents in this age group. The condition is also known to cause educational impairment whereby learning becomes difficult. The condition of the unipolar depressive disorder has been associated with increased substance abuse, obesity, and increased rate of smoking.
Depression in adolescents is one of the conditions that is mostly missed given symptoms such as behavioral problems, the decline in academic performance, substance abuse, and physical symptom among others. The unipolar depression in adolescents is the main focus of this research. There has been a research gap because most of the data that is available for the study is usually based on the depressive symptoms that have been reported (Anderson, 2016).
Hypothesis;
Unipolar depressive disorder and episodes can be prevented and controlled by students having an elevated risk of the depressive disorder.
Literature Review
A Unipolar depressive disorder is a depressive episode that has no manic phase that occurs within the classic form of bipolar disorder. The condition occurs when an individual has all symptoms of depression ranging from sleeping disturbance, despondency, morbid thoughts, suicidal thoughts, and a feeling of worthlessness (Clarke, 1995).

However, there is no organic dysfunction that can be associated with the condition. Unipolar depressive condition lacks cycles of manic and depressive symptoms. The unipolar condition has only the low end. Individuals suffering from the condition are not affected by happy moments, they usually stay the same and remain withdrawn, overwhelmed, and hopeless. The early description of affective disorders hypothesized as different from other forms of depression because it lacks mania. Studies theorized that mania and depression as an expression of the two extreme opposite poles of the affectivity. Recent research suggested revealed that individuals suffering from the condition are most likely to show symptoms of psychosis ranging from hallucinations to delusions (Kessing, 2011).
Several studies have explored the effects of the unipolar depression on the education of the adolescents and have demonstrated that the condition negatively affects the level of performance in these individuals. A different study conducted showed that the prevalence of the depressive disorder had changed over time especially in the adults. The treatment of the condition and the presence of depression services was a factor that appeared to have contributed to significant fluctuation in the suicides among the adolescents (Rice, 2000). However, the studies did not show evidence for there being an increase in the depressive disorder in adolescents for the past thirty years. Nonetheless, the study of different cohorts in different countries have revealed that there has been an increase in the anxiety and depression symptoms in the adolescents. Adversity in the early life and inherited factor can directly or indirectly predispose adolescents to depression. These risks can in a way mediate the absolute effects through the personality attributes and emotional. Additionally, these effects can be shown through cognition (Mortensen, 2007).
Methodology Section
Participants
The participants selected for the study were 1500 students who had shown high levels of Epidemiologic Studies on the Depression Scale (CES-D). The participants who were to be used in the study had shown signs of depression and had to go through a sequence of procedures to show whether they were showing any form of improvement. The participants of the study are to be selected randomly from a group of individuals tested with the instrument. Additionally, the sample of the participants selected is high school students of age fourteen to eighteen years of age. All will have an equal opportunity to take part in the study.
Instruments
The instruments that will be used during the study will include questionnaires CES-D. The instruments have been selected for the study because they are reliable and they are likely to give accurate results that are nor biased. Most importantly, the credibility of the research is to be maintained through the use of instruments that will give quality results. Other researches that have been done in the past concerning the same problem have been using these instruments thus validating the use of them in this particular study. The questionnaire contains both closed-ended and open-ended questions. Other tools that will be used in the analysis of the results are statistical software like the Stata and SPSS.
Procedure
The participants of the study will be taken through an interview that will utilize the Schedule for the Affective Disorder and Schizophrenia for School-Age children. Non-experimental service is a term that will be used to refer to the subjects having the affective diagnoses. The remaining number of the subject which were two hundred, the consenting subjects, will be taken through a randomized to 20-session cognitive group prevention intervention. These subjects are considered as having a high risk for depression in the future. The process which they will go through will also be termed as the control condition or the usual care. The reassessment of the subjects through diagnostic to check their status after the intervention is conducted and also there are follow-up points at every three months.
Design
A mixed design will be best-suited because it will include the experimental, prospective, and cross-sectional studies. The design will be appropriate for testing the correlated episodes that will guide the course of the study.
Results Section
Statistics
There was a 12-month advantage for the application of the preventive programs. The rates that were recorded for the incidences of affective disorder is likely to come close to 16.7% especially for the ones who had gotten an active intervention. The expected possible range of values in the study is 0- 20 (Snyder, 2013). The standard deviation and the mean of the given condition are supposed to be obtained and analyzed independently. The use of the inferential statistical procedures will also be considered including the Tukey’s HSD and ANOVA.
Critical values
The critical values that will be accepted in the study are 4.25649.
Degree of freedom
The degree of freedom used in the study will be 1.6.
Alpha level
The alpha level will be 0.005 so as to obtain accurate results from the study.
Discussion section
Interpretation of Results
The results will be interpreted after going through a thorough analysis. They will also be restated and evaluation conducted in the light of the initial hypothesis. If the results come as expected, the results will be that Unipolar depressive disorder and episodes can be prevented and controlled for students having an elevated risk of the depressive disorder.
Ethical concerns
The ethical concerns considered during the study is the issue of informed consent of the subjects. Additionally, the confidentiality of the study will be upheld because it is a matter of great importance.
Limitations of study
The limitation of the study is that it will not have the ability to exploit the actual ways as well as the means to increase the efficiency in the control of the problem.
Suggestions for future research
The future research should focus on the actual ways through which unipolar condition can be treated as well as researching on the actual depressants that cause that particular condition.
References
Anderson, I. M. (2016). The Unipolar Depressive Disorders. Unipolar depressive disorders. Medicine, 44(11), , 654-660.
Clarke, G. N. (1995). Targeted prevention of unipolar depressive disorder in an at-risk sample of high school adolescents: A randomized trial of a group cognitive intervention. Journal of the American Academy of Child & Adolescent Psychiatry, 34(3), 312-321.
Kessing, L. V. (2011). Cognitive impairment in the remitted state of unipolar depressive disorder: a systematic review. Journal of affective disorders, 134(1),, 20-31.
Mortensen, P. B. (2007). Increased mortality among patients admitted with major psychiatric disorders: a register-based study comparing mortality in unipolar depressive disorder, bipolar affective disorder, schizoaffective disorder, and schizophrenia. The Journal of clinical psychiatry, 68(6), 899-907.
Rice, J. P. (2000). Psychosocial disability during the long-term course of unipolar major depressive disorder. Archives of general psychiatry, 57(4),, 375-380.
Snyder, H. R. (2013). Major depressive disorder is associated with broad impairments on neuropsychological measures of executive function: a meta-analysis and review. Psychological bulletin, 139(1),, 81.
APPENDIX
Appendix 1: The Unipolar Depression

Appendix 2: The differences in Bipolar and Unipolar