The document provides guidance for developing a research proposal on youth violence in Washington DC. It outlines key elements of the proposal, including developing a purpose statement, research questions, hypotheses, participant selection, research design, and methodology. The purpose statement indicates the research will determine the relationship between youth violence and child abuse/domestic violence, and how to address those issues. The research questions examine if childhood abuse leads to youth violence, the relationship between domestic violence and youth violence, and how to prevent youth violence resulting from abuse. The hypotheses predict relationships between early childhood abuse and youth violence, and domestic violence and youth violence, as well as gender differences in impacts. The proposed methodology would administer questionnaires to students to collect data on family environment, youth

1. 1. The purpose statement. Take your cues from our textbook
about how a purpose statement is to be written. Phrase it like
the examples given. Keep it concise. If your statement is several
sentences long, chances are you are not yet sure what the
purpose is. A clear purpose can be expressed in one sentence,
with a second sentence for the problem. After you post your
own statement (I will return your topic ideas forthwith), you
provide feedback for your classmates on their statements. In
writing your topic statement, be blunt and direct: "The purpose
of my research is to investigate/find out/test (or another verb)
...." Bam. One and done. If you go beyond two sentences, you
have too much.
2. The second part is your revised and extended topic
discussion. As mentioned, follow the steps shown on pp. 38-39.
Answer the prompts in order, no more than one short paragraph
(4-6 lines) per prompt. (An entire paragraph is not required; if
you can say what you want to say in one sentence, that is great.
The more concise, the better. If your answer is more than six
lines long, you have too much.)
1. Note the difference between "basic research" and "applied
research" on p. 30.
2. Look at the situations of what research is not. Yes indeed,
many beginning researchers fall into these traps.
3. The purpose statement is indeed very straightforward: "The
purpose of this research is to ..." Clarity, precision, and
completeness are key. Read all those sections.
4. Problem statements tend to cause, well, problems for new

2. researchers. A problem must be clearly stated. A problem is the
negative consequence of an action (or inaction) as in, "If we do
not perform Action A, we will have to deal with negative
consequence B." A problem must be tangible, that is, it must
have real repercussions for people. In addition, please memorize
the following sentence. Print it, frame it, and put it on your
office wall: "Not knowing something is never in itself a
problem." It may contribute to the problem or lead to
consequences, but it is not the problem itself.
5. Read p. 40 on sub-problems.
6. Read p. 44 on theoretical vs. conceptual frameworks. Be
aware that there is a difference. Don't try to understand
everything. Even experienced scholars have trouble keeping the
two apart. If you attend professional conferences, you will often
see presentations on conceptual vs. theoretical frameworks. At
this point, it is sufficient for you to know that there is a
difference.
7. Read pp. 45-48 about hypotheses. As in #6, be aware of what
independent and dependent variables are, but there is no need to
understand everything. The example on blood pressure on p. 47
illustrates the difference well. Know what mediating and
moderating variables are; no need to understand everything
fully as this point.

3. 8. Read pp. 50-51. This section is quite clear.
9. Look over the lists on pp. 52-54 and pp. 55-56. Again, no
need to memorize. Instead, mark them as a crucial reference for
later.
10. The PPT slide deck and the website extend our textbook
discussion and offer a different viewpoint and a shortened
overview of this material. Looking at the slides is not a
substitute for reading the textbook.
Running head: YOUTH VIOLENCE IN WASHINGTON DC 1
YOUTH VIOLENCE IN WASHINGTON DC 4

4. Youth Violence in Washington DC
Numerous youths of Washington, DC, are victims of violence or
causing bodily harm to others, leading to death. Rather than
rejecting youths involved in violence, society should reclaim
them by getting into their lives in a good way. From 2012-2014,
the rate of arrests for violent crime for youths aged 10-17 was
158 per 100,000 in Washington DC (Sabel, 2013). The arrest
rate for young adults aged 18-24 was 342 per 100 000 (Sabel,
2013). The rates indicate that violent crime rates are higher
among adolescents and young adults. Like the rest of the United
States, more than three-quarters of youth arrests for serious
violent crimes are males in Washington.
Gaps in Service for Youths Exposed to Violence in Washington
Overall, higher levels of youth violence in Washington DC have
been linked to low education and low parental income. Less
violence is associated with school achievement and the success
of the youth (Sabel, 2013). Based on the 2014 Washington State
Healthy Youth Survey, black, American Indian, and Alaska
Native youths aged 10-17 show high violent crime rate arrests
than white youths (Sabel, 2013). Students from these ethnicities
were reported fighting and carrying weapons at school at similar
rates. The differences between these minority groups and whites
were associated with family factors related to race, such as a
history of parental arrest and low income (Sabel, 2013). These
youths live in high crime areas that pose them at a higher risk
for behavioral problems. Some studies indicate that maternal
distress and socioeconomic status influence how community
violence affects the child's behavior.
Regardless of the significant efforts of various governmental
and voluntary programs in Washington DC that high-risk youth,

5. they are not meeting the challenge of availing effective
intervention to respond to and ameliorate the concerns related to
high-risk youth and their more comprehensive social settings. A
primary key reason they are missing the mark is the tendency of
states to continue funding unqualified and fragmented programs
with narrow interventions targeted at fixing specific behaviors
or problems. These programs fail to integrate local and regional
systematic change that promotes public health-oriented,
interagency, and comprehensive initiatives targeting
underprovided environments and restructuring programs and
services to empower individuals, families, and communities
(Roth & Brooks-Gunn, 2016). Thus, funding agencies and state
policymakers must take action to utilize the scarce resources to
achieve better youth outcomes in Washington by increasing
appropriations to remedy the cuts that school-and community-
based services endure. In addition, they should support
advocacy by health, community, and school partnerships to
create a comprehensive vision of early intervention and specific
interventions to prevent violent and risk-taking behaviors
among youths.
Youth at Risk Programs in Washington, DC, Services Offered,
and Ages served
Various local government programs in Washington State focus
on helping youths at risk of being exposed to violence. They
include the Clark County youth Program, Bellevue Youth Link
Program, and King County Safe Place Program, among several
others.
Clark County Youth Program consists of services that seek to
prevent substance abuse, violence, and other social skills,
provide opportunities for youth voice, and build developmental
assets and protective factors. The program seeks to address the
needs of youths and their families in Clark County with
dedicated staff and community members. This program helps
teens struggling with emotional and behavioral challenges.
Mental health challenges can include trauma, anxiety,
depression, substance use, and defiance. The program

6. accommodates youths of ages 14-18 who need therapeutic
assistance in coping with personal struggles. It is the best
programs for teens looking for a nurturing setting that will
allow them to embrace positive change while maintaining
progress in school and bettering interpersonal relationships. The
transformation in teens enrolled in this program is inspiring,
engaging, and lasting with noteworthy progress.
Bellevue Youth Link is a youth-at-risk program that gives
services to youths aged 11-18 years, offering them a way to
create and lead meaningful community projects. The program
has engaged several youths in the community and offered them
opportunities to create a difference in their lives. The Youth
Link Board seeks to promote diversity, equity, and unity for
high school youths in Bellevue, representing the youth's voice
to lead in the community. It acts as a catalyst for responding to
the concerns and requests by engaging the whole community. It
envisions making Bellevue a city where all youths feel
involved, respected, valued, and given attention. Above all, it
aims to make it a city where all youths feel safe, are protected,
and make it enjoyable. Ultimately, the impact of Bellevue
Youth Link is to enhance youth quality of life as well as the
quality of life for other members of the community.
The King County Safe Program is a collaborative effort between
YouthCare in Seattle and youth allies in East and North King
County. Jointly, the program supports youths in crises and, in
the process, create a safety net for youths. A safe place is an
outreach program devised to give immediate safety and help for
youths aged 11-17 in crisis. Safe place sites include local
organizations and businesses to connect teens and youth in
crisis to community emergency shelter or resources. School and
church can also become safe places. These places work
collaboratively with Youths Emergency Teen Shelter Program
allies for boys and girls aged 11-17, Street outreach program,
and Youth Haven for at-risk youths aged 15-22. Among several
others in Washington DC, these programs have made a
difference in the lives of youths through the services they offer.

7. They collectively aim to engage youths in activities that
encourage positive behavior, ultimately mitigating their
exposure to violence throughout Washingto n.
Ideal Program to Serve Youths Exposed to Violence
Youths need support and growth opportunities that include
positive relationships with caring parents or caregivers, skill -
building opportunities, and challenging experiences. Therefore,
programs that serve youths exposed to violence should be
developmentally appropriate devised to prepare teens and
youths for productive adulthood by offering supports and
opportunities that help them gain the competencies of
knowledge required to face the increasing challenges they will
meet as they grow (Roth & Brooks-Gunn, 2016). Hence, an
ideal program to serve youths exposed to violence should foster
positive developmental settings.
The components of positive developmental settings include
physical and psychological safety, support for efficacy and
mattering, appropriate structure, supportive relationships,
opportunities for belonging, opportunities for skill-building,
positive social norms, and the incorporation of school, family,
and community efforts. In addition, the goals of such a program
should seek to promote positive development by striving to
prevent problem behaviors. To achieve this, the program's
design should foster an atmosphere that supports positive
relationships with peers and adults, empowers youth, offers
opportunities for recognition, and communicates expectations
for positive behavior (Yohalem & Wilson-Ahlstrom, 2010). In
addition, the program activities should allow youths to
participate in building skills, broadening their horizons, and
engaging in authentic and challenging activities (Yohalem &
Wilson-Ahlstrom, 2010). All these features are fundamental for
the youth-at-risk program for allowing youths to develop
positive behaviors.
The perfect program to serve youth exposed to violence in the
Washington DC area should meet this criterion. High-risk youth
living in Washington are susceptible to numerous and

8. intersecting problems. As aforementioned, these problems
include violent and risk-taking behaviors such as fighting,
carrying weapons, substance abuse, emotional and behavioral
disorders, and poor connection to performance at school
(Frankford, 2007). In addition, these youths are more likely to
live in vulnerable families and in insufficiently supportive
communities, which leads to high conflict rates exposing them
to high-risk activities.
The King County Safe Place Program, for instance, collaborates
with community, non-profits, and business organizations to help
the youths learn about the program through school and
community presentations. They also aid in the distribution of
Safe Place information cards, public service announcements,
and cards. Within this program, youth or teen can enter a
library, business, or community building displaying the Safe
Place symbol and seek help. Then, a site employee makes a call
to the Safe Place collaboration and makes the youth comfortable
until the staff member arrives. The staff keeps in touch with the
youth's parent or guardian to ensure his or her safety. If the
youth needs residential assistance, he or she is transported to
the nearby emergency youth shelter. While at the youth agency,
the youth meets the staff members who conduct assessments and
determine subsequent steps. The agency's staff members contact
the youth's family, help them receive help, and link them to
professional referrals. This approach helps the program reach
out to several youths across King County and its neighborhood.
In conclusion, the number of youths exposed to violence is very
high across Washington. Youths from low-income families are
at high risk of violence compared to those of high-income
families. The black, Indian American and Alaska natives are at
the most significant risk compared to whites. Numerous
programs offer support services to help prevent youths from
engaging in violence. These programs have made significant
efforts in collaboration with governmental and voluntary
organizations in Washington DC to help high-risk youth.
However, they are not meeting the challenge of availing

9. effective intervention to respond to and ameliorate the concerns
related to high-risk youth and their more comprehensive social
settings. The state policymakers and funding agencies should
reconsider funding qualified and non-fragment programs with
broader interventions that address comprehensi ve behaviors and
problems among youths.
References
Frankford, E. R. (2007). Changing Service Systems for High-
Risk Youth Using State-Level Strategies. American Journal of
Public Health, 97 (4), 594-599.
https://doi.org/10.2105/ajph.2006.096347
Roth, L. J., & Brooks-Gunn, J. (2016). Evaluating Youth
Development Programs: Progress and Promise. Applied
Developmental Science, 20 (3), 188-202.
https://doi.org/10.1080/10888691.2015.1113879
Sabel, J. (2013). The health of Washington State: Youth
Violence. Washington State Department of Health.
https://www.doh.wa.gov/Portals/1/Documents/1500/IV-
YV2013.pdf
Yohalem, N. & Wilson-Ahlstrom, A. (2010). Inside the black
box: Assessing and improving quality in youth programs.
American Journal of Community Psychology, 45, 350-357.
https://doi.org/10.1007/s10464-010-9311-3
1

10. 3
Youth Violence
Your Name Here
University
Course Name & Number
Instructor
Due Date
Youth Violence
The research area that I am interested in is that of youth
violence in Washington DC. I am interested in this area because
youth violence has become a major concern in Washington DC,
evident with the increase in the number of youths arrested and
convicted for serious violent crimes. For these issues to be
addressed in Washington DC and other parts of the country, a
study needs to be carried out to identify the cause of youth
violence.
Research Problem
There has been an increase in the causes of youth violence in
Washington DC, which has resulted in the state and different
researchers trying to understand the causes of youth violence
and how these causes can be addressed to reduce the causes of
youth violence.
Statement of Purpose
The purpose of this research is to determine the relationship
between youth violence in Washington DC and child abuse and
domestic violence and how the issue of child abuse and
domestic violence can be addressed.
Research Questions
1. Does early childhood abuse result in youth violence?
2. What is the relationship between domestic violence and youth
violence?
3. How can the issue of child abuse and domestic abuse be
addressed to prevent further cases of youth violence as a result
of these issues?
Hypothesis

11. The first hypothesis for this research is that early childhood
abuse can result in cases of youth violence. The second
hypothesis is that there is a direct link between domestic
violence and youth violence. The last hypothesis is that there
are gender differences in terms of how males and females are
impacted by child abuse and domestic violence as they develop
into violent youth.
Participants
The research participants will be obtained through an
advertisement put up on random schools in Washington DC. An
equal number of males and females will be in the research,
which will test and verify the third hypothesis on how females
and males are impacted by child abuse and domestic violence as
they develop into violent youth. The participants will be
eligible to participate in the research after informed consent has
been obtained from their parents or legal guardians (Ahern,
2012). The school teachers will also be involved in the study
since it will examine the participants' behaviors from preschool
through adolescence. The information collected from these
participants will be private and confidential unless there will be
a legal requirement to share this information or the participants
have given out consent for their information to be disclosed.
Design and Materials
The quasi-experimental research design will be used during the
research (Price et al., 2015). The materials that will be needed
will be three types of questionnaires. The first questionnaire
will collect information on the participants' family and home
environment, while the second questionnaire will gather
information regarding youth violence victimization. The l ast
questionnaire will collect information on youth violence
penetration.
Methodology
The research will start after informed consent has been obtained
from the participants of the study. The researchers will
administer the first questionnaire, collecting information about
the family and home environment. The questionnaire will

12. contain 45 questions to help determine if the participants have
been exposed to child abuse or domestic violence during their
childhood. The second and third questionnaires will be
administered after ten years, and it will have thirty questions
that will be self-administered to determine if the participants
are victims or perpetrators of youth violence. Statistical
analysis will then be carried out by applying bivariate
regression methods to help determine the link between child
abuse and domestic violence with various forms of violence.
Quantitative research will then be carried out to help determine
how domestic violence and child abuse can be prevented to
prevent future incidents of youth violence.
References
Ahern, K. (2012). Informed consent: are researchers accurately
representing risks and benefits?. Scandinavian Journal of Caring
Sciences, 26(4), 671-678.
Price, P. C., Jhangiani, R. S., & Chiang, I. C. A. (2015). Quasi-
experimental research. Research Methods in Psychology.