Theoretical Analysis: Purpose of the Analysis and its Contents
Theoretical analysis: Purpose of the Analysis and its Contents
Theoretical analysis involves an objective and systematic inquiry and examination of a theory used in any form of research to obtain meaning and find usefulness, logical adequacy, parsimony, generalizability, and testability that may, in turn, inspire more insights as well as formulations and deductions that remain undiscovered (Saleh & Dubos, 2009). This analysis seeks to achieve the same, concerning the assigned article, with the analysis separated into several prudent segments that will be evaluated exclusively as they relate to one another.
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Indeed, this analysis hopes to decipher and evaluate the weaknesses and strengths of the theoretical frameworks of the assigned article. Another important purpose for this analysis is the academic space it provides for additional development as well as refinement of the theoretical frameworks. This end is achieved via the objective and systematic approaches to theory analysis that lead to new and refined reformulations (and insights) that were not previously known. This result cumulatively adds to the already existing body of knowledge in the discipline, in this case, knowledge of borderline personality disorder (BPD). As such, theoretical framework analysis is an attempt a determining the aspects of the theoretical framework that need evaluating (the ‘what’ aspect) and, therefore, indirectly determines the overall direction, at least, as far as the trajectory of research-based information is concerned (Saleh & Dubos, 2009).
As already stated, this analysis will essentially be broken down into several conceptual parts- origin, impact/meaning, logical adequacy, usefulness, generalizability, and testability.
The chosen article for this analysis:
Allison Kalpakci, Carolyn Ha, and Carla Sharp’s 2018 publication, “Differential relations of executive functioning to borderline personality disorder presentations in adolescents.”
The Importance of Theory in Research
Theory is the basis of most research practices. Theory offers very important guidelines and trails that dictate the path of most researches. Theory mainly contributes to research by pointing out to areas that would most likely lead to positive and proactive results and recommendations, at least, as far as the general purpose of the research is concerned. Theories achieve this end through speculating and describing where (or how) meaningful cause-and-effect relationships among variables can be found (Wolkenhauer, 2013). The basis of any research is to examine the theoretical speculation between practical variables in the hope of using the same to verify such speculations or develop strategies for practically utilizing such strategies for the benefit of man- to solve health issues in healthcare, for example.
A theoretical system also serves to narrow down the range of facts that are studied in research. A theory acts as a storehouse of the meaningful and impactful hypothesis (and hypothesis formulation) that identifies the potential problems (topics and areas of research) that need to be studied. In so doing, theory constantly and continuously induces new and renewed investigative studies. In other words, theoretical systems direct areas of research inquiry, which, once solved cumulatively add to the theoretical system, which then inspires renewed areas of study through evaluation, inspiring other studies, and so on (Wolkenhauer, 2013). As such, as theory feeds research, so does research feeds theory, resulting in a continuous cycle of improvement, which is the major success of nursing and medicine. Improved healthcare practice over the past decades is almost completely as a result of continuous evidence-based research and inquiry, which constantly improves health practices and approaches.
The Theory Used To provide The Framework of the Research Article
The article’s main research inquiry involves describing and determining the overall effect and interrelations between the two manifestations of borderline personality disorder (BPD) and executive functioning in teenagers. The two major manifestations of BPD in adolescents include patients who demonstrate predominantly externalizing psychopathology characteristics, and those who predominantly portray internalizing psychopathology characteristics (Kalpakci et al., 2018). The theoretical foundations of this research are the perceived poorer executive functioning (EF) among adolescent patients who portray externalizing psychopathology.
Indeed, this research inquiry was meant to test the accuracy of this theoretical background (origin). These frameworks are drawn from several other previous research articles and publications- most notable of which is Zittel and Western’s (2004) ‘Subtyping borderline personality disorder.’ The article may be seen as an extension of this article- therefore obtaining a reference to initial development (origin). It is one of the initial scholarly works that form the theoretical foundations, at least, as far as categorization of BPD subgroups is concerned (Kalpakci et al., 2018).
In this regard, the article is seen as offering theoretical meaning to the article. The article also has a defined logical structure that harmonizes all logical concepts (logical adequacy). This aspect of the article is important because it defines the variables and their cause-and-effect relationships. This, in turn, also directs the trajectory of the methodology of the research. The main variable in this research is executive functioning- the collective cognition-based processes that are prudent for the cognitive control of behavior- behavioral regulation and metacognition, domains of inhibitory control, organization and monitoring of materials, and the like.
Subgrouping BPD in adolescents results in two broad categories- traits that result in expressing distress inwards through fear-based and avoidant behavior (internalizing BPD) and traits that result in expressing distress outwards through socially impulsive behavior (externalizing BPD) (Kalpakci et al., 2018). These characterizations are further made distinct via the research since it seeks to discover the extent to which these traits affect executive functioning in both adolescents’ subgroups. As such, the methodology and participants were anchored on these theoretical frameworks, as all participants were adolescents between ages 12 to 17 and met the diagnostic criteria for BPD except for the control group (Kalpakci et al., 2018).
The article is considered useful because it describes how helpful and practical the findings are concerning understanding the interrelationships between internalizing and externalizing BPD among teenagers. The research forms a theoretical foundation for further exploration of the two subgroups of BPD as they manifest in teenagers, in the hopes of developing appropriate ways of diagnosis and treatment of BPD among teenagers.
How the Researchers Used the Theories to Provide Framework for the Research
The framework of the research (for practical execution) stems from the review and analysis of existing literature on the subject matter. Researchers generally review the available literature to keep abreast of the existing knowledge (theories) of the research. A strong literature review helps to discover the latest available information on the subject matter and, in the process, help to discover research gaps and therefore formulate research questions and research action plans regarding these gaps (Dine et al., 2016). The introduction/literature review section of the article dissects the topic (BPD and executive functioning in adolescents) through careful theoretical analysis of the current body of knowledge regarding the same.
Although the article admits BPD in adolescents is largely heterogeneous (there are 256 different combinations of 5 out of 9 DSM-5 BPD criteria possible) (Kalpakci et al., 2018), it appropriately categorizes these classifications into two subgroups, which form two variables of the research- externalizing and internalizing BPD manifestations. The article explains, extensively, the major theoretical differences between these BPD subgroups and goes on to validate pivoting the research on adolescents, citing limited research on BPD among adolescents (most research articles focus on adult patients with BPD, despite the increasing prevalence of BPD among teenagers).
The section further validates the research by explaining how the other denominating variable, executive functioning, is manifested and affected by BPD (Kalpakci et al., 2018). It explains the general theoretical concepts of executive functioning- what it is, how it manifests, and how the same is affected by BPD. In this regard, a theoretical connection and research validation can be made from these theoretical associations via the literature review (Dine et al., 2016). This process also helps to identify and formulate appropriate research questions, based on the literature (theoretical) gap formed as a result of the research inquiry.
Research Questions and Their Effects on the Already Existing Theories As Well As Discovery of New Theories
The major research question of the research article is ‘determining the differential interactions and relations of executive functioning (EF) to the two main subgroups of borderline personality disorder (BPD) in teenagers.’ The research question builds on previous assumptions that adolescent patients with externalizing BPD experience increased executive functioning difficulties as compared to adolescent patients that portray internalizing BPD characteristics. This research inquiry also proves the existence of these BPD subgroups among teenagers, which was a mere theoretical conceptualization (unverified) before the research. As such, answering the research question through research inquiry helped to test and validates existing theoretical conceptualizations on BPD in adolescents. This verification is useful and impactful in the formulation of new theories regarding the subject matter.
The research question, therefore, inspires a different outlook and approach to BPD among teenagers. The results and answers to the research question help to build on the theoretical knowledge(Weinstein & Rothman, 2005) of BPD in teenagers since it inspires the reconceptualization of diagnosis approaches of BPD in teenagers. The research questions enabled the investigation of different underlying psychological patterns and processes concerning BPD. The research initially reviews the existing BPD subtypes through the lens of executive functioning, to develop an alternative characterization of BPD in adolescents via these new underlying psychological characteristics.
The article associates the impulsivity associated with externalizing BPD as indicators of relatively high degrees of executive functioning (EF-related) deficits as compared to internalizing BPD. Therefore adolescents with internalizing BPD characteristics portray an increased level of behavioral control as compared to those with externalizing BPD. As such, executive functioning is presented as a strong (and measurable) psychological construct that relates to behavioral control. This psychological construct is, therefore, seen as a promising underlying psychological process that may be used to differentiate and discriminate externalizing versus internalizing BPD manifestations (subtypes). Executive functioning is, therefore, an important starting point in the differential diagnosis of the different BPD subgroups in teenagers.
Conclusion
In conclusion, theoretical framework analysis is an important tool in the evaluation and scrutiny of any research work. It strives to describe the theoretical concepts of the article in terms of initial development (origins), the interrelationships between the different concepts and variables (meaning), logical structure, and overall impact/usefulness of the research. These aspects ultimately guide research questions as well as methodology in a manner that tests existing theories or formulates new theories, all to improve practical outputs from the research.
Theoretical analysis: Purpose of the Analysis and its Contents
References
Dine, C. J., Shea, J. A., & Kogan, J. R. (2016). Generating Good Research Questions in Health Professions Education. Academic Medicine, 91(12), e8. https://doi.org/10.1097/acm.0000000000001413
Kalpakci, A., Ha, C., & Sharp, C. (2018). Differential relations of executive functioning to borderline personality disorder presentations in adolescents. Personality and Mental Health, 12(2), 93–106. https://doi.org/10.1002/pmh.1410
Saleh, J. H., & Dubos, G. F. (2009). Responsive space: Concept analysis and theoretical framework. Acta Astronautica, 65(3–4), 376–398. https://doi.org/10.1016/j.actaastro.2009.02.014
Weinstein, N. D., & Rothman, A. J. (2005). Commentary: Revitalizing research on health behavior theories. Health Education Research, 20(3), 294–297. https://doi.org/10.1093/her/cyg125
Wolkenhauer, O. (2013). The role of theory and modeling in medical research. Frontiers in Physiology, 4. https://doi.org/10.3389/fphys.2013.00377