Evaluate the work done in the area you are researching. State its strengths, weaknesses, and what remains to be done.

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Topic: Stress coping mechanisms in the health profession workplace

Links to the 4 sources to Use on this assignment:

http://www.scielo.org.za/pdf/sajip/v34n1/07.pdf

https://doi.org/10.1093/acrefore/9780190236557.013.30

https://link.springer.com/article/10.1186/s12913-018-3541-8

https://www.researchgate.net/profile/Loo-See-Beh-2/publication/267555289_Job_Stress_and_Coping_Mechanisms_among_Nursing_Staff_in_Public_Health_Services/links/558a25a308ae4e384e2614e9/Job-Stress-and-Coping-Mechanisms-among-Nursing-Staff-in-Public-Health-Services.pdf

Guidelines:

12–15 page paper

In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic. The literature review must be guided by a well-defined common topic (e.g., the shared problem or issue that connects all the references). It is not just a descriptive list of the available research or a set of article summaries.

A well-written literature review is a piece of discursive prose, not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to cover all the material published but to synthesize and evaluate a well-chosen selection, according to the guiding concept of your thesis or research question.

As a writer, you should be able to do the following:

  1. Organize your paper around and relate it directly to the topic you are developing.
  2. Synthesize results of your literature search into a summary of what is and is not known about the topic of your paper.
  3. Be able to identify areas of controversy in the literature.
  4. Formulate questions that need further research.

Your completed paper should contain the following sections:

·  Title page followed by a page break.

·  One-paragraph Abstract (followed by a page break).

·  Introduction (1-2 pages long, max), starts on the new page with the paper Title as the heading

·  Body of the paper (i.e., literature review) organized by topics/themes (not by articles). If there are subheadings within this section that make sense, please insert them.

·  Discussion/summary followed by a page break

·  References (starts on the top of the new page)

1. The title page should have the running head, title of your paper, your name, and school affiliation (i.e., University of Hartford) on separate lines in the center of the page. Capitalize each word in the title. Start abstract on a new page by inserting a page break.

2. Abstract – should be written last. Feel free to paraphrase information from your intro and from your discussion sections. This is a short, quick summary paragraph of your paper’s topic/purpose and main ideas.

3. The body of the paper (start on new page) begins with an introduction of a literature review that will follow. Explain why this topic is interesting and relevant. The introduction should prepare your reader by providing the necessary generalbackground on the topic you will be exploring further in the body of your literature review, providing definitions for unfamiliar terms, and establishing the major topics/question(s) that your review helps to define. Make sure to cite your sources. It should also contain a purpose statement.

4. The literature review should summarize the findings of research studies as well as other scholarly writing on your topic. High-quality writing will include smooth, logical transitions between paragraphs and section headings. You should write in a formal style and avoid the use of first-person language (ex. I, we, you, etc.). You need to review at least 4 different peer-reviewed articles (at least two primary research reports).

5. The discussion (1-2 pages) should highlight the most important research findings and practical implications described in your paper in summary form. Evaluate the work done in the area you are researching. State its strengths, weaknesses, and what remains to be done. If you have incorporated this integrative/synthesis commentary throughout your paper, you will summarize the highlights and conclusions of your review in this closing discussion.

6.  The Reference List starts on a new page using a Page Break (Ctrl-Enter in Word). Type the word References and center it at the top of the page. The reference list must contain a list of all the sources of information you used and cited in your paper. It is essential that every in-text citation is on the reference list and that every reference on the reference list is cited in the text of the paper. Failure to do so is plagiarism and will be treated as such. Think of it this way: the authors of the articles you present provide the content; YOU provide the wording and organization of the information. Remember, if you use someone else’s words in your paper, you must put them inside quotation marks and reference them. The Reference page and citations must follow APA format.

Evaluated/Graded Upon:

  • clearly identify a specific thesis, organizational problem, or research question that your literature review helps to define? Did you define the topic in the introduction section of your paper?
  • use an effective information seeking strategy? Was your search wide enough to ensure you’ve found relevant material? Has your literature search been narrow enough to exclude irrelevant material?
  • critically analyze the literature? Did you develop a consistent set of concepts and questions, comparing studies to each other in the ways they deal with the issue? Instead of just listing and summarizing studies, did you assess them, discussing strengths and weaknesses?

What about infidelity?  If you are a civilian student without first-hand knowledge of this topic, use this week’s readings and your own research to guide you.

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Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double‐spaced; refer to the “Format Requirementsʺ page for specific format requirements.

Part I: For this writing assignment you will discuss the four major perspectives of Psychology and give an example of each

For Part II: of the written assignment, explain why the following course objectives are important to understanding psychology:

1. Define the science of psychology.

2. Distinguish between a theory, a hypothesis, and an operational definition.

3. Explain how genes, chromosomes, DNA, and genomes all relate to one another and their importance to psychology.

4. Identify and describe the major structures of the central nervous system and their primary functions.

Please reference and include at least three scholarly articles within your response. Your minimum word count should be at least 750 words. Format your overall response according to APA style. The total assignment should be between three to six pages, not including title page and reference page. APUS’ student body is composed of roughly 85% active or reserve component military personnel.  A number of military spouses are also enrolled as students.  Based upon your readings this week, what are some special challenges that military members face as they navigate relationships and marriages?  What effect do lengthy deployments have on romantic relationships?  What about infidelity?  If you are a civilian student without first-hand knowledge of this topic, use this week’s readings and your own research to guide you.

Explain at least one conclusion you drew or insight you gained as a result of your comparison.

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Theorists such as Jean Piaget and Erik Erikson have documented the psychological skills and psychosocial needs of juveniles as being different from those of adults. Juveniles of different age groups have differing supervision needs. Even children of the same age may have significantly different needs. Therefore, it should come as no surprise that the needs of juvenile offenders in forensic treatment settings are unique from those of their adult counterparts.

Restrictions in treatment environments often impact the overall treatment process for juvenile offenders. Juvenile courts may mandate treatment, and parents may refuse to be part of the change process. In addition, drug abuse, sexuality, peer relationships, gangs, and violence can all complicate treatment efforts when treating juvenile offenders. Forensic treatment practitioners must be acutely aware of juvenile (minor’s) rights in their locales as well as the laws surrounding juvenile offender treatment.

To prepare for this Discussion:

  • Conduct an      Internet search or search the Walden library, and select one peer-reviewed      journal article related to effective treatment approaches for juveniles.      Think about how effective treatment approaches and programs for juveniles      differ from those for treating adult offenders. Consider how the      approaches and programs for these two forensic populations are similar.
  • Think      about the unique characteristics of juvenile offenders, and reflect on      considerations related to the treatment of juvenile offenders.
  • Select at      least two similarities and two differences between juvenile and adult      offender treatment approaches and programs.

With these thoughts in mind:

By Day 3

Post a comparison (similarities and differences) between juvenile and adult offender treatment approaches and programs. Explain at least two similarities and two differences related to treatment approaches and treatment programs. Explain at least one conclusion you drew or insight you gained as a result of your comparison.

 

Arnau, L., & Sabaté, M. (2019). Evaluation of a parenting training program, “Limits”, in a juvenile justice service: Results and challenges. Psychosocial Intervention, 28(1), 1–10.

Schlesinger, T. (2018). Decriminalizing racialized youth through juvenile diversion. Future of Children, 28(1), 59–81. 

Sudore, R. (2015). Trans* sensitivity in re-entry programs: Recommendations for social justice advocacy. Journal of Social Work Values & Ethics, 12(2), 11–19.

Wolff, K. T., Baglivio, M. T., & Piquero, A. R. (2017). The relationship between adverse childhood experiences and recidivism in a sample of juvenile offenders in community-based treatment. International Journal of Offender Therapy and Comparative Criminology, 61(11), 1210-1242. 

What might be some of the implications, both negative and positive, of turning feminists’ attention from “women’s issues” to socialjustice?

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Intersectionality is a central term in much contemporary feminist scholarship and activism; it is particularly prevalent in the “third wave.” Intersectional scholarship and activism recognizes the multiple and intersecting axes of power that form our identities and around which instances of oppression and resistance are enacted. This means that in addition to attending to issues of gender/sex/sexuality, third-wave intersectional scholars and activists also address questions of race, class, nationality, and (dis)ability, among others. In turn, some third-wave intersectional scholars and activists argue that feminists and feminisms must move beyond “women’s issues” and focus on social justice issues broadly construed. For example, Laboton and Martin (2004), editors of The Fire This Time, argue “intersectionality suggests those issues that have traditionally been associated with the feminist movement—reproductive rights, domestic violence, date rape, and equal pay for equal work—are not the only issues that should define it” (p. xxxiv). While Laboton and Martin are not suggesting that these “traditional” second-wave issues no longer matter, they argue:

“We should not become so distracted by the core issues that we neglect other social justice concerns. The borders of feminism need to be split open, both so that we are freed from ideological rigidity and so that other identity claims of race, sexuality, class, nationality, and geography can move beyond being simply “tolerated” or ’included.’” (p. xxxiv)

A similar sentiment is articulated by Lisa Jervis, cofounding editor of the third-wave feminist magazine Bitch: “Gender isn’t always the primary mode of analysis. . . . Anti-poverty work, international human-rights work, and labor are all issues that are feminist issues, but they aren’t all about women” (Rowe-Finkbiner, 2004, p. 34).

Reflect on the arguments put forth by intersectional feminists. Do you agree or disagree with what they advocate? Specifically, consider the following questions in your journal prompt:

  • What do you think motivates intersectional feminists to broaden their focus from “women’s issues” to socialjustice?
  • What do you Black Feminist believe as it relates to intersectionality?
  • What might be some of the implications, both negative and positive, of turning feminists’ attention from “women’s issues” to socialjustice?
  • By expanding the bounds of feminism and moving beyond “women’s issues,” do you think feminism could become more appealing to men? Why or why not?
  • What issues should intersectional scholars and activists focus on? Whatdecision criteria should guide their focus?
  • If feminists focus on social justice broadly construed, is the term feminism necessary? Is feminism still a legitimate social movement/area ofscholarship?

References

Hayden, S., & O’Brien Hallstein, D. L. (2009). Placing sex/gender at the forefront: Feminism, intersectionality, and communication studies. In K. Chavez & C. Griffen (Eds.), Standing in the intersections: Feminisms, intersectionality, and communication studies, New York: SUNY.

Labaton, V., & Martin, D. L. (Eds.) (2004). The fire this time: Young activists and the new feminism. New York: Anchor Books.

Rowe-Finkbiner, K., (2004). The F word: Feminism in jeopardy: Women, politics, and the future. Emeryville, CA: Seal Press.