Research Paper on diagnostics on compulsive hoarding disorder

- Hoarding will in all likelihood be considered a separate disorder when the Diagnostic and Statistical Manual of Mental Disorders is next released in 2012. Planning for the diagnostic criteria are now underway. The task with this paper is to evaluate the diagnostic status of hoarding and create a write-up that could be used for the DSM manual.


Thus, I would like the paper to be focusing on the diagnostic criteria of Hoarding and the issue of
- whether they have insights or not
- make a clear distinguish between OCD vs. Hoarding
- definitely include these: ability to discard, acquisition, health risk (both to themselves and public), impairment, insight, level of clutter, and etc.


I will give you several sources to include through here and if you cannot find those sources then I'll try to make scans and send them to you!

1. Frost, R. & Gross, R. (1993). The hoarding of possessions. "Behaviour Research and Therapy, 31," 367-382
2. Tolin, D.F., Frost. R.O., Steketee, G., Gray, K.D., & Fitch, K.E. (2008). The economic and social burden of compulsive hoarding. "Psychiatry Research, 160," 200-221
3. Saxena, S., Ayers, C.R., Maidment, K.M., Vapnik, T., Wetherell, J.:. Brstritsky, A. (2011). Quality of life and functional impairment in compulsive hoarding. "Journal of Psychiatric Research," 45, 475-480
4. Tolin, D.F. & Villavicencio, A. (2011). Inattention, but not OCD, predicts the core features of hoarding disorder. "Behaviour Research and Therapy, 49" 120-125
5. Tolin, D.F., Meunier S.A., Frost, R.O. & Steketee, G. (2011). Hoarding among patients seeking treatment for anxiety disorders. "Journal of Anxiety Disorders, 25," 43-48
6. Anderson, S.W. Domasio, H., & Domasio, A.R. (2005). A neural basis for collecting behaviour in humans. "Brain, 128," 201-212
7. Steketee, G., Frost, R.O., Tolin, D.F., Rasmussen, J. & Brown, T.A. (2010). Waitlist-controoled trial of cognitive behavior therapy for hoarding disorder. "Depression and Anxiety, 275," 476-484
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Research Proposal
Changing leisure trends of the baby Boomers

Proposal
How do education, aging, and financial stability affect the leisure life style choices for the over 55 age group- Baby Boomers? ( Or something along this line. Can be reworded or re-formulated if you think a narrower topic is better)

Need at least 5 good articles or research papers on this topic and you have to be able to get the population number. I have included several possible articles and or studies to be used and you can also find others. Not sure how many pages i should have requested for this. if yo need more please let me know. Details for requirements are as follows.

Sections to be included
Abstract
Introduction
Literature Review
Methodology
Pro Forma Budget
Complete reference list (American Psychological Association format)

I. Abstract
This is a brief overview of the research study and identified need. It should include the purpose; methodology; and summary of results. Since you will not have any results, you would not address results in your abstract. The abstract has a maximum of 150 words.
II. Introduction
The introduction will include the following information:
Identify the specific research problem
Review research objectives and statement of hypothesis
Discuss methodology and how objectives will be achieved
III. Literature Review - A minimum of five articles is required.
The literature review is a critical evaluation of existing research that relates to your research topic. It is NOT merely a summary of these articles and manuscripts. A good literature review should summarize and evaluate relevant research. It will also identify relationships between different work and your topic. It should NOT only provide a description of the article or manuscript. It will discuss different aspects of the research, including methodology, and describe how it relates to other current research. A minimum of FIVE references, dated between 1998 to present, is required in the Literature Review.
Literature Sources
books
conference proceedings
corporate reports
government reports
journal articles (published and Internet)
magazines
newspapers
College/University theses and dissertations
The literature review creates the context for your research by reviewing related work in your research area. A good literature review should address the following questions.
1. What do we already know about this topic/issue?
2. What are the key concepts?
3. Describe the relationships between these key concepts?
4. Identify any existing theories?
5. What evidence is lacking, inconclusive, contradictory or too limited in the current studies?
6. What contribution can the present study be expected to make?
Do not answer these specific questions in the Literature Review, but this is the type of information covered in any Literature Review.
IV. Methodology
Identify the category of research design used (ie. pre-experimental, quasi-experimental or true experimental) AND the specific type of design.
Identify if this is applied or basic research and why.
Describe where the study would take place (exact location)
Describe how data would be collected/generated.
A sample of your questionnaire (if one is used in the study) MUST be included in this section.
Describe the population, sample selection method, sample size.
Describe your margin of error. This is a projection, since once your data is collected it may change.
Describe how data would be analyzed (describe the statistics used ie. ANOVA, correlation, t-test, etc.).
Explanation of any methodological problems and proposed solutions.
V. Pro Forma Budget: This would be included as an Appendix to the research proposal.
A pro forma (projected) budget should include all expenses related to conducting the research project. Be sure to review costs for:
Personnel
Travel & Lodging
Mailing (postage)
Printing
Graphic Design
Equipment & Supplies
A sample budget is given below. This was a longitudinal survey done at Lake Havasu City. It required on-site interviews of visitors at three different locations over a three month period.
Pro Forma Budget
Project Expenses
Project Director $ 1,000
Survey Staff (2) 2x$7/hr x 8hr x 2 days/month=$224/month x 5 months) $ 1,120
Payroll Withholding $ 191
Travel $ 444
* vehicle (12 days x $37/day) $ 648
* mileage (300 miles/rt x 12 x$0.18/mile) $ 300
Lodging (1 rm @$79/night x 12 nights) $ 948
Printing (1,000 sheets @ .05/sheet) & Final Report $ 100
Total Expenses $ 4,751
NOTE: Depending on the type of agency you are working for, such as a University or other Government agency, there may be an Administrative Overhead charge added to the Research Budget. This is currently 48.3% of the total project


VI. Results/Discussion
This section includes the presentation and interpretation of results. It will also offer a discussion/comparison of your results with previous research.
VII. Conclusion
This section will discuss whether the research problem has been solved? If, or to what extent the research objectives were achieved? What has been learned from the study? How this knowledge may be applied to the profession? What are the limitations of the research or the methodology?


**Use these research articles plus any other you can find or feel are relevant.** (APA bibliography)
*Patterson, I., & Pan, R. (2007). The motivations of baby boomers to participate in adventure tourism and the implications for adventure tour providers. Annals of Leisure Research, 9(1), 26-53.
*Economic and Leisure Factors Impacting Participation
in the Arts by Middle Aged Adults by Gaylene Carpenter, Ed.D.
*In search of lost leisure: the impact of caregiving on leisure travel Nancy J. Gladwell , and Leandra A. Bedini
Department of Recreation, Parks, and Tourism, The University of North Carolina at Greensboro, 420-J HHP Building, P.O. Box 26170, Greensboro, NC 27402-6170, USA
Received 16 April 2002; accepted 11 July 2003. Available online 18 November 2003.
*Using Consumer Behavior Research to Understand the Baby Boomer Tourist
Using consumer behavior research to understand baby boomer touristshttp://jht.sagepub.com/cgi/reprint/24/2/274

*Active Recreation top lifestyle desires for Babyboomers
http://www.thematuremarket.com/SeniorStrategic/dossier.php?numtxt=8553&idrb=5

*Future trends in lifestyle and leisure
http://www.scotexchange.net/se_future_trends_research_may_04-3.pdf

*The Leisure of the Aging: We've Only Just Begun
by K. Dale Adkins, Re.D., CLP
http://www.lib.niu.edu/ipo/1994/ip941128.html
*A Look at Leisure
http://www.tprc.alberta.ca/recreation/ars/surveypdf/LL30_age_recreation.pdf

*http://www.strom.clemson.edu/teams/regdev/RetireesChoice.pdf
Retirees Choice of Community: The Importance of Recreation and Parks

*The changing face of outdoor enthusiasts - senior citizens
http://findarticles.com/p/articles/mi_

CRITIQUE GUIDELINES
You can take 5 days
Understanding Behavior Research Spring 2010





You should address each of the questions below, paying particular attention to question #4. Be sure to answer each question respectively and number your responses to each of the questions. Please keep your paper to 4-5 double-spaced, typed pages, using one inch margins, and 12-pt. font. Papers longer than 5 pages will not be accepted for grading.

Make sure APA style.



1. Briefly state the purpose of the research.





2. Identify the research strategy (e.g., McGraths circumplex) and research design (e.g., Xs and Os) employed. Do they appropriately address the researcher's question(s)?





Is the sample appropriate? Have the study variables (e.g., independent, dependent, control) been operationalized appropriately?



4. Discuss the pros and cons (strengths and weaknesses) of the research strategy and design used. Include in your discussion the main threats to the internal and external validity of this research. Also, be sure to explain how these threats may have operated to influence the study results. What are the limitations of this research in addition to those you identified with respect to the research strategy and design (e.g., researcher-experimenter effects)? Can you generate alternative interpretations of the researcher's results? [Note: Please make sure you discuss 2 threats to internal validity and 1 threat to external validity]

Note: The authors mention a second design with actual sales figures (see P. 2263). you do not need to discuss this second design with actual sales figures in your critique. please only focus on the first design for the two dependent variables (purchase intentions and perceptions of the environment) that is described in the method section.
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double-spaced with one-inch margins. No title page and you need not have a separate reference cited page if there is sufficient space at the end.

Citations: At a minimum, you must cite at least one news source, and two scholarly sources, Serious on-line resources (.edu or .org) may also be cited, but these do not substitute for scholarly sources.
Use APA citation style:
http://www.apastyle.org/
.
In this paper, the species of primate or monkey and topical focus is open, but your purpose is to consider the perceived or actual relevance of the behavior of non-human primates to the ?non-scientific? community.

1) Find a news article, radio segment or video reporting on recent (preferably within the last 24 months) research in primate behavior. Please avoid sophisticated popular science sources such as National Geographic or Discover as well as blogs and sources of marginal quality.
You should be searching for coverage of primate behavior research in the well-known popular news media (for example, the Boston Globe, Time, Newsweek, CNBC, FOX News, the Daily Metro, scitechdaily.com). The item should contain enough information for you to track its original source. That is, it should reference a study, investigator or institution that you can locate and, if necessary, contact for the original source material.

2) Within the paper, in approximately 250 words, comment on the how the media covered the item.
What did they zero in on/emphasize/question/doubt? Did they employ anthropomorphism or other tactics to attract interest?
If you were not specifically interested in primatology, what might your response be to the item?


3) Locate the original research upon which this source was based. This might prove challenging. You may write about the process in a paragraph or two, if it is interesting.

4) Discuss the original research in comparison to the news item. Were there any obvious errors or omissions? Distortions? Simplifications? Or was it fairly true to the original research?

5) Using this exercise/topic, discuss the relevance of primate behavior research to the ?non-science? (?lay?) community and the challenges of communicating that relevance. For example, there may be details/arguments that are difficult to explain, or there may be preconceptions that are obstacles to understanding or caring about non-human primates.

I would like you to wirte the paper about a specific research article that I have already found.

http://languagelog.ldc.upenn.edu/nll/?p=3912

This article is a great resource for the paper it addresses key issues that should be included in the paper. The main object of the paper is to compare and contrast scholorly or scientific articles to main stream or non-scientific articles in regards to the specific research that is in the link above. It is easy to see how the main stream media may construe or jump to conclusions on certain research to get attention when the original article might say something completley different. A lot of media articles that covered this story were quick to say that baboons can read without looking at the particulars to the research. That is, the study's key claim is not that baboons can learn to read or to spell or to distinguish English words from non-words in a general sort of way, or even that they necessarily can memorize the spelling of 70-300 specific English words, but rather than the baboons in this study learned something like differences in bigram (letter-pair) frequencies, or perhaps other differences in "the frequency of letter combinations", and used this knowledge to distinguish a smallish set of English words from a larger set of non-words, where "distinguish" means forced-choice discrimination at about 75% correct, where chance would be 50%. the study itself is far more circumspect than the press coverage.

Here are some great scientific articles:
http://www.sciencedaily.com/releases/2012/04/120416125245.htm
http://www.sciencemag.org/content/336/6078/245.abstract
http://languagelog.ldc.upenn.edu/nll/?p=3912

Here are some non-scientific articles:
http://www.foxnews.com/scitech/2012/04/12/see-dan-read-baboons-can-learn-to-spot-real-words/
http://www.abc.net.au/science/articles/2012/04/13/3476907.htm
http://articles.latimes.com/2012/apr/12/science/la-sci-word-recognition-20120413

Please let me know if you have any questions, Regards, thankful student

Project Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements.

Content: Prepare a final paper that includes the following components in the order listed:
Title Page.
Table of Contents.
Abstract.
Introduction (1??"2 pages).
Theoretical Analysis of the following: (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (5??"7 pages)
Ethical and Cultural Issues (2??"3 pages).
Group Development (2??"3 pages).
Personal Model (Conclusion): Present your conceptual map and summarize how it represents all of the components of your Personal Model to discuss is (democratic style) of Group Therapy and The Treatment of Compulsive and Addictive Behavior See attached example of Concept Map.

Reference list: A minimum of ten scholarly sources are required. Scholarly sources include peer-reviewed journal articles and government publications prepared by a panel of experts in the field.


APA formatting: Resources and citations must be formatted according to APA style and formatting.

Reference list: A minimum of ten peer-reviewed references.

Length of paper: 15 typed double-spaced pages.

Font and font size: Arial, 10 point.

Content Format

For your course project, develop a paper that consists of the following sections. You must use proper APA style and formatting for each section of the paper.

1.Theory Selection (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (1??"2 pages). To complete this section, you need to:
?-?Review the literature in group counseling and addictions counseling and identify the theories that influence your approach.
?-?Address how these approaches can be used to help you develop your personal approach ( (democratic style).

2.Theoretical Analysis (Psychodynamic Approach to Counseling, Cognitive Approach to Counseling, Behavioral Approach to Counseling and Humanistic Counseling (5??"7 pages). To complete this section, you need to:
?-?Analyze theories for the treatment of compulsive and addictive behaviors as they apply to group methods.
?-?Synthesize trends in compulsive and addictive behavior research as they apply to group methods.

3.Ethical and Cultural Issues (2??"3 pages). To complete this section, you will:
?-?Recognize client characteristics relevant for ethical group placement in context of American Counseling Association (ACA) and Association for Specialists in Group Work (ASGW) Standards.
?-?Recognize appropriate client preparation for group participation.
?-?Recognize appropriate utilization of clinical supervision to address ethical and cultural issues.

4.Group Development (2??"3 pages). To complete this section you will:
?-?Identify models of group development as applied to the treatment of compulsive and addictive behaviors.
?-?Address how the theories covered in the theoretical analysis portion of the project affect group development.
?-?Important note: You will not submit this section separately but rather as part of the final paper in Unit 10.

5.Personal Model - (democratic Style) (2??"3 pages). Create a personal model for group leadership based on your individual approach and leadership style. Present your conceptual map and summarize how it represents all of the components of your personal model of group therapy and the treatment of compulsive and addictive behavior.

The two that were initially chosen were: Group therapy Utilizing Client-Centered Therapy and Adlerian Group Therapy.

Research paper requirements:
* Analyze these theories for the treatment of compulsive and addictive behaviors as they apply to group methods.
* Synthesize trends in compulsive and addictive behavior research as they apply to group methods.

MUST MEET THESE CRITERIA: Evaluates theories, research, and group methods for the treatment of compulsive and addictive behaviors. Synthesizes trends in compulsive and addictive behavior research as they apply to group methods.

PLEASE NOTE: YOU CAN NOT use the following for research: the Harvard Mental Health Letter or similar publications. All references should be peer viewed journals or information from 2005 to current.

Writer must understand APA formatting and have a clear understanding of counseling and substance abuse. I will need to utilize this same writer for the next 3 assignments that will coincide with this part of the paper. Thank you so much!!!


Theory Selection (2 pages). To complete this section, you need to:
Review the literature in group counseling and addictions counseling and identify the theories that influence your approach.
Address how these approaches can be used to help you develop your personal approach.

EXAMPLES: Adlerian, Gestalt, Person-Centered therapy, reality therapy, REBT.etc.
Analyzes theories, research, and group methods for the treatment of compulsive and addictive behaviors.

CRITERIA-----Evaluates theories, research, and group methods for the treatment of compulsive and addictive behaviors. Synthesizes trends in compulsive and addictive behavior research as they apply to group methods.

Path Diagrams
Smith, S. (n.d.). Creating Path Diagrams. Retrieved March 2, 2012 at http://www.utexas.edu/research/pair/diagrams.htm
The following paper presents a theoretical model that includes an IV, a DV, a moderator, and a mediator. Reading this paper will help you understand the links between theoretical ideas and a graphical depiction of theoretical relationships between variables that can be translated into research:
Chen, G., Ployhart, R. E., Thomas, H. C., & Anderson, N. (2011). The power of momentum: A new model of dynamic relationships between job satisfaction change and turnover intentions. Academy of Management Journal, 54, 159-181.
----------------------------------------------------------
Please begin by reading the Required Background Readings. As you read Chen et al. (2011), probe the match between the literal description of a research project (note how the researchers describe the relationships between the variables) and its graphical depiction. This will help you become more familiar with the terminology used in such models as well as with the ways in which different variables (e.g., moderators and mediators) are represented in them.
Next, please review the three sets of abstracts and hypotheses at the bottom of this page titled Research Study 1, 2, and 3. Each is related to a different research study. Then, based on each abstract and set of hypotheses:
Create a path diagram for each research study
that would represent the relationships hypothesized within it.
Assignment Expectations
Graphically represent three different models based on each abstract and/or hypotheses.
Each model should include: (a) the names of the variables that appear in the abstract, (b) arrows that represent the direction of the relationship between each pair of variables, (c) a sign on each arrow that will indicate the valence of the relationship (i.e., positive or negative), and (d) the number that corresponds to each hypothesis to the left of the sign that indicates the directionality of the relationship.
Finally, at the bottom of each model write the role that each variable plays in the model (i.e. dependent variable (DV), independent variable (IV), moderator, and mediator).
?
Research Study 1
Abstract: This current research developed and tested a model of work engagement contagion in which the organizational citizenship behaviors (OCBs) and competitive behaviors of coworkers influence employees engagement with their jobs. In a sample of 1,422 departments of an insurance firm, multilevel analysis revealed that coworkers OCBs and competitive behaviors explain variance in individual work engagement over and above that explained by other individual and group-level predictors. Broadly speaking, these results suggest that coworkers OCBs and competitive behaviors play critical roles in explaining why people are more engaged with their work. Implications are discussed.
Hypothesis 1: Coworkers OCB is positively related to work engagement.
Hypothesis 2: Coworkers competitive behaviors mediate the positive relationship between coworkers OCBs and focal employee work engagement.
Research Study 2
Abstract: Innovative behavior is increasingly important for an organization's' survival. Transformational leadership, in contrast to transactional leadership, has been argued to be particularly effective in engendering follower innovative behavior. However, empirical evidence for this relationship is scarce and inconsistent. Addressing this issue, we propose that follower psychological empowerment moderates the relationship of transformational and transactional leadership with follower innovative behavior. In a field study with 230 employees of a government agency in the Netherlands combining multisource ratings, we show that transformational leadership is positively related to innovative behavior only when psychological empowerment is high, whereas transactional leadership has a negative relationship with innovative behavior only under these conditions.
Hypothesis 1: Transformational leadership is positively related to follower innovative behavior.
Hypothesis 2: Transactional leadership is negatively related to follower innovative behavior.
Hypothesis 3: Psychological empowerment moderates the relationship between transformational leadership and follower innovative behavior.
Hypothesis 4: Psychological empowerment moderates the relationship between transactional leadership and follower innovative behavior.
Research Study 3
Abstract: Although the effects of authentic leadership on job performance and organizational commitment are well-documented, the mechanisms that explain those effects remain unclear. The results of our study support a model whereby indirect effects supplement the direct effects of authentic leadership on job performance and organizational commitment, through the mechanism of job characteristics, intrinsic motivation and goal commitment.
Hypothesis 1: Authentic leadership is positively related to follower task performance and organizational commitment.
Hypothesis 2: Authentic leadership is positively related to follower perceptions of core job characteristics.
Hypothesis 3: Follower perceptions of core job characteristics are positively related to follower intrinsic motivation.
Hypothesis 4: Follower intrinsic motivation is positively related to follower task performance and organizational commitment
Hypothesis 5: Follower perceptions of core job characteristics are positively related to follower goal commitment.
Hypothesis 6: Follower goal commitment is positively related to follower task performance and organizational commitment.

Customer is requesting that (superduper68) completes this order.

Please be sure to read instructions - please reference reading/background material.

Thanks.


Background Reading Material:
Required Readings
Presentation. "Level of Analysis."
Katherine J. Klein & Steve Kozlowski (2003) A Multilevel Approach to Theory and Research in Organizations: Contextual, Temporal, and Emergent Processes. Chapter 1 in Multilevel Theory, Research, and Methods in Organizations: Foundations, Extensions, and New Directions (available here)
Schnake, M. and Dumler, M. (2003). Levels of measurement and analysis issues in organizational citizenship behavior research. Journal of Occupational and Organizational Psychology. 76(3):283
Kidwell, RE, Mossholder, KE, and Bennett, N. (1997) Cohesiveness and organizational citizenship behavior: a multilevel analysis using work groups and individuals. Journal of Management. Nov-Dec issue.
The Klein/Kozlowski chapter is quite long, and we don't expect you to read it in great detail. It is a pretty good introduction to the problems of multilevel research, and we believe that it will enable you to get a good head start on the case. The other two articles all either talk about or apply multi-level modeling in empirical research. They should give you an idea of how complicated it can be. We hope you'll have a chance to look at the background information as well -- a variety of other references including articles, presentations, and on-line resources that go into various parts of this problem further, should you be in a mood to dig in more depth -- since they illustrate a number of other aspects of this problem.
-----------------------
Use the background reading for this module to write a 4-5 pages essay on the following topic:
"What are the biggest advantages as well as the biggest disadvantages of performing multiple levels of analysis in organizational research?"
In your essay address the following topics (in any order you chose):
- What levels of analysis refer to? and what kind of levels exist?
- Why and when it is necessary to use more than one level of analysis?
- What might be the challenges of using different levels of analyses?
- What might be the main ways to perform the different types of analyses?
Assignment Expectations (Structure)
1. Use your own language (rather than copying sentences from the reading material, or using citations abundantly) and use a third person narrative.
2. Your paper will be graded based on the following criteria: Precision, Clarity, Breadth, Depth, Grammar/Vocabulary, Referencing, and Application.
3. Use 12 point font (Times New Roman), double-spacing, and one inch margins. Add a cover page and a references list.
4. Use APA format.

Customer is requesting that (Writergrrl101 ) completes this order.

Any business that seeks to compete in the (Business-to-Business (B2B): Online transactions carried out among businesses or organizations are classified as B2B e-commerce. B2B constitutes more than 50% of e-commerce. Forrester Research, Inc., which offers research reports, consultancy services, and data analysis services to various businesses, is a common type of B2B business.)market must consider how organizational or business buyer behavior differs from B2C consumer behavior. Research the topic and describe at least 10 differences in business and consumer buyer behavior.

THIS IS FOR A LAB REPORT

* (lab report) Brief General INTRODUCTION flow into LITERATURE REVIEW to demonstrate the aim:

AIM; to test whether students who are currently experiencing a high number of life demands for adjustment (life events) show higher level of state anxiety than those who lives are less demanding.

(Literature Review of Life events and anxiety based on STAI and SRRS)

Discuss Anxiety.
State anxiety/ Trait Anxiety. (Spielberg 1981)
Stress
Life events (Uncontrollable/ controllable) as stress to life
Social readjustment Scale (SRRS)(Holmes & Rahe 1967)

-a link of literature review that will logically flow into the formulation hypotheses like:

Total life events and trait anxiety
Total life events and state anxiety
(to see correlation)
Uncontrollable life events ans state anxiety
Uncontrollable life events and trait anxiety
or
Controllable life events and state anxiety
Controllable life events and trait anxiety
.
.
(eg; high scores on life events will be associated with high scores on state anxiety)

? drawing on studies that talk about different situations, or life events that show the relationship to anxiety.
(Demonstrate different authors who discuss on anxiety and state, trait and then how they correlate to life events.)

INCLUDE references:
STAI (Spielberg)
SRRS (holmes and rahe 1967)

OTHER REFERENCES TO CONSIDER OR HELP WITH:

? Barrett, S., & Heubeck, B. G. (2000). Relationships between school hassles and uplifts and anxiety and conduct problems in grades 3 and 4. Journal of Applied Developmental Psychology, 21, 537?554.
? Bieling, Peter J; Antony, Martin M; Swinson, Richard P. The Stait-Trait Anxiety Inventory, Trait version: Structure and content re-examined. Behaviour Research and Therapy. Vol 36(7-8) Jul-Aug 1998, 777-788.
? Eley, Thalia C; Stevenson, Jim. Specific life events and chronic experiences differentially associated with depression and anxiety in young twins. Journal of Abnormal Child Psychology. Vol 28(4) Aug 2000, 383-394.
? Garnefski, N; Kraaij, V; Spinhoven, P. Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences. Vol 30(8) Jun 2001, 1311-1327
? Tiet, Quyen Q; Bird, Hector R; Hoven, Christina W; Moore, Robert; Wu, Ping; Wicks, Judy; Jensen, Peter S; Goodman, Sherryl; Cohen, Patricia. Relationship between specific adverse life events and psychiatric disorders. Journal of Abnormal Child Psychology. Vol 29(2) Apr 2001, 153-164.
? Scully, Judith A; Tosi, Henry; Banning, Kevin. Life event checklists: Revisiting the Social Readjustment Rating Scale after 30 years. Educational and Psychological Measurement. Vol 60(6) Dec 2000, 864-876.
? Rijsdijk, F. V; Sham, P. C; Sterne, A; Purcell, S; McGuffin, P; Farmer, A; Goldberg, D; Mann, A; Cherny, S. S; Webster, M; Ball, D; Eley, T. C; Plomin, R. Life events and depression in a community sample of siblings. Psychological Medicine. Vol 31(3) Apr 2001, 401-410.


? The relationship between life event measures and anxiety and its cognitive correlates
Russell Mary, Davey, Graham C.
? Friis, Robert H; Wittchen, Hans-Ulrich; Pfister, Hildegard; Lieb, Roselind. Life events and changes in the course of depression in young adults. European Psychiatry. Vol 17(5) Sep 2002, 241-253.
? Krasucki, Christopher; Howard, Robert; Mann, Anthony. The relationship between anxiety disorders and age. International Journal of Geriatric Psychiatry. Vol 13(2) Feb 1998, 79-99
? Jackson, Pamela Braboy; Finney, Montenique. Negative life events and psychological distress among young adults. Social Psychology Quarterly. Vol 65(2) Jun 2002, 186-201.

There is rich literature on the process of creating and using models; some links to this are provided in the background information. Earlier in your research training, you will recall the debate concerning the relative emphasis to be placed on statistical significance of models and modeled relationships versus the size of the effects associated with the relationship. At that time, we tended to conclude that while significance might be interesting, effect size was much more informative in the long run -- a position since codified by APA in its rules governing the reporting of significance levels and effect sizes. Here is a very useful review of the overall concept of effect size in general:

Coe, R. (2000). What is an ?Effect Size?? A brief introduction. CEM Centre, Durham University. Retrieved from http://www.cemcentre.org/evidence-based-education/effect-size-resources

In this module, we will consider a relatively small part of the overall problem of model estimation and use, but one that is consistently problematical for many model builders -- that is, the problem of estimating effect sizes for what are termed "mediator" and "moderator" effects. While main effects are the core of the model building effort, it is usually in the interactive effects of mediators and moderators that most of the interest value lies, since it is these factors that usually complicate simple main effects models.

In this case, we ask you to review some background on the idea of mediators and moderators, and then consider some implications of this distinction for analysis. If you need a basic review of this distinction you might wish to start with the presentation on diagramming theoretical models. It has some voice-over by Dr. E., so it's sort of a mini-lecture on the subject. Two key articles are worth your perusal. The first is the classic article that described the distinction and originally prescribed ways of dealing with it; the second is a recent review and extension of this approach:

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173?1182. Retrieved from http://www.public.asu.edu/~davidpm/classes/psy536/Baron.pdf

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. Retrieved from http://quantpsy.org/pubs/preacher_hayes_2008b.pdf

The following empirical article expands on these issues and presents some concrete applications:

Frazier,P.F., Tix, A.P. & Barron, K.E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115?134. Retrieved from http://dionysus.psych.wisc.edu/lit/articles/frazierp2004a.pdf

Case assignment

Read these background articles, supplemented if you wish with material from the optional readings and perhaps the supplementary background as well, and even other outside reading you might find by yourself to be useful. Then write a 3-5 pages critique of the approach to management and testing of mediator and moderator effects presented in Frazier et al. (2004) article..



Case assignment expectations

As noted, a critique is a review and commentary on a particular article or piece of research. It is not necessarily critical in the negative sense, although you may need to comment negatively on some aspects; both positive and negative aspects should be treated. Just because something appears in print, even in an A-list journal, does not make it free from possible errors or beyond criticism; nothing should be necessarily taken at face value. Your informed commentary and analysis is as important as your summary of the material in the article -- simply repeating what the article says does not constitute an adequate critique. You are also expected to use the terminology of path analysis and regression correctly and clearly.

In this case, your critique should address at least the following issues, as well as any other points that you find relevant and worthy of comment:

a brief summary of the article and its main points and recommendations
your assessment of its quality and value, in light of the rest of what you have read about effects and mediation/moderation
How large must an effect size be in order for us to find it interesting?
Are the criteria for effect sizes different for main effects than for mediators or moderators?
In the course of developing your critique, please be clear about the criteria you are applying, purposes of the analysis you find relevant, and the specific analytical procedures you are applying.

Remember, this is an applied statistics course. Thus, explaining the statistical tools, interpreting coefficients, and understanding the properties of the data analysis are particularly important, and need your careful thought and comment, not just general or generic observations.

You are expected to present your critique in appropriate academic form and language, with citations to the readings where needed.

In this case, we ask you to review some background on the idea of mediators and moderators, and then consider some implications of this distinction for analysis. Two key articles are worth your perusal. The first is the classic article that described the distinction and originally prescribed ways of dealing with it; the second is a recent review and extension of this approach:

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173??"1182. Retrieved from http://www.public.asu.edu/~davidpm/classes/psy536/Baron.pdf

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. Retrieved from http://quantpsy.org/pubs/preacher_hayes_2008b.pdf

The following empirical article expands on these issues and presents some concrete applications:
Frazier,P.F., Tix, A.P. & Barron, K.E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115??"134. Retrieved from http://dionysus.psych.wisc.edu/lit/articles/frazierp2004a.pdf

Case assignment

Read these background articles, supplemented if you wish with material from the optional readings and perhaps the supplementary background as well, and even other outside reading you might find by yourself to be useful. Then write a 3+ pages critique of the approach to management and testing of mediator and moderator effects presented in Frazier et al. (2004) article..

Case assignment expectations

As noted, a critique is a review and commentary on a particular article or piece of research. It is not necessarily critical in the negative sense, although you may need to comment negatively on some aspects; both positive and negative aspects should be treated. Just because something appears in print, even in an A-list journal, does not make it free from possible errors or beyond criticism; nothing should be necessarily taken at face value. Your informed commentary and analysis is as important as your summary of the material in the article -- simply repeating what the article says does not constitute an adequate critique. You are also expected to use the terminology of path analysis and regression correctly and clearly.

In this case, your critique should address at least the following issues, as well as any other points that you find relevant and worthy of comment:
a brief summary of the article and its main points and recommendations
your assessment of its quality and value, in light of the rest of what you have read about effects and mediation/moderation
How large must an effect size be in order for us to find it interesting?
Are the criteria for effect sizes different for main effects than for mediators or moderators?

In the course of developing your critique, please be clear about the criteria you are applying, purposes of the analysis you find relevant, and the specific analytical procedures you are applying.
Remember, this is an applied statistics course. Thus, explaining the statistical tools, interpreting coefficients, and understanding the properties of the data analysis are particularly important, and need your careful thought and comment, not just general or generic observations.

You are expected to present your critique in appropriate academic form and language, with citations to the readings where needed


There are faxes for this order.

Customer is requesting that (superduper68) completes this order.

I need a two page summary of this article and What did you learn about the field of abnormal pscyhology from reading this article?




Journal of Child and Family Studies, Vol. 15, No. 1, February 2006 (?C 2006), pp. 1?12 DOI: 10.1007/s10826-005-9006-9
Freud was Right. . . About the Origins of Abnormal Behavior
Peter Muris, Ph.D.1,2 Published online: 24 February 2006
Freud?s psychodynamic theory is predominantly based on case histories of pa- tients who displayed abnormal behavior. From a scientific point of view, Freud?s analyses of these cases are unacceptable because the key concepts of his theory cannot be tested empirically. However, in one respect, Freud was totally right: most forms of abnormal behavior originate in childhood. In this paper various factors are discussed that play a role in the etiology of abnormal behavior in chil- dren and adolescents. Furthermore, problems are signaled that hinder effective interventions for disordered youths.
KEY WORDS: psychological disorders; etiology; children and adolescents.
FREUD?S THEORY
Freud?s psychoanalytic theory is still one of the most influential theoretical models of abnormal human behavior. On the basis of a series of intriguing case studies, Freud illustrated the key constructs of his theory thereby attempting to explain why his patients were exhibiting aberrant behaviors. For example, take the case of Little Hans, which was described by Freud as the ?Analysis of a phobia in a five-year-old boy? (Freud, 1909/1955). Little Hans was afraid of horses. He was so terrified that he did not dare to go outside anymore, a phenomenon that current clinical psychologists would label as ?agoraphobia.? Freud?s analysis of this case was crystal clear. Hans suffered from a so-called Oedipus complex. That is, Hans wanted to have sex with his mother and therefore expected to be punished by his father. As a result, Hans became afraid of his father. However, this was considered as unacceptable by his Ego and, therefore, the fear was displaced to another object,
1Professor, Institute of Psychology, Erasmus University Rotterdam, The Netherlands. 2Correspondence should be directed to Peter Muris, Ph.D., Institute of Psychology, Erasmus University
1
??1062-1024/06/0200-0001/1 ?C 2006 Springer Science+Business Media, Inc.
2 Muris
resulting in a phobia of horses. In another case, Freud described an adult lawyer, Paul Lorentz, also known as the Ratman (Freud, 1909/1955). The Ratman was plagued by the obsession that his father had to undergo the rat punishment. This rat punishment implied that a cooking pot was attached to his father?s backside in which rats were placed. The rats ate their way into the anus of his father. How is it possible that Lorentz was plagued by such disturbing thoughts about his beloved father? Freud?s analysis was again clear: the obsessions of the Ratman had to do with sex-related, hostile impulses against his father.
THE HOLY GRAIL
Freud?s theory is largely based on case studies of abnormal human behavior. Without exceptions, these cases are fascinating and interesting. However, from a scientific point of view, Freud?s analyses of these cases are unacceptable, as the main concepts of his theory cannot be validated empirically (Eysenck, 1985). Since Freud, a lot of researchers in the field of clinical psychology have devoted their attention to what can be called ?the quest of the Holy Grail.? The purpose of this quest is to find an answer on two questions: (1) where does abnormal human behavior come from? and, (2) how can we use this knowledge to help people who show clear signs of aberrant behavior?
Abnormal behavior or psychopathology is concerned with various types of disorders, including eating disorders, depression, disruptive behavior, and anxi- ety disorders (American Psychiatric Association [APA], 2000). In their quest for the Holy Grail, an increasing number of researchers are focusing on the study of abnormal behavior in children and adolescents. The reason for this is obvious and has to do with what is known about the age of onset of many disorders. For example, specific phobias usually start in childhood (O ? st, 1987). Social phobia, depression, and eating disorders frequently have their onset during adolescence (Burke, Burke, Regier, & Rae, 1990; Mussell, Mitchell, Weller et al., 1995), while people who suffer from a personality disorder by definition already show signs of their problems before the age of 18 (APA, 2000). In other words, many types of abnormal behavior that are seen in adults have already started in youth. Re- cent epidemiological research with children and adolescents has demonstrated that psychopathology indeed is a serious problem in this age group (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003). In a large sample of youths from the general population, the one-year prevalence of internalizing (i.e., anxiety disor- ders, depression) as well as externalizing disorders (i.e., oppositional-defiant and conduct disorders) was about 5%. The most striking finding of this study was that before their 16th birthday, 36.7% of all youths at some point in time had suffered from a psychological problem. It is important to note that these prob- lems concerned clinical diagnoses, which implies that youths really experienced considerable discomfort in their daily functioning.
About the Origins of Abnormal Behavior 3 THE ORIGINS OF ABNORMAL BEHAVIOR IN YOUTHS
Why do a substantial proportion of children and adolescents come to suffer from a psychological disorder? Briefly, the answer to this question can be found in four groups of factors. The first group of factors is concerned with characteristics of the child. The second group of factors involves the family, and especially the interaction between children and their parents. The third group of factors has to do with influences of the environment and from the child?s point of view can be labeled as learning experiences. The fourth and final group of factors pertains to societal influences.
Genetics and Temperament
Genetic make-up is one important child factor that is involved in the origins of psychopathology. The influence of genetics is typically established in twin studies. Based on the fact that monozygotic twin pairs share 100% of the genetic material, whereas dizygotic twin pairs only share 50%, one can determine the level of agreement and compute a hereditary factor for each type of psychopathology. For most disorders, the agreement in psychopathology is larger in monozygotic than in dizygotic twins, which points in the direction of a genetic influence. More precisely, for the three most common psychological disorders in youths (i.e., anxiety disorders, depression, and disruptive behavior disorders), twin studies have demonstrated that about 50% of the variance in these problems can be attributed to heredity (Rutter, Silberg, O?Conner, & Siminoff, 1999).
In what way does heredity contribute to the etiology of psychopathology in youths? One factor that is thought to play a role in this respect is the child?s tem- perament and, in particular, the temperament factor of emotionality (also known as neuroticism or negative affectivity). Emotionality refers to emotional instability and there are clear indications that this temperament factor has a genetic basis (Eysenck, 1990). Research has also shown that children and adolescents with high levels of emotionality are at greater risk for developing psychological disorders (Asendorpf & Van Aken, 2003; Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003; Erler, Evans, & McGhee, 1999; Huey & Weisz, 1997; John, Caspi, Robins, Moffitt, & Stouthamer-Loeber, 1994; Muris, Winands, & Horselenberg, 2003). Further, it is important to note that emotionality consists of various lower-order components of which fear, anger/frustration, and sadness can be considered as most relevant as they seem to play an important role in the type of psychopathology from which children eventually come to suffer (Rothbart & Bates, 1998). That is, a child with a fearful temperament is more prone to develop an anxiety disorder, a child with a temperament characterized by high anger/frustration runs greater risk to develop a disruptive behavior disorder, whereas a child with a sad temperament is more susceptible to develop a depression (Muris & Ollendick, 2005).
It is important to note that the contribution of temperament to the etiology of child psychopathology should not merely be viewed as a reactive process
4 Muris
guided by the temperament factor of emotionality. In the past five years, an increasing amount of research has focused on ?effortful control,? which is viewed as a regulative temperament factor that enables children and adolescents to modulate their emotional reactions. Effortful control can be defined as ?the ability to inhibit a dominant response to perform a subdominant response? (Rothbart & Bates, 1998), and essentially consists of two important components: inhibitory control, which pertains to the ability to inhibit one?s behavior if necessary, and attention control, which can be defined as the ability to focus and shift attention as needed.
Current temperament researchers assume that vulnerability to psychopathol- ogy is characterized by a combination of high levels of emotionality and low levels of effortful control (Calkins & Fox, 2002; Lonigan & Phillips, 2001). More specif- ically, high levels of emotionality make children prone to develop psychological disorders, but it may well be the case that the negative impact of this reactive temperament factor can be buffered by effortful control. That is, a stressful life event will elicit negative emotions in children and particularly in those who are characterized by high levels of emotionality. However, only children with low levels of effortful control will experience difficulties to deal adequately with these negative feelings and hence will react with avoidance behavior, aggression, and depression. In contrast, children with high levels of effortful control are capa- ble of regulating these negative emotions by employing more strategic, flexible and effective coping strategies (Muris & Ollendick, 2005). Recent research has indeed demonstrated that reactive and regulative temperament factors of respec- tively emotionality and effortful control each make a unique contribution to the frequency of psychopathological symptoms in youths (Muris, De Jong, & Engelen, 2004). Finally, it should be mentioned that different aspects of effortful control are allied to specific psychopathological symptoms (Muris, Meesters, & Rompelberg, submitted). More precisely, a lack of attentional control was more strongly linked to internalizing symptoms, whereas a deficiency of inhibitory control was more clearly related to externalizing symptoms. Note that these differential relations are in keeping with the clinical observation that internalizing disorders are typically characterized by uncontrollable negative thoughts, while externalizing disorders are frequently marked by impulsive and disinhibited behavior (see APA, 2000).
Parental Rearing and Modeling
The second group of factors that is involved in the etiology of child psy- chopathology is concerned with the family and, in particular, with parental rear- ing practices. In the context of abnormal behavior, two important dimensions in parental rearing behaviors can be discerned. The first dimension is parental care and has two opposite poles: an accepting and warm rearing style on one side and a rejecting and cold rearing attitude on the other side. The second dimension is concerned with parental control and actually opposes an autonomy-promoting and
About the Origins of Abnormal Behavior 5
an overprotective rearing style to each other (Rapee, 1997). Various studies have found that specific types of abnormal behavior in children are associated with particular types of parental rearing. For example, anxiety symptoms in youths are generally linked to high levels of parental control (i.e., overprotection), depressive symptoms are related to low levels of parental care (i.e., lack of emotional warmth and rejection), whereas behavioral problems are associated with high levels of control as well as low levels of care (Muris, Bo ?gels, Meesters, Van der Kamp, & Van Oosten, 1996; Muris, Meesters, Merckelbach, & Hu ?lsenbeck, 2000; Muris, Meesters, Schouten, & Hoge, 2004; Muris, Meesters, & Van den Berg, 2003). As an aside, it should be mentioned that it is difficult to find out what is cause and what is effect in the relation between parental rearing behavior and child psychopathol- ogy. It may well be that negative rearing behaviors contribute to the development of abnormal behavior. Otherwise, it is also possible that children who display abnormal behavior elicit negative rearing behaviors in their parents. Currently, researchers assume that both scenarios are applicable, which means that parental rearing behaviors are thought to play a role in the etiology and maintenance of psychopathology in youths.
More specific parental rearing behaviors also seem to be involved in the origins of psychological problems in children. For example, it is a common fact that children learn by observing and imitating the behaviors of their parents, a phenomenon that is known as modeling. Experimental research has convincingly demonstrated that modeling is involved in the acquisition of fear in children. In a study by Gerull and Rapee (2002), toddlers were shown a rubber snake and spider, which were alternately paired with either a negative or a positive facial expression by their mother. Next, both stimuli were presented again after a brief delay, and fear and avoidance reactions were assessed. Results clearly indicated that children displayed less fear and more approach behavior when their mothers had responded positively to the stimuli. Conversely, children showed more fear and avoidance following negative reactions from their mother. Other examples that suggest a link between modeling and child psychopathology are numerous and can be observed inside as well as outside the clinic: obese children often have fat parents, aggressive children frequently have antisocial parents, and children with developing personality problems tend to have weird parents (Adshead, 2003; Bandura, 1976; Gable & Lutz, 2000). Of course, modeling is not the only factor that contributes to these phenomena but at least seems to play a significant role.
Life Events and Negative Information
A third group of factors that is relevant in the context of the genesis of abnormal behavior in children is concerned with negative learning experiences. Obviously, children who experience aversive life events run greater risk for devel- oping psychopathology (Cuffe, McKeown, Addy, & Garrison, 2005; Tiet et al.,
6 Muris
2001). Maltreatment, abuse, parental divorce, being teased at school, or the death of a significant person are all negative life events that may give rise to abnor- mal behavior in children, and especially in those characterized by a vulnerable temperament. However, there are also more subtle forms of learning experiences that may promote the development of psychopathology. For example, research has demonstrated that negative information promotes children?s fear (Field, Argyrus, & Knowles, 2001). Seven- to 9-year-old children received either negative or pos- itive information about an unknown monster doll. Results showed that negative information significantly increased children?s fear ratings, whereas after positive information fear ratings slightly decreased. These results were replicated by Muris, Bodden, Merckelbach, Ollendick, and King (2003) who provided children with either negative or positive information about an unknown, doglike animal, called ?the beast.? This study demonstrated that information-induced fear effects endured over a 1-week follow-up period and generalized to other stimuli; that is, children who became more fearful of the beast after receiving negative information also became more apprehensive of other dogs and predators.
It is good to keep in mind that children are confronted with negative infor- mation in various ways: they may hear things from adults or other children, but they may also see things on television or come across certain information while surfing on the internet. These learning experiences not only play a role in anxiety phenomena, but also seem to contribute to other forms of abnormal behavior in youths. For instance, Greenfield (2004) studied the effects of inadvertent exposure to pornographic material on the internet, and noted that children who regularly come across such information are more likely to develop different sexual attitudes, and even engage in age-inappropriate sexual activity and sexual violent behaviors.
Society and Culture
The fourth and final group of factors that is involved in the etiology of abnormal behavior in youths is operating at a societal and cultural level. For example, research on the prevalence of anxiety symptoms in South African chil- dren has consistently demonstrated that black and colored youths in this country display higher anxiety levels than their white counterparts (Burkhardt, Loxton, & Muris, 2003; Muris, Schmidt, Engelbrecht, & Perold, 2002). This difference was almost completely explained by the socio-economic background of the chil- dren (Muris, Loxton, Neumann, & Du Plessis, in press). That is, in the after- math of the Apartheid regime black and colored children still live in poor and threatening neighborhoods, whereas white children are raised under rich and safe living conditions. While such marked differences in socio-economic background are seldom seen in Western countries, this example illustrates that a societal factor can make a significant contribution to the psychological (dys)functioning of children.
About the Origins of Abnormal Behavior 7
Further evidence for a link between society and anxiety comes from a meta- analytic study by Twenge (2000) who compared children?s scores on a commonly employed anxiety questionnaire for various birth cohorts between 1952 and 1993. Results indicated that youths in the 1990s displayed considerably higher anxiety levels as compared to youths in the 1950s. To put it even stronger, the mean score of the normal children in the 1990s was even higher than the mean score of clinically referred children in the 1950s. Interestingly, this increase in anxiety across various age cohorts was significantly related to a variety of social parameters (e.g., divorce rate, number of violent crimes), which made Twenge (2000) conclude that a decrease in social connectedness and an increase in environmental danger may be responsible for the rise in anxiety among youths.
Another example illustrating the role of society in the etiology of child psy- chopathology is concerned with culturally determined body ideals. In Western countries, children and adolescents are attracted by good-looking idols of whom women look slim and men look slender and muscular. It has been demonstrated that early adolescent youths frequently engage in body change strategies, with girls engaging in dieting in order to lose weight and boys doing exercises in or- der to develop their muscles (Ricciardelli & McGabe, 2001). Further research indicates that culturally determined body ideals have a substantial impact on the development of abnormal manifestations of body change strategies, and this influ- ence remains statistically significant when controlling for various biological (e.g., Body Mass Index) and psychological factors (e.g., self-esteem; Muris, Meesters, Van de Blom, & Mayer, 2005).
INCREASED PRESSURE
In sum, it can be concluded that psychopathology is highly prevalent among youths, and there are clear indications that a substantial proportion of these psy- chological problems will continue into adulthood. Various child, family, environ- mental, and societal factors have been discussed that are thought to be involved in the etiology of abnormal behavior in youths. Two additional remarks should be made with regard to the role of these factors. First, it should be kept in mind that in reality factors frequently interact with each other (Wenar & Kerig, 2000). For example, a child is particularly vulnerable if he/she is characterized by an emotional temperament and is raised by parents who are rejective and show little emotional warmth. Thus, it should be kept in mind that it is often the combination of vulnerability factors and/or the lack of protective variables that are responsible for the emergence of abnormal behavior. Second, when studying factors that are involved in the etiology of child psychopathology, one should adopt a developmen- tal perspective. For example, when raising a 2-year-old child it may be perfectly adequate for parents to rely on a controlling rearing style. However, this style
8 Muris
may be totally inappropriate for a 16-year-old who generally fares better with an autonomy-granting attitude of his parents.
The general impression is that contemporary youths run greater risk for developing psychopathology. Changes in society (increased individualization) and family (increased divorce rate) and increased confrontation with the negative and even dark sides of life (not only via television and internet, but also in the direct environment) put children under greater pressure and will result in an increase of psychopathology.
INTERVENTION
Fortunately, there is also good news. In the past decade, researchers in the field of clinical psychology have developed effective intervention methods for treating the most prevalent psychological problems among youths (Barrett & Ollendick, 2004). When detected in good time, disruptive behavior disorders can be treated effectively by training parental rearing skills (Barkley, 1997). Depres- sion can be successfully handled with cognitive-behavioral therapy (CBT) of the child (Lewinsohn, Clarke, Hops, & Andrews, 1990). Impressive progress has also been made with the treatment of childhood anxiety disorders (Kendall, 1994), which also respond well to CBT-based interventions. For example, in a study by our research group (Muris, Meesters, & Van Melick, 2002), children with anxi- ety disorders were randomly assigned to three conditions: CBT, a psychological placebo intervention (i.e., emotional disclosure), or a no-treatment control con- dition. Therapy outcome measures were obtained three months before treatment, at pretreatment, and at posttreatment. Results showed that levels of psychopatho- logical symptoms remained relatively stable during the three months preceding treatment. Most importantly, pretreatment-posttreatment comparisons indicated that CBT was superior to psychological placebo and no-treatment control. That is, only in the CBT condition significant reductions of anxiety symptoms were observed. Recently, research has demonstrated that these positive effects of CBT in anxious children are maintained over very long time periods (Barrett, Duffy, Dadds, & Rapee, 2001).
In spite of this positive news, there are also a number of problems. The first problem has to do with the dissemination and implementation of the intervention methods that have been developed by scientists (Weisz, Jensen, & McLeod, 2005). Effective programs frequently remain in the research institute and, as a result, they are not used by clinicians who actually work with disordered youths. A second problem pertains to the late detection of abnormal behavior in youths (Angold, Costello, Farmer, Burns, & Erkanli, 1999; Champion, Goodall, & Rutter, 1995). This is not only true for disruptive behavior problems which either elicit shame in parents or are not seen as a serious problem (because parents show antisocial behavior themselves) but also for emotional problems such as anxiety disorders
About the Origins of Abnormal Behavior 9
and depression that are less clearly visible to the outside world. As a result, many children already suffer from their problem for many years. When they are eventually referred to the clinic the problem has become so severe that effective treatment is difficult. A third and final problem concerns the organization and quality of the mental health service system. Even in such a civilized and well- organized country as the Netherlands, it is still surprising to note that not all clinicians are using empirically validated, effective treatment methods. Further, it is far from clear for children and their parents where they can get the most optimal treatment for psychological problems.
WAS FREUD RIGHT?
Was Freud right in his ideas on the origins of abnormal behavior? Formally, the answer to this question is of course negative, as Freud developed an almost unreal theory about the etiology of psychopathology in which constructs such as Id-Ego-Superego, repression, and Oedipus complex play a prominent role. It has become clear that such constructs are difficult to validate empirically and as such a firm scientific basis for Freud?s theory is still lacking. However, there is at least one important issue on which Freud was right: that is, human abnormal behavior frequently has its origins in childhood. Researchers and clinicians seem to have accepted this idea, but it is time that politicians and other policy makers also become convinced of this notion, so that they put more effort in tackling the problems that hinder the effective detection and intervention of disordered youths.
ACKNOWLEDGMENT
This paper is based on the academic lecture given by the author on February 18, 2005 when accepting his position as full professor in Clinical and Health Psychology at the Erasmus University Rotterdam, The Netherlands.
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of behavioral and emotional problems in clinic-referred children and adolescents. Journal of
Abnormal Psychology, 106, 404?415.
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About the Origins of Abnormal Behavior 11
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12 Muris
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?
?

MSc work and organizational behavior

Research proposal for a masters level

The Impact of culture and leadership management: an exploratory study of international managers in Ireland.

Ideally, i am interested in international management in Ireland. you can formulate your own topic which will make you comfortable but should be in the line of foreigners as managers, either their experiences or something, a somewhat unique topic would be lovely

Discuss the following questions:
1. Who is (are) the theorist(s) who developed and subscribe to the theory?
2. When was the theory developed?
3. What are theory's primary components?
4. How is theory applied to human behavior and development? Cite examples!!!
5. What are theory's strengths?
6. What are some of the cticisms of the theory?
7. How would you use the theory to better undaserstand human behavior?


Research is internet material ONLY!!

Hi, i'll give two areas of research . and I hope the writer choose one which he's good at. If neither is in his research field, I think the communication is necessary then. a few changes will be made, maybe. I wanna get a high-quality proposal. And once it is taken successfully by the uniersity, I'll be happy to pay the writer the same amount again to thank him for the nice work . thank you .

CHOICE 1 is in the area of Human Resource Management and Organisational Behaviour. research in this area focuses upon issues associated with the management of human resources and the structures, processes and practices within organisations. it is concerned with:
*entrepreneurship and entrepreneurial networks

CHOICE 2 is in the area of Cross-area Research Themes.
it'a also about the entrepreneurship.
* innnovation and entrepreneurial opportunity
* growth and sustainability

The Proposal must use the format:
1 give the [title ] of your proposed research
2 jusify [why it is worth researching] this area as a research degree topic, in other words justify its academic,commercial and/or industrial impotance. It would be good to explain how your proposed topic goes further than previous research in the overal area.
3 Provide a list of the [aims and objecties] of the proposed research
4 explain the [key academic ideas] (theories and concepts) within the area of your proposed topic. Provide [suppoting references] and explain [how] your research relates to these ideas.
5 what general [research approach] and [specific research methods] are you intending to use?
6 [why ] are you intending to use his approach and these methods?
7 what is the [setting or context] in which you intend to base your proposed research ? [why] are you using this setting or context?
8 explain and justify the methods you will use to [obtain your data]
9 what thought have you given to being able to [gain access to these data]?
10 how do you intend to [interpret or analyse] these data, once collected?
11 please provide a tentative [timeline] for undertaking the proposed research.
12 please provide a full [bibliography] of your references.


thank you !!

Below is a description (dissertation prospectus)for the paper. This is a Literature Review only which is required to be an exhaustive review of the topic--emotional intelligence (EI), with direction toward EI as a predictor of career success and associated claims.

The outline below is only for guidance, not rigid. My Doctoral program is DBA (business administration).


Prospectus

I. Narrative

My dissertation proposal will examine the relationship or role of emotional intelligence in effective leadership and job success. In terms of conceptual definition, Peter Salovey (Yale University) and John Mayer (University of New Hampshire) view emotional intelligence as a set of skills hypothesized to contribute to the accurate interpretation and expression of emotion in oneself and others; also, the effective regulation of emotion, and the use of feelings to motivate, plan, and achieve success . The better-known Daniel Goleman has popularized emotional intelligence to a more vast audience outside the world of academia. Goleman has defined emotional intelligence as the ability to rein in emotional impulse; to read another's innermost feelings; to handle relationships smoothly. In the early 1990?s Daniel Goleman became aware of the writings of Salovey and Mayer. At that time Goleman was a science writer for the New York Times who wrote mainly on the subjects of the brain and behavior research.

The potential direction of my study will examine the claims associated with emotional intelligence (EI), specifically that EI is an essential component of effective leadership and predictor of success. One of the most oft referred to research study presented to support EI as a predictor of future success is a study of 80 Ph.D.?s in Science from Berkeley University. The doctoral students at Berkeley underwent a cadre of personality tests, IQ tests, and interviews in the 1950?s. Forty years later a team of experts from the field of science evaluated the success, prestige, and accomplishments of the Berkeley graduates. One of the findings revealed that social and emotional abilities were four times more important as a variable than IQ in determining the professional success and prestige. Also of importance, some researchers hold that most failures in management occurs due to a lack of emotional intelligence (i.e., Lombardo and McCauley). Studies on the subject reveal that managerial derailment usually does not occur due to a lack of cognitive, technical or educational skills. The derailment is more often associated with character flaws such as lack of awareness, an inability to change, poor treatment of others, and problems with interpersonal relationships (i.e., Shipper & Dillard).

For clarification, my proposed approach will be to evaluate the level of emotional intelligence between organizational executive staff and organizational non-management staff. If EI is a predictor of sustainable leadership and job success then it should be evident in present day situations in organizational life. More clearly, organizational executive staff would possess a significantly higher level of EI than non-management professional staff.



II. Bibliography of Past Related Readings

Abraham, R. (2000).The role of job control as a moderator of emotional dissonance and
emotional intelligence-outcome relationships. Journal of Psychology, Vol.134, 2.

Abraham, R. (1999). Emotional intelligence in organizations: a conceptualization.genetic, social,
& general psychology monographs, Vol.126, 2.

BarOn, R. (1996). The Emotional quotient inventory (EQ-1): A test of emotional
intelligence. Toronto: Multi-Health Systems.

Berk, L. (1994). Child development. Needham Heights, Massachusetts: Paramount
Publishing.

BeShears, R.S.(2004). The ability of emotional intelligence to predict transformational
leadership when personality, affect, and cognitive ability are controlled. (Doctoral Dissertation, Wayne State University)

Cavallo, K. & Brienza, D. (2004).Emotional competence and leadership excellence at Johnson &
Johnson: The Emotional Intelligence and Leadership Study. New Brunswick, NJ,
Consortium for Research on Emotional Intelligence in Organizations, Rutgers University.

Cherniss, C. (2000). Emotional intelligence: What it is and why it matters? Paper presented at the
Annual Meeting of the society for Industrial and organization Psychology, New Orleans,
LA, April 15, 2000.

Cherniss C. & Adler, M. (2000). Promoting emotional intelligence in organizations.
Alexandria, Virginia: American Society of Training and development. The
Consortium for Research on Emotional Intelligence in Organizations, website
home page (n.d.). Retrieved November 11, 2002, from http://www.eiconsortium.org.

Cherniss, C., & Goleman, D. (1998). Bringing emotional intelligence to the workplace.
Technical Report issued by The Consortium for Research on Emotional Intelligence in Organizations. [On-line]. Available: http//www.eiconsortium.org/%5freport.htm.

Coutu, D.L. (2003). Putting leaders on the couch: a conversation with Manfred F.R. Kets de
Vries. Harvard Business Review, January 2004.

Dearlove, D. (2003). Maxed emotions: an interview with Daniel Goleman. Business
Strategy Review, Vol. 14, 2.

Decker, T.(2003). Is emotional intelligence a viable concept? Academy of Management Review,
Vol.28, 2.
Gardner, H. (1993). The theory of multiple intelligences. New York; Basic Books.
Gliner, J.A, & Morgan, G.A. (2000). Research methods in applied settings: an integrated
approach to design and analysis. Mahwah, New Jersey: Lawrence Erlbuam
Associates.

Goleman, D. (2004). Never stop learning. Harvard Business Review, 82, 1. Retrieved June 25,
2004, from EBSCO host database.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, March-April.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantum.
Goleman, D. (1998b). What makes a leader? Harvard Business Review, November-December.
Goleman, D. (1995). Emotional intelligence. New York: Bantum.

Halstead, G. (2003). Emotional intelligence guides church people in caring for one
another. Today?s Ministry (Andover Newton Theological seminary), Winter
2003.

Laabs, J. (1999). Emotional intelligence at work. Workforce, 78 (7). Retrieved November
8, 2002, from EBSCO host database.

Lombardo, M. M., & McCauley, C. D. (1998). The dynamics of management derailment.
Greensboro, NC: Center for Creative Leadership.

Lombardo, M. M., & Eichinger, R. W. (1995). Preventing derailment: What to do before it's too
late. Greensboro, NC: Center for Creative Leadership.

Lam, L. T., & Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An
exploration of the impact of emotional and general intelligence on individual. The
Journal of Social Psychology, 142 (1), 133-143. Retrieved May 1, 2002, from EBSCO
host database.

Law, K,L. (2004). The construct and criterion validity of emotional intelligence and its potential
utility for management studies. Journal of Applied Psychology, Vol.89, 3.

LeDoux, J. (1989). Indelibility of subcortical emotional memories. Journal of Cognitive
Neuroscience, 1, 238-43.

Leslie, J. B., & Velsor, E. V. (1996). A look at derailment today: North America and Europe.
Greensboro, NC: Center for Creative Leadership.

Mason, L. (1999). Lead the way to increase productivity. Outlook. 67 (3). Retrieved
November 8, 2002, from EBSCO host database.

Matthews, G, Roberts, R. D., & Zeidner, M. (2004). Seven myths about emotional intelligence.
Psychological Inquiry, Vol.3, No.3.

Mayer, J.D. (January 2004). Be realistic. Harvard Business Review, 82,1, Retrieved June 1,
2004, from EBSCO host database.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2001). Emotional intelligence as a standard
Intelligence. Emotions, 1 (3). Retrieved November 8, 2002, from EBSCO host
database.

Mayer, J.D. (January 2000). Spiritual intelligence or spiritual consciousness. International
Journal for the Psychology of Religion, Vol.10, 1. Retrieved July 30, 2005 from
EBSCO Host database.

Mayer, J.D. (1995). A framework for the classification of personality components. Journal of
Personality, 63, 819-877.

McCall, M. W., Jr., & Lombardo, M. M. (1990). Off the track: Why and how successful
executives get derailed. Bottomline,7(9), 24-30.

O?Neil, J. (1996). On Emotional Intelligence; A conversation with Daniel Goleman.
Educational Leadership, 54 (1), September. Retrieve April 8, 2002 from EBSCO
Host database.

Pazmino, R. (2003). Resources for Christian education. Today?s Ministry (Andover
Newton Theological Seminary), Winter 2003.

Pfeiffer, S. (2001). Emotional intelligence: Popular but elusive construct. Roeffer review, 23 (3).
Retrieve September 30, 2002 from EBSCO Host database.

Radke-Yarrow, M., & Zahn-Waxler, C. (1984). Roots, motives and patterns in children's
prosocial behavior. In J. Reykowski, J. Karylowski, D. Bar-Tel, & E. Staub (Eds),
The development and maintenance of prosocial behaviors: International
perspectives on positive mortality. New York: Plenum.

Reiff, H. B. (2001). The relation of LD and gender with emotional intelligence in college
Students. Journal of Learning Disabilities, Vol.34, 1.

Roberts, R. D., Zeidner, M. & Matthews, G. (2001). Does emotional intelligence meet traditional
standards for intelligence? Some new data and conclusions. Emotions, 1, 196-231.

Sala, F.(2001). Do programs designed to increase emotional intelligence at work-work? The
Consortium for Research on Emotional Intelligence in Organizations. Retrieved November 12, 2002, from http://www.eiconsortium.org/reserach/do_ei_programs _work.htm.

Salovey, P., Stroud, L.A., Woolery, A., & Epel, E.S. (2002). Perceived emotional intelligence,
stress reactivity, and symptom reports: Further exploration using the trait meta-mood scale.

Schutte, N.S., Malouff, J M., Bobik, C., and Coston, T. D. (2001).Emotional Intelligence
and interpersonal relations. The Journal of Social Psychology, 141 (4). 523-536.

Shipper, F., & Dillard, J. E. (1994). Comparing the managerial skills of early derailers vs. fast
trackers, late derailers vs. long-term fast trackers, and mid-career derailers vs. "recoverers." Paper presented at the Academy of Management meeting, Dallas, Texas.

Smith. P. Emotional competence training program-American express. Retrieved
December 7, 2003, from www.eiconsortium.org.

Sosik, J. L., & Megerian, L.E. (1999). Understanding leadership emotional intelligence
and performance. Group & Organizational Management, September 24 (3).
Retrieved May 1, 2002, from EBSCO host database.

Tjiong, L. (2000). The relationship between emotional intelligence, hardiness and job stress
(Doctoral dissertation, Argosy University, 2000).

Tucker, M.L., Sojka, J.Z., Frank, J & McCarthy, A. M. (July & August 2000) Training
Tomorrow?s Leaders: Enhancing the emotional intelligence of business graduates.
Journal of Education for Business, Vol. 75, 6. ). Retrieved May 1, 2002, from EBSCO
host database.

Weisinger, H. (1998). Emotional intelligence at work. San Francisco, California: Jossey-
Bass, Inc.

Zeidner, M, Matthews, G., & Roberts, R. D. (September 2001). Slow down, you move too fast:
emotional intelligence remains an elusive intelligence. Emotion, vol.1, 3 Retrieved
January 18. 2003 from EBSCO Host database.

Zipple, A. M. (2000). [Book Review Emotional intelligence at work]. Psychiatric Rehabilitation
Journal, 23 (4), p.409. Retrieved September 28, 2002 from EBSCO Host database.


III. Preliminary Literature Review Outline

A. Preconceptual History of EI
i. Spearman-?psychological ability?
ii. Thorndike-?social intelligence?
iii. Weshsler-?non-intellective abilities?
iv. EI as a form of intelligence
V. Howard Gardiner-?multiple intelligences?

B. Emotional Intelligence Theory
i. Mayer & Salovey-?Four Branch Model?
ii. Daniel Goleman-personal & social competence
iii. Reuven Bar-On: EI in the context of personality theory,
iv. Antagonists (i.e., Matthews, Roberts, & Zeidner)

C. Issues in definition and Construct Validity
i. What is emotion?
ii. Emotion vs. ?g?, the centrex of intelligence theory
iii Conflicting conceptualizations
iv Reasonable canonical definition

D. Emotional Intelligence and Measurement
i. What are we measuring?
ii. Bar-On?s Emotional Quotient Inventory
iii. Mayer-Salovey-Carusco Emotional Intelligence Test (MSCEIT)
iv. Emotional Competency Inventory 360- Boyatzis and Goleman

E. EI and Leadership
i. EI & effective leadership (and failed leadership)
ii. The promise of effective leadership
iii. Emotional competence vs. emotional intelligence

F. EI as Predictor of Success
i. Common claims by EI protagonists
ii. Response by antagonist (Roberts et, 2001)
iii. Result findings
iii. Can predictor claims be validated presently?


There are faxes for this order.

The sources should be from ProQuest.
I am writing an essay based on the criteria below and will add an introduction and first few paragraphs that describe a boss that I have that is passive-aggressive and use a citation of how I analyzed and diagnosed this boss. The body of the essay that you provide should analyze why passive aggressiveness is a problem for an organization and provide research to improve or strengthen leadership moving forward. the assignment details are below, but I will take care of the details part, but you just need to know that it will be about a passive aggressive boss. -by the way, she is a female director and i am a male that works for her. I can form a conclusion based on my part of the details and the body of the essay that you produce.

Based on an experience in which you encountered negative leadership behavior, compose an essay that proposes a recommendation to improve the quality of leadership. Your essay will encompasses the elements of critical thought and good writing that have been presented throughout this course. Be sure to include the following:
The details of the experience
An analysis of the leadership behavior
Research supportive of your description of the behavior as being negative
A recommendation for strengthening leadership behavior

*****************This is the asignment***********
Annotated Bibliography

The purpose of the annotated bibliography is to assist you in developing research analysis skills including critical thinking, writing, and literature research skills. The annotated bibliography should include a paragraph for each source containing the following information:
?Name of the article, including the complete bibliographic citation, using APA format.
?Summary/abstract of the article ? annotation (sometimes it is helpful to ask yourself the following questions in synthesizing the information: ?Who? (author)
?What was done? (e.g., an experimental study investigating the interaction of short term memory and attention)
?How? (was it done)

?What were the findings? (identify the major ones)
?Contributions? (new findings, applications, etc.)
Review the complete instructions for the Final Paper in Week Five. To conduct accurate research for the annotated bibliography, consider the following:
?Research in peer-reviewed journals or other journals that are considered to have reliable information (do not use sources from the secular press (e.g., Time, Newsweek, or Wikipedia). Review the guidelines for acceptable sources by reading the ?Academic Research? section within the Student Responsibilities and Policies tab under Course Home on the left navigation toolbar in your online course.
?Identify at least ten academic sources at least six of which can be found in the Ashford Online Library. If you do find something on the World Wide Web, it must be authored and be a reliable source.
?In these journals, the research and information is either reviewed by an editorial team (such as for the Academy of Management Review) or a group of peers (such as in many journals you find through the Ashford Online Library).

You must use at least ten scholarly sources


**************This is material concerning the Final Paper..this is just for your review not the assignment for above.
(Final Paper

To complete the following assignment, go to this week's Final Paper links in the left navigation.

Analysis of Personal and Organizational Ethics and Values between For-Profit and Not-for-Profit Organizations

Scenario:
You are an ethnographic researcher writing an article for a popular organizational behavior research journal. Your purpose is to identify key problems related to business ethics in a Not-for-Profit and For- Profit organization. In this potential article please complete the following activities:
1.Outline the company profile of the not for profit company you chose to analyze (consult the week #2 journal for the information you should include). Explain the ethical dilemma that it faced or is currently facing. Analyze the way that it responded to this ethical dilemma and outline the legal, social, or political outcomes that emerged after the actions were taken..
2.Outline the company profile of the for profit company you chose to analyze (consult the week #2 journal for the information you should include). Explain the ethical dilemma that it faced or is currently facing. Analyze the way that it responded to this ethical dilemma and outline the legal, social, or political outcomes that emerged after the actions were taken.
3.In part three of your paper, please provide your personal reflections on the ethical actions that were taken in relation to the problem. Evaluate those actions from your own ethical standpoint. Use these questions to inspire your analysis: Did the company respond in a morally responsible way? Did the company respond in a morally irresponsible way? Did the company create the ethical dilemma or was the dilemma the outcome of an unforeseen force? Could the company have done more? Who was responsible for the problem and how could it have been prevented? ?Remember that when you analyze something you should present logical reasoning and factual evidence to support your position. Do not merely answer these questions using simplistic yes and no answers. Instead, you should always support your position with logical argumentation and evidence that explains why you believe what you believe.

4.In part 4 of your paper please create a critique of the actions of these companies based on two of the philosophical theories that you studied earlier in the course (deontology, utilitarianism, egoism, virtue ethics, moral relativism). Determine which moral theory the company appears to be abiding by in relation to this issue. Explain the attributes of the decision that make you believe that this is the ethical perspective of the company. If you agree with the ethical theory of the company, explain why this is the best ethical position on the issue. If you do not, explain which ethical position would be better to utilize in this situation and why you believe that this position is better. Here are some sample questions to guide your thinking: ?Which ethical theory did the company use in making its decision? Was it the best? Why or why not?
?Which ethical theory should the company have used? Why?
?What is the ideal relationship between bad or suffering and profit?
?What does it mean to run an ethical business?
?What is the best way for a company to maintain its competitive edge and contribute to overall good or happiness in relation to its workers and customers? )

Please run the final version of this paper through your plagiarism software.

If additional time is required in order for this paper to be better researched and/or written, I can be flexible with the deadline, but please let me know as soon as possible.

There is no minimum or maximum number of references, though this paper should be comprehensive. I would expect, but have not fully researched, that there will be at least 30 references. Also, please make sure this paper is in APA format.

Please ensure that all citations are either from either peer-reviewed, scholarly journals or scholarly actual books (please, no citations from such internet sites as ?Wikepedia?).


Literature Review Objectives
Contingency Management Studies
in the Treatment of Substance Dependence/Abuse


Objective
The purposes of this review are to gain an understanding of the controlled studies using contingency management (CM) in the substance abuse field, and where applicable emphasize those studies that incorporate CM with community reinforcement approach (CRA). This paper should offer a critical review of the literature with an eye toward identifying important and unresolved theoretical and research questions.


While there is much evidence that animals also respond to operant contingencies with psychoactive substances (Logan, 1972), this paper will emphasize studies conducted with human subjects, though a brief review of the animal literature will be included. To this end, I propose to review the available literature and achieve the following four goals:

1. Provide two pages total of background information on: animal studies involving operant conditioning and substance abuse (emphasize Logan?s research and whomever else is important); behavioral economics (emphasize Bickle?s research and whomever else is important); CRA (emphasize Meyers, 2005, and Hunt and Azrin); and, operant conditioning. Explain how these findings contributed to the successful treatment of substance abuse disorders, especially when in collaboration to shaping prosocial behaviors related to the use of community resources and coping skills.

2. Offer a comprehensive and coherent review (40+ pages) of all controlled studies published in peer review journals since 1990 that involve substance use and contingency management using any strategy (voucher-based and non-voucher based) that reinforces behaviors designed to achieve abstinence for the treatment of both alcohol and marijuana use and also studies related to alcohol or marijuana designed to achieve other targets than abstinence (e.g., attendance, medication compliance, productivity, positive lifestyle changes). (Higgins, 2004 review gives a partial list of voucher-based CM for alcohol and marijuana and other targets, include all of those as well as find those published since March, 2003) (non-voucher-based CM studies include non-monetary rewards for changes in behavior, and I have not compiled a list of these studies)--these should be two very distinct sections.

3. Offer a short review of any and all CRA studies that incorporate CM in an attempt to modify social behaviors in an attempt to modify alcohol and/or marijuana use.

4. Discuss how these findings can further inform the field of addictions research.



Preliminary List of References
***Immediately below are voucher based CM, Alcohol, Marijuana, and other behaviors studies conducted from 1990-2003 (from Higgins, S. T., Heil, S. H., & Lussier, J. P.2004. Clinical implications of reinforcement as a determinant of substance use disorders. Annu. Rev. Psychol. 55, 431-461), still need all of the controlled voucher based studies published through 2006). Also need all non-voucher based contingency management studies from 1990-2006.

Budney AJ, Higgins ST, Delaney DD, Kent L,
Bickel WK. 1991. Contingent reinforcement
of abstinence with individuals abusing cocaine
and marijuana. J. Appl. Behav. Anal.
24(4):657?65

Budney AJ, Higgins ST, Radonovich KJ, Novy
PL. 2000. Adding voucher-based incentives
to coping skills and motivational enhancement
improves outcomes during treatment
for marijuana dependence. J. Consult. Clin.
Psychol. 68(6):1051?61

Sigmon SC, Steingard S, Badger GJ, Anthony
SL, Higgins ST. 2000. Contingent reinforcement
of marijuana abstinence among individuals
with serious mental illness: a feasibility
study. Exp. Clin. Psychopharmacol.
8(4):509?17

Silverman K, Chutuape MA, Bigelow GE,
Stitzer ML. 1996a. Voucher-based reinforcement
of attendance by unemployed
methadone patients in a job skills training
program. Drug Alcohol Depend. 41(3):197?
207

Svikis DS, Lee JH, Haug NA, Stitzer ML.
1997. Attendance incentives for outpatient
treatment: effects in methadone- and
nonmethadone-maintained pregnant drugdependent
women. Drug Alcohol Depend.
48(1):33?41

Jones HE, Haug N, Silverman K, Stitzer ML,
Svikis D. 2001. The effectiveness of incentives
in enhancing treatment attendance and
drug abstinence in methadone-maintained
pregnant women. Drug Alcohol Depend.
61(3):297?306

Jones HE, Haug N, Stitzer ML, Svikis D.
2000. Improving treatment outcomes for
pregnant drug-dependent women using lowmagnitude
voucher incentives. Addict. Behav.
25(2):263?67

Petry NM. 2001a. Delay discounting of money
and alcohol in actively using alcoholics, currently
abstinent alcoholics, and controls. Psychopharmacology
154(3):243?50

Petry NM. 2001b. Pathological gamblers, with
and without substance use disorders, discount
delayed rewards at high rates. J. Abnorm.
Psychol. 110(3):482?87

Petry NM. 2002. Discounting of delayed rewards
in substance abusers: relationship to
REINFORCEMENT AND SUBSTANCE USE DISORDERS 459
antisocial personality disorder. Psychopharmacology
162(4):425?32

Petry NM, Casarella T. 1999. Excessive discounting
of delayed rewards in substance
abusers with gambling problems. Drug Alcohol
Depend. 56(1):25?32

Preston KL, Silverman K, Umbricht A, De-
Jesus A, Montoya ID, Schuster CR. 1999.
Improvement in naltrexone treatment compliance
with contingency management. Drug
Alcohol Depend. 54(2):127?35

Wong CJ, Sheppard JM, Dallery J, Bedient
G, Robles E, et al. 2003. Effects of reinforcer
magnitude on data-entry productivity
in chronically unemployed drug abusers participating
in a therapeutic workplace. Exp.
Clin. Psychopharmacol. 11(1):46?55

Iguchi, M.Y., Belding, M. A., Moral, A. R., Lamb, R. J., & Husband, S. D. (1997). Reinforcing operants other than abstinence in drug abuse treatment: An effective alternative for reducing drug use. Journal of Consulting and Clinical Psychology, 65, 421-428.

Definitely use this CRA article along with any other you feel would be helpful.

The Community Reinforcement Approach: History and New Directions. Meyers, Robert J.; Villanueva, Michael; Smith, Jane Ellen; Journal of Cognitive Psychotherapy, Vol 19(3), Fal 2005. Special issue: State-of-the-art in behavioral interventions for substance use disorders. pp. 247-260.

These also seem appropriate in the review...

Budney, A. J., Higgins, S. T., Radonovich, K. J., & Novy, P. L. (2000). Adding voucher-based incentives to coping-skills and motivational enhancement improves outcomes during treatment for marijuana dependence. Journal of Consulting & Clinical Psychology, 68, 1051-1061.

McRae, A. L., Budney, A. J., & Brady, K. T. (2003). Treatment of marijuana dependence: a review of the literature. J Subst Abuse Treat 2003; 24: 369-376

Petry, N.M, Martin, B., Cooney, J.L., Kranzler, H.R. (2000). Give them prizes, and they will come: Contingency management for treatment of alcohol dependence. Journal of Consulting and Clinical Psychology, 68, 250-257.


Include as many as these articles that pertain to this review as well as any and all that you find in your reserach to ensure this is a comprehensive review.

Alterman, L.R., Gottheil, T.E., Skoloda, T.E., & Grasberger, J.C. (1974). Social modification of drinking by alcoholics. Quarterly Journal of Studies on Alcohol, 35, 917-924.

Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston.

Bickel, W. K., DeGrandpre, R. J., & Higgins, S. T. (1993). Behavioral economics: A novel experimental approach to the study of drug dependence. Drug and Alcohol Dependence, 33, 173?192.

Bickel, W. K., DeGrandpre, R. J., & Higgins, S. T. (1995). The behavioral economics of concurrent drug reinforcers: A review and reanalysis of drug self-administration research. Psychopharmacology, 118, 250?259.

Bigelow, G.M., & Liebson, I. (1972). Cost factors controlling alcoholic drinking. Psychological Record, 22, 305-314.

Bigelow, G., Griffiths, R. R., & Liebson, I. A. (1975). Experimental models for the modification of human drug self-administration: Methodological developments in the study of ethanol self-administration by alcoholics, federation Proceedings, 34, 1785-1792.

Canter, F.M. (1968). The requirement of abstinence as a problem in institutional treatment of alcoholics. Psychiatric Quarterly, 42, 217-231.

Cheek, F.E., Franks, C.M., Laucius, J., & Burtle, V. (1971). Behavior modification training for wives of alcoholics. Quarterly Journal of Studies on Alcohol, 32, 456-461.

Childress A, McLellan A, O'Brien C. Behavioral therapies for substance abuse. International Journal of the Addictions [serial online]. 1985;20(6):947-969. Available from: PsycINFO, Ipswich, MA. Accessed September 2, 2006

Cohen, M., Liebson, I., & Faillace, L. (1972). A technique for establishing controlled drinking in chronic alcoholics. Diseases of the Nervous System, 33, 46-49.

Cohen, M., Liebson, I., & Faillace, L. (1973). Controlled drinking by chronic alcoholics over extended periods of free access. Psychological Reports, 32, 1107-1110.

Cohen, M., Liebson, I., Faillace, L. & Allen, R.P. (1971). Moderate drinking by chronic alcoholics. Journal of Nervous and Mental Disease, 153, 434-444.

Cohen, M., Liebson, I., Faillace, L., & Speers, W. (1971). Alcoholism: Controlled drinking and incentives for abstinence. Psychological Reports, 28, 575-580.

Corby, E. A., Roll, J. M., Ledgerwood, D. M., & Schuster, C. R. (2000). Contingency management interventions for treating the substance abuse of adolescents: A feasibility study. Experimental and Clinical Psychopharmacology, 8, 371-376.

Cutter, H.S.G., Schwaab, E.L. & Nathan, P.E. (1970). Effects of alcohol on its utility for alcoholics and nonalcoholics. Quarterly Journal of Studies on Alcohol, 31, 369-378.

Faillace, L.A., Flamer, R.N., Imber, S.D., & Ward, R.F. (1972). Giving alcohol to alcoholics: An evaluation. Quarterly Journal of Studies on Alcohol, 33, 85-90.

Gottheil, E., Corbett, L.O., Grasberger, J.C., & Cornelison, F.S. (1971). Treating the alcoholic in the presence of alcohol. American Journal of Psychiatry, 128, 475-480.

Gottheil, E., Corbett, L.O., Grasberger, J.C., & Cornelison, F.S. (1972). Fixed-interval drinking decisions: A research and treatment model. Quarterly Journal of Studies on Alcohol, 33, 311-324.

Griffiths, R., Bigelow, G., Liebson, I. (1974). Suppression of ethanol self-administration in alcoholics by contingent time-out from social interventions. Behaviour Research and Therapy, 12, 327-334.

Heather, N. & Robertson, I. (1983). Controlled Drinking. University Press, Cambridge.

Helmus, T.C., Saules, K.K., Schoener, E.P., & Roll, J.M. (2003) Reinforcement of counseling attendance and alcohol abstinence in a community-based dual-diagnosis treatment program: A feasibility study. Psychology of Addictive Behaviors, 17, 249-251.

Higgins, S. T., & Petty, N. M. (1999). Contingency management: Incentives for sobriety. Alcohol Research and Health. 23, 122-127.

Hunt, G.M. & Azrin, N.H. (1973). The community-reinforcement approach to alcoholism. Behaviour Research and Therapy, 11, 91-104.

Iguchi, M.Y., Belding, M. A., Moral, A. R., Lamb, R. J., & Husband, S. D. (1997). Reinforcing operants other than abstinence in drug abuse treatment: An effective alternative for reducing drug use. Journal of Consulting and Clinical Psychology, 65, 421-428.

Iguchi, M., Stitzer, M. L., Bigelow, G. E., & Liebson, I. A. (1988). Contingency management in methadone maintenance: Effects of reinforcing and aversive consequences on illicit polydrug use. Drug and Alcohol Dependence, 22, 1-7.

Kanfer, F.H. & Phillips, J.S. (1970). Learning foundations of behavior therapy. New York: Wiley.

Liebson, I.A., Cohen, M., Faillace, L.A., & Ward, R.F. (1971). The token economy as a research method in alcoholism. Psychiatric Quarterly, 45, 574-581.

Logan, F.A. (1972). Experimental psychology of animal learning and now. American Psychologist, 27, 1055-1062.

Miller, P.M., Hersen, M., Eisler, R.M., & Watts, J.G. (1974). Contingent reinforcement of lowered blood/alcohol levels in an outpatient chronic alcoholic. Behaviour Research and Therapy,12, 261-263.

Miller, P.M, Stanford, A.G., & Hemphill, D.P. (1974). A social-learning approach to alcoholism treatment. Social Casework, 55, 279-284.

Miller, W.R. (1980). The Addictive Behaviors: Treatment of alcoholism, drug abuse, smoking, and obesity. Pergamon Press, NY.

Miller, W.R., Brown, J. M., Simpson, T. L., Handmaker, N. S., Bien, T. H., Luckie, L. P., Montgomery, H. A., Hester, R. K., & Tonigan, J. S. (1995). A methodological analysis of the alcohol treatment outcome literature. In R. K. Hester & W. R. Miller (Eds.), Handbook of alcoholism treatment approaches (pp. 12-44). Boston: Allyn & Bacon.
Miller, W.R. & Munoz, R.F. (1976). How to Control Your Drinking. Prentice-Hall, NJ.

Nathan, P.E. & O?Brien, J.S. (1971). An experimental analysis of the behavior of alcoholics and nonalcoholics during prolonged experimental drinking. Behavior Therapy, 2, 455-476.

Nathan, P.E., Titler,N.A., Lowenstein, L.M., Solomon, P., & Rossi, A.M. (1970). Behavioral analysis of chronic alcoholism. Archives of General Psychiatry, 22, 419-430.

Peele S. What works in addiction treatment and what doesn't: Is the best therapy no therapy?. International Journal of the Addictions [serial online]. 1990;25:1409-1419. Available from: PsycINFO, Ipswich, MA. Accessed September 2, 2006.

Petry, N.M, Martin, B., Cooney, J.L., Kranzler, H.R. (2000). Give them prizes, and they will come: Contingency management for treatment of alcohol dependence. Journal of Consulting and Clinical Psychology, 68, 250-257.

Petry, N. M. (2000). A comprehensive guide to the application of contingency management procedures in clinical settings. Drug and Alcohol Dependence, 58, 9?25.

Petry, N. M., & Sincic, F. (2002). Recent advances in the dissemination of contingency management techniques: Clinical and research perspectives. Journal of Substance Abuse Treatment, 23, 81?86.

Petry, N. M., Tedford, J., & Martin, B. (2001). Reinforcing compliance with non-drug-related activities. Journal of Substance Abuse Treatment, 20, 33?44.

Sisson, R. W., & Azrin, N. (1989). The community reinforcement approach. In R. Hester & W. R. Miller (Eds.), Handbook of alcoholism treatment approaches: Effective alternatives (pp. 242-258). New York: Pergamon Press.
Skinner, B. F. (1961). Teaching machines. Scientific American, 205, 91-102.

Sobell, M.B. & Sobell, L.C. (1973). Individualized behavior therapy for alcoholics. Behavior Therapy, 4, 49-72.

Stitzer, M. L., Bickel, W. K., Bigelow, G. E., & Liebson, I. A. (1986). Effects of methadone dose contingencies on urinalysis test results of polydrug-abusing methadone-maintenance patients. Drug and Alcohol Dependence. IS, 341-348.

Stitzer, M. L., & Bigelow. G. E. (1984). Contingent reinforcement for carbon monoxide reduction: Within-subjects effects of pay amounts. Journal of Applied Behavior Analysis, 17, 477-483.

Stitzer, M. L., Bigelow, G. E., & Gross, J. (1989). Behavioral treatment of drug abuse. In T. B. Karusu (Ed.), American Psychiatric Association treatment manual (pp. 1430-1447). Washington, DC: American Psychiatric Association.
Sulzer, E.S. (1965). Behavior modification in adult psychiatric patients.

Choose a behavior that is considered deviant in the U.S. society(it can be criminal or non-criminal), and apply each of the three theories (Structural- Functional Approach, Symbolic-Interaction Approach, and Social-Conflict Approach) to the behavior.

Research the behavior and the theories.

- Why is the behavior considered deviant in U.S. society? What are the punishments for the behavior?
- What does each theory say about deviance? What do you think the theory would say about the deviant behavior you have chosen?

APA format
Recommended websites:
www.prb.org
www.census.gov
www.populationconnection.org
www.cia.gov/cia/publications/factbook/index.html
www.bis.gov
www.envirolink.org
www.un.org/womenwatch/
www.irp.wisc.edu
www.worldbank.org/data
www.nccp.org
www.jcpr.org

This is a journal article review which includes its literature review, hypothesis, methodology, result, discussion, strengths and own understanding.Choose any article in the annotated bibliography I will provide.
1. Topic: what is the research about?
2. Previous study: What has the previous study found out?
3. Hypothesis:
4. Methodology: what method did the author use?
5. result and discussion: Provide the statistics result then what they mean.
6.what are strengths of the research
7. own analysis

RELATIONSHIP BETWEEN FAST FOOD AND CHILD OBESITY 2


Thesis Statement


This study aims to identify the underlying correlation of fast food capitals and the increasing rate of child obesity. The system of fast food is prevalent in all countries, with each country having its own variations of types of items served and the nature of establishments serving. The popularity of fast food is due to convenience of fast service, packaged food and low cost. All over the place is an ad on fast food now a day. Now major fast food industries try to make their product seem as healthy as possible. It is possible that the convenience is influencing the growth of childhood obesity in the United States. Understanding the correlation between these two factors is vital in producing a solution. The children and youth will one-day influence the dynamics of the world. Healthy choices should be made available to all. Influencing life decisions and daily aspects, all children deserve healthier choices.

















ANNOTATED BIBLIOGRAPHY 3


Chou, S. (2008). Fast food restaurants advertising on television and it?s influence on childhood obesity. The Journal of Law & Economics, 51, 599-618.

This study performs a survey to see the effects of fast food restaurant advertising on children and adolescents being overweight. The 1979 Child-Young Adult National Longitudinal Survey of Youth and the 1997 National Longitudinal Survey of Youth were employed to conduct research. The advertising measure used is the number of hours of spot television fast-food restaurant advertising messages seen per week. The results indicate that a ban on these advertisements would reduce the number of overweight children ages 3-11 in a fixed population by 10 percent and would reduce the number of overweight adolescents ages 12-18 by 12 percent. Finding out why fast food is unhealthy is just not enough. People know this and still choose to eat it. This article shows the message fast food companies portray to get consumers to buy their product. Since children are watching television more than ever it makes sense that fast food corporations advertise on commercials. Advertising is the most direct way children will be exposed to a certain product. Understanding how this works will allow a better insight on the correlation of fast food to child obesity.









ANNOTATED BIBLIOGRAPHY 4


Darwin, A. (2008). Childhood obesity: Is it abuse? The Children?s Voice, 17, 4-24.

This study performs a content analysis of state courts that have heard cases involving children whose obesity threatened life or health, and whose parents were unable or unwilling to follow medical orders to reduce their children's weight. With childhood obesity increasing across the nation at dramatic rates, courts and child welfare systems in many states are facing novel issues. One of these issues is whether children whose weight poses serious dangers to life or health are properly considered neglected when their parents disobey medical orders to put them on diets. This study shows the seriousness of the degree of overweight children in our country. In the United States the ramifications of obesity are more severe for children than for adults. This study also shows that obesity deprives youngsters of many of the social and physical activities. Obese children often endure excessive teasing, social stigmatization, and discrimination by their peers. Children, especially very young ones, often have little or no control over what they eat and how much they exercise. Parents dictate this, serving as strong role models who shape their children's eating and exercise habits early in life. Who is to blame for this increasing problem? By giving a look how the legal system is used in implementing a healthier society, there is always something that can be done to help.




ANNOTATED BIBLIOGRAPHY 5

Eagle, T. (2012). Understanding childhood obesity in America: Linkages between household income, community resources, and children?s behaviors. The American Heart Journal, 163, 816-837.

This study uses a survey to see the correlation of childhood obesity and household income. Understanding childhood obesity's root causes is critical to the creation of strategies to improve children's health. This study gives us a variation of the types of household?s influence on children. Also, how behavior is depicted and its overall correlation to childhood obesity. In Massachusetts, percentage of overweight by community varied from 9.6% to 42.8%. As household income dropped, percentage of overweight/obese children rose. In Michigan sixth graders, as household income goes down, frequency of fried food consumption per day doubles. Whereas vegetable consumption and moderate/vigorous exercise go down. Basically this study shows the prevalence of overweight children rises in communities with lower household income. Children residing in lower income communities exhibit poorer dietary and physical activity behaviors, which affect obesity. This gives a different aspect of the increasing rate of childhood obesity in our country. Households do have an affect on one?s health as well.



ANNOTATED BIBLIOGRAPHY 6

Evans, D. (2006). Changing perceptions of the childhood obesity epidemic. American Journal of Health Behavior, 2, 167-176.

This study conducts a survey of US households about perceived severity, causes, and support for specific obesity interventions. This shows the increasing rate of obesity in our country and around the world. Obesity is now a leading cause of preventable death in the United States, and it costs over $93 billion in medical expenditures. It also shows obesity epidemic extremely prevalent among children and adolescents. Today, 15% of children and adolescents combined are overweight. By giving us an overall view of the situation we can see the affect on a larger scale. Also comparing other countries rates will be useful to see how our country differs. Some objectives of this study are also to examine changes in public attitudes about obesity in the context of a changing social and environment policy around the issue. Since the United States public is becoming increasingly aware of the public health issue, spreading education about rising obesity rates will be easier. Also by allowing a cultural factor, will prove useful in creating a variation of the situation. It is important to see how other countries are dealing with this epidemic.



ANNOTATED BIBLIOGRAPHY 7
Fraser, L. (1998). Fast food and obesity. American Journal of Preventive Medicine, 14, 245-248.

This study is a spatial analysis of a large population of children aged 13-15 in our country. It clearly shows that the childhood obesity epidemic is a current public health priority in many countries, and the consumption of fast food has been associated with obesity. The method to this study was that a weighted accessibility score of the number of fast-food outlets within a 1-km network buffer of the participant's residence at age 13 years was calculated. Then geographically weighted regression was used to assess the relationships between fast-food consumption at age 13 years and weight status at ages 13 and 15 years, and separately between fast-food accessibility and consumption. An interesting conclusion was found in this study. Of course there is a continued need for nutritional education regarding fast food, but public health interventions that place restrictions on the location of fast-food outlets may not decrease consumption. Educating the public is very important in informing about the results of consuming excess fast food. This study shows the relationship between fast-food consumption and obesity as well as the relationship between fast-food outlet access and consumption. By proving this correlation further means of intervention can be made.




ANNOTATED BIBLIOGRAPHY 8


Grotz, L. (2006). A look at food industry responses to the rising prevalence of overweight. Nutrition Reviews, 68, 48-52.

This study is a content analysis on food industries dealing with the growing problem of obesity. Firstly marketing and academic research are done to help the food industry to understand whether its consumers have an interest in new food choices. This shows that there have been efforts among food and beverage companies to help increase our knowledge about the factors contributing to overweight. Also to investigate product and marketing changes that may help reduce the risk of weight gain. Fast food corporations have taken interactive guidance from government and health institutions on the best strategies to take. This study allows an insight from the cooperation side. How they deal with the problem is vital in resolving it. Having this cooperation perspective will give notice on how to go about this epidemic from a business standpoint. Of course the fast food industry?s main objective is to turn a profit, but now at what cost? With the world watching closes, important choices will define their role in our culture. To resolve this problem, corporate resolve is needed with interactive guidance from government and health institutions on the best strategies to take. Also by supporting the best method to take.




ANNOTATED BIBLIOGRAPHY 9


Horst, K. (2006). A systematic review of environmental correlates of obesity-related dietary behaviors in youths. Oxford University Press, 22, 203-226.

This study is a content analysis of research previous conducted on observational studies on environmental correlates of energy, fat, fruit/vegetable, snack/fast food and soft drink intakes in children (4?12 years) and adolescents (13?18 years). This study shows the role the environment plays in shaping the dietary behavior of youth, particularly in the context of obesity. The most consistent associations were found between parental intake and children's fat, fruit/vegetable intakes, parent and sibling intake with adolescent's energy and fat intakes and parental education with adolescent's fruit/vegetable intake. Showing environmental factors is much needed in seeing all the variables associated with childhood obesity. In this study, environmental factors are predominantly studied at the household level and then focus on sociocultural and economic aspects. Most associations were found between the parent?s intake and education. By viewing one?s household environment, a more deliberate analysis of fast food correlation to health can be made. This will allow a more accurate prediction of resolving the situation. Environmental factors are essential in showing a correlation between fast food consumption and childhood obesity.




ANNOTATED BIBLIOGRAPHY 10

Kumanyika, S. (2008). Environmental influences on childhood obesity: Ethnic and cultural influences. Purdue University Ingestive Behavior Research Center Symposium, 94, 1-7.

This study is a content analysis on identifying key environmental variables promoting weight gain and to determine how they interact with our various biologies. This gives an in depth view on what we eat can cause obesity and other associated disorders such as, metabolic syndrome. The main focus is the development of the issue. By examining how different environmental variables influence eating behavior and weight regulation of children and adolescents. These variables might alter various physiological systems. Addressing these relationships will lead to a better understanding of mechanisms underlying obesity and eating disorders in our youth. This study examines brain activation in response to food consumption Reduced activity was observed in limbic regions directly related to evaluation of food stimuli, including the primary taste cortex in the insula, adjacent frontal operculum, orbitofrontal cortex and basal ganglia regions connected to the insula that are involved in evaluating food reward. By also focusing on the biological responses to food consumption, a better analysis of the epidemic can be made. Prevention and treatment are the steps to have success in this nature. The study also shows cultural influences as in relation to environmental factors.


ANNOTATED BIBLIOGRAPHY 11

Lewin, A. & Lindstrom, L. (2006). Food industry address childhood obesity. Journal of Public Health Policy, 27, 327-348.

This study is a content analysis of the food industry addressing childhood obesity. In the United States, obesity rates among children have more than doubled since the late 1970s. Similar trends are also occurring in other countries. As a result of increasing evidence that advertising induces children to eat too much of the wrong kinds of food, many food companies have come under increasing pressure to produce more nutritious products. In 2005, at the request of the World Health Organization (WHO), a conducted field comparisons of the promises and practices of two leading food companies, Mcdonalds and Kraft Foods were made. This study shows these comparisons and their implications for national policies to prevent childhood obesity. It is extremely important to see the correlations of major fast food corporation?s policies and actions. Viewing how fast food companies deal with this uprising dilemma from a health standpoint is vital. This will bring about a better understanding of what has been done and what is needed to be done. This study comes to a conclusion that regulatory intervention is needed, by showing evidence that links food marketing to children's health. By proving this correlation, the spread of educational awareness is next.



ANNOTATED BIBLIOGRAPHY 12

Strauss, R. (1996). Childhood obesity. The Pediatric Clinics of North America, 49, 175-201.

This study is a content analysis of obesity rates in countries around the world. Today it is estimated that there are more than 300 million obese people worldwide. This also shows childhood overweight increases the risk for certain medical and psychological conditions. Eighty percent of overweigh 10-14 year old adolescents are at risk of becoming overweight adults compared to 25% of overweight preschool children (less than 5 years old) and 50% of 6-9 year old overweight children. Also obesity has reached epidemic proportions in the developed part of the world with as many as 30-40% of adults being already obese and the incidence in children and adolescent is rising. By allowing correlations to arise from even cultural boundaries is significant. This epidemic is not just in our country but around the world. Changes in environmental and social factors are likely the main explanation for doubling of severe childhood obesity over the last 30 years. Action needs to be taken now because it has been projected that by the year 2030 levels of obesity could be as high as 50-80% in the USA, between 30-40% in Australia, England and Mauritius and over 20% in some developing countries.



recommend Food industry address childhood obesity or Changing perceptions of the childhood obesity epidemic article

Animal Behavior Paper Assignment
You will write one term paper for this class. This will not be a research paper; rather it will be
a position paper, which means you will be arguing one side of a controversy that somehow relates to
animal behavior. Which controversy you choose and which side you take are both entirely up to
you??"I want you to pick something youre interested in. If youre unsure if a topic is appropriate, by
all means email me and I will tell you. If you need some suggestions, I have included a few possible
topics at the end of this document. Again, I emphasize that this is NOT a research paper, so you
should NOT just be rattling off facts. Instead, you should be making a convincing argument and
supporting it with factual evidence. This means that you will have to consult at least a couple sources,
but not necessarily more than that (more is okay if you so desire). Of course, all your sources must be
appropriately cited.

Formatting Specifications:
3-4 pages double spacedthis does NOT include your references, although you may put them at
the bottom of a page if theres room in the interest of conserving paper.
double-sided printing. I dont want to hear that your printer cant do it. Everyones printer can do it.
Its called manually printing each sheet separately and feeding the pages back in so it prints doublesided.
This is a 3-4 page paper, so this should not be difficult. Please ensure that no pages are upsidedown;
thats very irritating. I wont take off points for it, but do you really want the person grading
your paper to be cranky? Not so much.
no spaces between paragraphs.
all margins between 0.75 and 1, size 12 Times New Roman font, double-spaced. Deviate from
these specifications at your own risk??"for this I do reserve the right to take off points, because a
monkey could follow these instructions.
make sure to include a title, and try to make the title at least a little creative/interesting.
staple the paper. If you dont own a stapler, figure out a way. sew the pages together. DONT DO
THE CORNER FOLD-OVER THING.

Plagiarizing:
Hopefully you gleaned how I feel about cheaters from the Course Overview, but just in case, Ill
restate it here: cheating/plagiarizing on your papers will NOT be tolerated. You will not only fail the
paper, ***YOU WILL FAIL THE COURSE, NO EXCEPTIONS.*** If youre unsure about what
constitutes plagiarizing, ASK ME.

Citing:
There are more details on citing in the Common Errors handout (on Angel), but in general you
should use the (Author, date) method. That means that whenever you make a statement that is not
entirely original (which is okay), you MUST cite the source at the end of the sentence (inside the
period). Inside the parentheses you list the last name(s) of the author(s) and the year the source was
published. If there are more than two authors, simply write the first authors name and then write et
al., which is Latin for and the rest. In the bibliography, however, you need to write out all of their
names. You should NOT be using only websites as your sources, particularly not just Wikipedia
(user-generated content has a price). You should primarily be using books and peer-reviewed
scientific journal articles. Note that you need to cite whenever you are paraphrasing.
***When writing your papers, make sure to read the two documents I posted on Angel regarding
common mistakes made by students in their writing. They are called Writing Issues and Common
Writing Errors. If I see any of these in your final papers, Ill deduct points.
Possible topics (if you dont know what they are, google them):
the use of captive/lab animals in animal behavior research (i.e. not medical research)
the sociobiology/evolutionary psychology controversy
behavioral genetics (e.g., genetic basis of intelligence)
do animals have language?
is human behavior currently under natural selection?
is there such a thing as true altruism?
group selection
hypotheses for intelligence: ecological complexity vs. social complexity
do animals dream?
do contraceptive pills affect mate choice?

Analysis of Personal and Organizational Ethics and Values between For-Profit and Not-for-Profit Organizations

Scenario:
You are an ethnographic researcher writing an article for a popular organizational behavior research journal. Your purpose is to identify key problems related to business ethics in a Not-for-Profit and For- Profit organization. In this potential article please complete the following activities:

Outline the company profile of the not for profit company you chose to analyze (consult the week #2 journal for the information you should include). Explain the ethical dilemma that it faced or is currently facing. Analyze the way that it responded to this ethical dilemma and outline the legal, social, or political outcomes that emerged after the actions were taken..
Outline the company profile of the for profit company you chose to analyze (consult the week #2 journal for the information you should include). Explain the ethical dilemma that it faced or is currently facing. Analyze the way that it responded to this ethical dilemma and outline the legal, social, or political outcomes that emerged after the actions were taken.
In part three of your paper, please provide your personal reflections on the ethical actions that were taken in relation to the problem. Evaluate those actions from your own ethical standpoint. Use these questions to inspire your analysis: Did the company respond in a morally responsible way? Did the company respond in a morally irresponsible way? Did the company create the ethical dilemma or was the dilemma the outcome of an unforeseen force? Could the company have done more? Who was responsible for the problem and how could it have been prevented?
Remember that when you analyze something you should present logical reasoning and factual evidence to support your position. Do not merely answer these questions using simplistic yes and no answers. Instead, you should always support your position with logical argumentation and evidence that explains why you believe what you believe.
In part 4 of your paper please create a critique of the actions of these companies based on two of the philosophical theories that you studied earlier in the course (deontology, utilitarianism, egoism, virtue ethics, moral relativism). Determine which moral theory the company appears to be abiding by in relation to this issue. Explain the attributes of the decision that make you believe that this is the ethical perspective of the company. If you agree with the ethical theory of the company, explain why this is the best ethical position on the issue. If you do not, explain which ethical position would be better to utilize in this situation and why you believe that this position is better. Here are some sample questions to guide your thinking:
Which ethical theory did the company use in making its decision? Was it the best? Why or why not?
Which ethical theory should the company have used? Why?
What is the ideal relationship between bad or suffering and profit?
What does it mean to run an ethical business?
What is the best way for a company to maintain its competitive edge and contribute to overall good or happiness in relation to its workers and customers?
Logistics and Length Requirements
Your paper needs to be 10 double-spaced pages, not counting the cover page and the reference list. You papers should abide by APA requirements. You must use at least ten scholarly sources. Here is a breakdown of the page length requirements you should abide by as you complete this project.


Part 1: 3 pages
Part 2: 3 pages
Part 3: 2 pages (one for each company)
Part 4: 2 pages (one for each company)
Writing the Final Paper
The Final Paper:

Must be at least ten double-spaced pages in length (not including title page and reference list), and formatted according to APA style.
Must include a title page with the following:
Title of paper
Student?s name
Course name and number
Instructor?s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style
Must include a separate reference page, formatted according to APA style.

Attached id the bibliography with the sources and the week journals to refer to.