This is a a Doctorate level writing. Zero plagiarism. APA format,

This is a a Doctorate level writing. Zero plagiarism. APA
format, At least 2 references (must be within the past 5 years).
At least 3 pages.
Assignment title: Political Strength to Strategies Assignment
Purpose
The purpose of this assignment is to have the student complete a
self-reflection on skills and traits the student already possesses
as nurse and how these skills can be translated in political
competency. This assignment supports professional formation,
enhanced communication, and relevant skills associated with
political competency for the DNP practice scholar.
Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO 4: Build political competency to enhance and support
professional identity formation (PO 2).
CO 3: Demonstrate the DNP leadership role in the development
and implementation of health policy to improve healthcare
delivery and outcomes (PO 9).
Preparing the Assignment
Follow these guidelines when completing each component of the
assignment. You may write this narrative paper in the first
person using personal pronouns.
1. Write a narrative paper where you will need to identify
strengths and skills (Please choose a strength from list below)
you already possess as a nurse. Then, discuss how these skill s
can be translated into political capital. Using examples of what
this political capital would look like is a great way to showcase
how your current skills can be translated effectively.
2. The following areas must be addressed:
a. Introduction
b. Practice and Leadership Strengths

i. Identify 3 practice and leadership strengths
ii. Propose how you can translate these 3 skills to promote your
political capital
c. Relationship and Collaboration
i. Identify 3 examples of where you excel in relationship
development and collaboration
ii. Propose how can you translate these 3 skills to promote your
political capital
d. Effective Communication
i. Identify 3 examples of where you excel in communication
political capital
e. Persuasion and Persistence
i. Identify 3 examples of where you excelled in persistence and
persuasion
political capital
3. Conclusion
a. Well-rounded and comprehensive conclusion
b. Summarizes the paper
c. Provides a call to action
4. Clarity of Writing
a. Use standard English grammar and sentence structure
b. There should be no spelling errors or typographical errors
c. Paper should be organized around the required components
using appropriate headers.
d. Paper needs to offer flow and logical progression
5. APA/Formatting/References -All information taken from
another source, even if summarized, must be appropriately cited
in the manuscript and listed in the references using APA
(current edition of the APA manual) format including:
a. Document setup
b. Title and reference pages
c. Proper in-text citations with a properly formatted reference
list

Supplemental reading:
Baffour, T. D. (2017). Addressing the social determinants of
behavioral health for racial and ethnic minorities:
Recommendations for improving rural health care delivery and
workforce development (Links to an external site.). Journal of
Best Practices in Health Professions Diversity: Education,
Research & Policy, 10(2), 111-126.
Center for Disease Control and Prevention. (n.d.). CDC policy
process (Links to an external site.).
Kaiser Family Foundation. (n.d.). Disparities in health and
health care: Five key questions and answers (Links to an
external site.).
Institute of Medicine (US) Committee on Assuring the Health of
the Public in the 21st Century. The future of the public's health
in the 21st century (Links to an external site.). National
Academies Press (US); 2002. 2, Understanding Population
Health and Its Determinants.
Miller, D. P., Bazzi, A. R., Allen, H. L., Martinson, M. L.,
Salas-Wright, C. P., Jantz, K., Rosenbloom, D. L. (2017). A
social work approach to policy: Implications for population
health. (Links to an external site.) American Journal of Public
Health, 107, S243-S249.
https://doi.org/10.2105/AJPH.2017.304003
U.S. Department of Health & Human Services.
(n.d.). Elimination of health disparities (Links to an external
site.).
May use any of these strengths.
Strenghts
· Communication
· Empathy

· Flexibility
· Attention to detail
· Endurance
· Problem solving
FYI
Political Strength to Strategies Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Practice &
Leadership Strengths Requirements:
Student identifies a minimum of 3 practice & leadership
characteristics. Provides 3 examples translating current skills
into political capital.
(30 points)
30 pts
Highest Level of Performance
Identifies strengths and provides 3 examples of translation of
current skills into political capital.
27 pts
Very Good or High Level of Performance
24 pts
Acceptable Level of Performance
Identifies strengths and provides 1 example of translation of
0 pts
Failing Level of Performance
No examples provided – requirements not met.
30 pts
This criterion is linked to a Learning Outcome Relationship and
Collaboration Strengths Requirements:
Student identifies a minimum of 3 relationship development and
collaboration strengths. Provides 3 examples translating current
skills into political capital. (30 Points)

30 pts
Identifies strengths and provides 3 examples of translati on of
27 pts
24 pts
0 pts
30 pts
This criterion is linked to a Learning Outcome Communication
Strengths Requirements:
Student identifies a minimum of 3 communication strengths.
Provides 3 examples translating current skills into political
capital.
(30 points)
30 pts
27 pts
24 pts
0 pts

30 pts
This criterion is linked to a Learning Outcome Persuasion and
Persistence Strengths
Student identifies a minimum of 3 persuasian and persistence
strengths. Provides 3 examples translating current skills into
political capital.
(30 points)
30 pts
27 pts
24 pts
0 pts
30 pts
This criterion is linked to a Learning Outcome Conclusion
Requirements:
Provide a
1) well-rounded and comprehensive conclusion that
2) summarizes the paper and
3) provides a call to action.
(5 points)
5 pts
Includes no fewer than 3 requirements.
4 pts

2 pts
Includes no fewer than 1 requirement.
0 pts
No requirements for this section presented.
5 pts
This criterion is linked to a Learning Outcome Clarity of
Writing. Requirements:
1) Use of standard English grammar and sentence structure. 2)
No spelling errors or typographical errors. 3) Organized around
the required components using appropriate headers.
4) Paper offers a flow and logical progression
(10 points)
10 pts
9 pts
Includes no fewer than 3-2 requirements.
8 pts
0 pts
10 pts
This criterion is linked to a Learning Outcome APA
Formatting/References Requirements:
All information taken from another source, even if summarized,
must be appropriately cited in the manuscript and listed in the
references using APA (current edition of the APA manual)
format.
1) Document setup
2) Title and reference pages

3) Proper in-the text citations are used, and included in a
properly formatted reference list
(10 points)
10 pts
9 pts
8 pts
0 pts
10 pts
This criterion is linked to a Learning Outcome Week 2
EXPLORE Activity Upload
Week 2 Explore Activity uploaded to the Assignment Folder
(5 points)
5 pts
Week 2 EXPLORE activity Uploaded
0 pts
Week 2 EXPLORE activity not uploaded
5 pts
Total Points: 150
Use the CSU Online Library to find an academic journal article
that applies social psychology to stress and/or health outcomes.
In researching articles, choose one that will help you complete

the assignment. Be sure that the article interests you and that it
presents opportunity for improving stress and/or health
outcomes. Then write a paper addressing the following prompts
concerning the article you selected.
Part I: Article Summary
a. Explain why you picked the article you selected for this
assignment. Include a description of how and why the article’s
focus captured your interest.
b. Describe the previous research related to your article.
Usually, this information will be under the “Introduction”
section or be in the paragraphs before the “Method” section.
Here you need to summarize the information, such as
introductory descriptions of previous, related research and the
authors’ ideas about why the article’s study needs to be
conducted. Be sure to identify how the main topic can be
connected to social psychological concepts. Do not discuss the
article’s study design just yet.
c. Describe the participants of the research article you read. In
your description, include demographic information (e.g., age,
gender, race, ethnicity, employment status, college status, or
geographic location). You should also include whether the
participants were compensated for their participation or not.
You must address each of these components to the extent that
they are included in the method section of your article.
d. Explain the research methodology utilized in the article. You
will include whether the article’s study used surveys or
inventories, individual or group interviews, case studies,
laboratory tasks, or naturalistic observations. If your study was
an experiment and/or utilized special machinery, you will also
provide detailed explanation of how it was constructed and what
it measured.
e. Summarize the findings of the article. You can find this
information in the results section. Some information might
display findings in tables and charts, but these should not be
replicated in your essay. Be thorough and concise when
describing the findings in a narrative format.

f. Summarize what your article’s authors said in the discussion
and/or conclusion sections. This information might be found
under discussion and conclusion headings, or it might be in
paragraphs near the end of the article with no distinguishing
heading. A discussion section is usually interpretations of
findings (i.e., what do they mean), and a conclusion section is
generally focused on author ideas about why the findings
occurred. There could be overlaps. If your article has both
sections, you will summarize them both.
Part II: Application and Extension
a. Describe three different theories, concepts, or principles that
were covered in your selected article and in the course textbook.
The information can be from any chapter in the textbook, but
you must reflect influence of the social environment and only
one can be directly stress and/or health related. The other two
need to come from previous units. Additionally, these three
should be distinct, and they must be described in clear and
succinct statements with accompanying explanations of how
they relate specifically to the article.
b. Explain one way that your article has real-world application.
To have real-world impact means that a study’s findings are
used to make a difference, not that they can be related to
phenomena that exist in the real world. You will need to
provide specifics about what might be done with the findings.
c. Describe one way that positive psychology concepts could be
used to improve the stress and/or health issues in your article.
Your answer should emphasize how to enhance one’s subjective
well-being using aspects of the PERMA approach.
d. Explain something related to your selected article’s focus
that the researchers did not cover in their study and that you
would like to learn more about. Your answer should not be a
critique of the article, but a way to extend it. Be sure to
describe what you want to learn more about, why you are
interested in it, and how it relates to the article’s focus.
Your paper should be at least three pages in length. You must
use the article you are discussing as an external reference in

your paper. In addition, you must use your textbook and at least
one other academic source as a reference. All sources used,
including the textbook, must be referenced; paraphrased and
quoted material must have accompanying citations. Please
format your paper and all citations in accordance with APA
guidelines.
Outcomes in the Sociology of Mental Health and Illness: Where
Have We Been and
Where Are We Going?
Author(s): Allan V. Horwitz
Source: Journal of Health and Social Behavior , Jun., 2002, Vol.
43, No. 2, Selecting
Outcomes for the Sociology of Mental Health: Issues of
Measurement and
Dimensionality (Jun., 2002), pp. 143-151
Published by: American Sociological Association
Stable URL: https://www.jstor.org/stable/309 0193
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https://www.jstor.org/stable/3090193
Outcomes in the Sociology of Mental Health and Illness:
Where Have We Been and Where are We Going?*
ALLAN V HORWITZ
Rutgers University
Journal of Health and Social Behavior 2002, Vol 43 (June):
143-151
Sociologists of mental health and illness have traditionally
used outcome mea-
sures that they have obtainedfrom other disciplines, especially
psychiatry and
psychology. These include official statistics, symptom scales,
and diagnostic
measures. Answers to the central sociological question of how
social arrange-
ments affect mental health might require the development of
explicitly sociolog-
ical outcome measures. This introduction provides an overview

of several issues
that arise in grappling with this question. These include
whether symptom
scales or diagnoses best capture the mental health
consequences of social
arrangements; when single or multiple outcomes are necessary
to compare the
consequences of social arrangements across different groups; if
sociologists
should explore the positive as well as the negative
consequences of social
forces; and when sociological attention should be directed
toward social-level
as well as individual-level outcomes. The papers in this
symposium that follow
provide more detailed analyses of each of these issues.
Throughout the history of the sociology of ticular mental health
outcomes. Their limita-
mental health and illness, other disciplines tions stemmed from
using treated cases as
have usually provided the outcome measures measures of
outcome variables.
for sociological studies. The earliest research, The reliance on
official statistics continued
which began during the 19th century, used until the 1950's
when the Midtown Manhattan
official statistics as measures of mental illness and Sterling
County studies initiated the sec-
(Grob 1985). The constraints of formal institu- ond major era
of sociological studies of com-
tions and bureaucratic management, not socio- munity mental
health (Srole et al. 1962;
logical concerns, determined what cases came Leighton et al.
1963). This research was
to official attention and thus came to serve as groundbreaking

because it moved the center of
outcomes. For example, the most renowned interest from
institutionalized, treated cases of
study from this era, Durkheim's Suicide, devel- mental illness
to untreated but distressed com-
oped a brilliant theory of how social integra- munity members.
In addition, these studies
tion and group meaning systems affected paid careful attention
to sociologically mean-
social pathology (Durkheim [1897] 1951). ingful processes
such as social class, social
Durkheim, however, used official records to mobility, and
social integration that have con-
obtain his measures of suicide, and so his consequences for
mental health. These studies,
tribution to the study of outcomes was limited, however, used
outcome measures developed by
The best subsequent studies in this tradition- military
psychiatrists in World War II to quick-
Faris and Dunham's (1939) Mental Disorders ly and efficiently
screen millions of draftees
in Urban Areas and Hollingshead and for common
psychophysiological and psy-
Redlich's (1958) Social Class and Mental chopathological
symptoms (Grob 1990).
Illness-made major contributions in under- Symptom scales
were designed to predict
standing the social processes that lead to par- which soldiers
might suffer breakdowns in
*1 am grateful to Jill Kiecolt, David Mechanic, and combat. As
a result, they contained many
Robin Simon for their comments on an earlier ver- symptoms
of anxiety, but were arguably not as
sion of this paper. Direct correspondence to useful for
measuring distress in community

avhorwgrci.rutgers.edu. populations.
143
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144 JOURNAL OF HEALTH AND SOCIAL BEHAVIOR
Community studies quickly adopted these those reported in
official statistics to symptom
self-reported symptom scales, which summed scales and then to
diagnostic measures.2 What
into continuous scales, measured general vul- has not changed
is the reliance on measures
nerabilities to stressors, and could be used to developed for the
purposes of other disci-
study distress in untreated community sam- plines, whether of
hospital administrators, mil-
ples. The Langner 22-item scale of distress and itary
psychiatrists, or the mental health profes-
similar scales such as the Health Opinion sions.
Survey and, later, the CES-D dominated socio- But do these
kinds of outcome variables best
logical research about mental health and ill- serve sociologists'
purposes? As Schwartz
ness until the mid-1980's and still maintain a (2002) observes
in this symposium, sociolo-
strong presence in the field (Langner 1962; gists of mental
health and illness have tradi-

Macmillan 1957; Radloff 1977). They also tionally relied on
individual-level, subjective
came to serve as the central outcome measure states, and not on
macro-level, social out-
in the stress paradigm, which has guided most comes, as
measures of the dysfunctional con-
research in the sociology of mental health and sequences of
social life.
illness since the late 1960's (Pearlin et al. This symposium
directs sociological atten-
1981). However, while sociologists of stress tion toward mental
health outcomes as a criti-
developed sophisticated theories of stressors cal yet neglected
aspect of the sociology of
and mediators of stress (e.g., Thoits 1983; mental health and
illness. It focuses on three
Pearlin 1989; Turner, Wheaton, and Lloyd major issues (1)
When are discrete disease
1995; Dohrenwend 2000), they gave less atten- entities or
continuous symptom scales the most
tion to the outcomes they used. appropriate measures for
sociological study?
The Epidemiologic Catchment Area (ECA) (2) Do single
outcome variables suffice, or
studies inaugurated the third stage of studies in must
sociologists use multiple outcomes in
the sociology of mental illness in the early their research? (3)
How much attention should
1980s (Robins and Regier 1990; see also sociologists pay to the
positive, as well as the
Dohrenwend and Dohrenwend 1982). 1 These negative, aspects
of psychological conditions?
studies sought to measure mental health in ' .

comuniy tudesusig dagostc ntiie Unfortunately, space
limitations preclude
commuy s s uextensive discussion of other critical issues
that the psychiatric profession established in about outcomes,
including using macro-social
the DSM-III in 1980 (APA 1980; Horwitz a s i dlutm e and
dciding
2002). The sociologist Lee Robins led the as well as individual
outcomes and deciding
development of the ECA's measurement when symptoms
indicate mental disorders or
instrument, the Diagnostic Interview Schedule result from
normal responses to stressful envi-
(DIS). The DIS translated the disease-specific ronments.
entities that the psychiatric profession had cre- How to best
answer each of these questions
ated into symptom-based diagnostic entities depends on the
way one views the primary
suitable for use in community populations goals of the
sociological study of mental health
(Robins 1986). These diagnoses were dichoto- and illness. I
assume that the most fundamen-
mous, disease-specific, and served clinical, tal question for
sociologists who want to pre-
and not sociological, purposes. The largest dict states of mental
health is: "what are the
recent study in psychiatric epidemiology, the psychological
consequences of particular
National Comorbidity Study (Kessler et al. social
arrangements?" (Pearlin 1989;
1994), adopts the same diagnostic model as the Aneshensel,
Rutter, and Lachenbruch 1991;
ECA. Diagnoses have not replaced symptom Schwartz 2002).3
Sociologists are primarily
scales, which still serve as outcome measures interested in

understanding how social struc-
for most mental health research published in tures, stressful
life events, social integration,
JHSB (Schwartz 2002). Nevertheless, dichoto- social roles,
social relationships, cultural sys-
mous diagnostic measures have dominated tems of meaning,
and the like influence mental
large-scale community and national studies in health. Social
structure and culture are not
psychiatric epidemiology for the past twenty properties of
particular individuals, but are
years (Dohrenwend and Dohrenwend 1982; aspects of social
systems. Sociologists assume
Kessler 2002). that these systems have fundamental effects on
The outcomes in the sociology of mental the psychological
well-being of the individuals
health and illness have thus changed from who comprise them.
How, then, should we
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OUTCOMES IN THE SOCIOLOGY OF MENTAL HEALTH
AND ILLNESS 145
conceptualize the impacts of social arrange- its joints" because
they capture the essential
ments on mental health and illness? nature of mental diseases
(Frances et al. 1990).

For example, the symptoms of schizophrenia
may not lie on a continuum, but in most cases
CONCEPTUALIZATION AND are either present or not
present. Thus, diag-
MEASUREMENT ISSUES noses are believed to better capture
the inher-
ent nature of mental disease to a greater extent
Diagnoses or Continua? than continuous scales.
Second, the empirical distribution of symp-
Medically-minded thinking emphasizes toms in a population
also can dictate the use of
dichotomies (Luhrmann 2000). Physicians, dichotomies. Even
when researchers use con-
including psychiatrists, are trained to recog- tinuous measures
as outcomes, most respon-
nize and diagnose pathology. While diagnoses dents often
report either no or few symptoms;
are often uncertain and ambiguous, most dis- only a small
minority report many symptoms
eases are distinct from-not continuous (e.g., Sweeney and
Horwitz 2001). In such
with-normalcy. Even such continuous condi- cases, it is often
necessary to dichotomize out-
tions as blood pressure or cholesterol levels are come variables,
regardless of the researcher's
divided at cut-points that indicate pathology or theoretical
preferences.
normalcy. As Kessler (2002) notes in this sym- Third,
sociologists also might use diagnoses
posium, even when a condition is continuous, to align their
work with research in the mental
physicians must decide to treat or not to treat. health

professions, especially psychiatry
Therefore, the constraints of medical practice (Klerman 1989).
Regardless of their adequacy,
lead physicians to think in dichotomous cate- diagnostic
models dominate clinical and epi-
gories. demiological research. For sociological studies
Following medical logic, contemporary psy- to be comparable
to work in psychiatry, psy-
chiatric diagnoses in community studies rely chology, biology,
and genetics, they must use
on sharp cut points between health and dis- diagnostic
measures. Otherwise, they risk mar-
ease. For example, if five symptoms are neces- ginalization.
Another practical reason for using
sary for making a diagnosis of major depres- diagnoses is that
the major source of funds for
sion, then people who report four depressed research on mental
illness, the National
symptoms are viewed as more similar to those Institute of
Mental Health, is unlikely to sup-
with no symptoms than to those with five port projects that do
not use particular DSM
symptoms (Mirowsky and Ross 2002). entities as outcome
measures.
Likewise, different disorders are considered to Despite their
possible theoretical and practi-
be discrete entities that do not overlap with cal advantages,
using dichotomous outcomes
other disorders. Hence, diagnoses split condi- also entails
costs. As Mirowsky and Ross
tions into, for example, anxiety disorders, (2002) vigorously
argue in this symposium,
depressive disorders, and substance abuse and creating
dichotomies from continuous data
dependence disorders. These categories are restricts the amount

of information available to
further split into subcategories such as social researchers. In
particular, the use of cut-points
anxiety, generalized anxiety, or specific pho- can
underestimate the stressful consequences
bias. Whatever overlap occurs between differ- of social
arrangements by disregarding the dis-
ent disorders is seen as indicating "comorbidi- tress of
individuals who barely fail to meet the
ty"-the presence of more than one discrete criteria for a
particular diagnosis.4 Further-
disorder-rather than the inherent overlap of more, unlike
clinicians, sociologists should be
common symptoms that comprise a single, interested in
psychological states on all points
nonspecific dimension of psychological dis- of the mental
health continuum, not only those
tress. at the negative extreme. Diagnoses, however,
Grouping symptoms into diagnoses has sev- inherently ignore
the conditions of persons
eral advantages. Many psychiatrists believe who fail to meet
criteria for "caseness."
that mental illnesses consist of constellations Sociologists must
also ask what the conse-
of symptoms that cluster together and whose quences of
stressful social arrangements are
co-occurrence is not coincidental but indica- likely to be. Are
they dichotomous clinical
tive of an underlying disorder (Mechanic conditions such as
schizophrenia, bipolar dis-
1999). Therefore, diagnoses "carve nature at order, and major
depression? Alternatively, are
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these consequences more likely to be degrees (Dohrenwend and
Dohrenwend 1982). During
of distress whose severity ranges from very the second stage,
sociologists measured gener-
small to very large? If so, the psychological alized distress
using continuous symptom
consequences of social arrangements would be scales. Finally,
while diagnostic studies in the
inherently continuous rather than dichotomo us third stage of
research obtain information
(Wheaton 2001). Finally, sociologists who are about multiple
psychiatric disorders, they treat
trained to think in terms of regression models each disorder as
a discrete entity (e.g., Blazer
often find that continuous data are easier to et al. 1994; Magee
et al. 1996). Even more so
conceptualize and model than dichotomous than sociologists,
mental health researchers
outcomes. focus almost exclusively on single, discrete
Sociologists might use continua for some conditions. Indeed,
most researchers in psychi-
conditions and diagnoses for others. Some atry or psychology
build careers around the
mental disorders, such as schizophrenia and study of single
entities such as depression,
bipolar conditions, might be seen as discrete alcohol abuse, or
anorexia (Wilson 1993).

conditions that parallel serious medical dis- Studying single
outcomes can be a serious
eases. In contrast, the most common conse- liability to
sociologists, who often compare the
quences of stressful social conditions-e.g., psychological
consequences of social arrange-
depression, generalized anxiety, psychophysi- ments among
different groups. Diverse ethnic,
ological symptoms, heavy substance use-are social class, age,
and gender groups, among
more likely to be continuous and generalized others, might
respond to stressors through dif-
rather than discrete and specific. ferent types of outcomes
(Aneshensel et al.
Optimally, as Kessler (2002) suggests, stud- 1991; Horwitz,
White, and Howell-White
ies should explicitly compare findings that 1996). To the extent
that different groups have
result from diagnoses and continua. Practical different
psychological responses to social
considerations, however, often dictate the use arrangements,
studying single outcomes dis-
of either continua or diagnoses. Most sociolo- torts
comparisons of group responses to stres-
gists must use short, continuous symptom sors.
scales because of the time and cost that diag- A good early
example of the benefits of
nostic instruments entail. Other sociologists, using multiple
outcomes is Andrew Henry's
who are involved in large, interdisciplinary, and James Short's
Suicide and Homicide
epidemiological studies, usually find diagnos- (1954). Henry
and Short found that downturns
tic scales more practical than continua. in the business cycle
increased rates of sui-

Ultimately, which instrument is used cides among whites but
not blacks.
depends on the researcher's goal. Continuous Comparable
downturns increased rates of
symptom scales are usually more appropriate homicide among
blacks but not whites. A
for understanding the stressful consequences study of suicide
alone would mistakenly con-
of social arrangements. Dichotomous diag- dude that bad
economic conditions harmed
noses typically better fit the needs of policy- whites more than
blacks; conversely, a study of
makers, public health officials, and clinicians homicide alone
would reach the opposite con-
(Kessler 2002). These diagnoses, however, clusion. Only a
study that uses both outcomes
should not stem from simple symptom counts can adequately
assess the comparative impact
but from sophisticated models of disease of economic stressors
for both blacks and
processes. Whatever the researcher's purpose whites.
might be, outcome measures must be adapted At present, only
studies of gender and men-
to particular situations in flexible ways. tal health typically use
multiple outcomes.
Studies that compare the mental health of
males and females now routinely use not only
Single or Multiple Outcomes? a measure of internalized
distress such as the
CES-D, but also male-related mental health
Sociologists of mental health and illness outcomes such as
alcohol problems (e.g.,

have usually relied on single outcomes to Aneshensel et al.
1991; Horwitz et al. 1996;
assess the psychological consequences of Simon 1998). These
studies have considerably
social arrangements. In the first stage of added to our
understanding of how social
research, agency records reported particular arrangements
affect the mental health of dif-
outcomes such as schizophrenia or suicide ferent social groups.
For example, before the
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AND ILLNESS 147
use of multiple outcomes became widespread, ity as stress
outcomes that are responsive to
it was commonly thought that marriage stressful social
arrangements.5 How can soci-
enhanced men's mental health but diminished ologists choose
which outcomes best reflect
women's mental health (Bernard 1972; Gove stress outcomes
when such a wide range of
and Tudor 1973). When sociologists examined possibilities is
available? A possible guide is
alcohol problems as well as distress, they that a single outcome
reflecting how each
found that marriage had beneficial psycholog- group in a
comparison responds to stressors

ical consequences for both men and women will suffice. A
second issue is whether an out-
(Horwitz et al. 1996; Simon 2002). come in one group is the
functional equivalent
Conversely, the initial studies of how divorce of a different
outcome in another group. For
affects the mental health of children, which example,
researchers often view rates of heavy
used behavioral problems as their outcome alcohol use among
men as comparable to dis-
measures, indicated that divorce had worse tress among women
(Horwitz and Davies
effects for boys than girls (see Zaslow 1989). 1994). Yet heavy
alcohol use could indicate
When studies of divorce included internalized conformity to
cultural norms or hedonistic
measures of distress as well as problem behav- motives as well
a stress response. Likewise, as
iors, they found that girls suffered as serious Umberson et al.
(2002) indicate, violent
consequences of parental divorce as boys behavior sometimes
can be a response to
(Doherty and Needle 1991). Adequate compar- stressful social
arrangements. At other times,
isons of the psychological impact of any social however, the
same behavior can stem from
condition should encompass outcomes that efforts to uphold
social norms (Black 1983).
characterize the likely responses of all groups Sociologists
must develop theories and meth-
under consideration. This dictum holds not ods that can divide
outcomes that are stress
only for men and women but also for social responses from
those that indicate other kinds
class, ethnic, age, and any other social charac- of social
processes. The notion that a mental

teristic that influences how people respond to health outcome
in one group is comparable to
social stressors. a different outcome in another group must be
Umberson, Williams, and Anderson (2002) empirically
established and not assumed. Yet,
in this symposium expand the range of mental at present,
sociologists have not developed
health outcomes to include violent behavior. strong methods
that can show when different
They argue that impulsive violence is a behav- outcomes across
social groups are functionally
ioral expression of emotional distress that equivalent.
characterizes how members of some social In addition,
practical problems sometimes
groups respond to frustration and stress. The mandate the use
of single outcomes. Many sec-
implication of their study is that the violent ondary data sets
that sociologists of mental
behavior of persons who might score low on health often rely
on only contain adequate
traditional symptom scales that measure inter- measures of
single outcomes. In such cases,
nalized distress can sometimes reflect alterna- using multiple
outcome measures is not feasi-
tive styles of reacting to stressful social ble. Moreover, the use
of multiple outcomes
arrangements. If so, externalized actions and sometimes
produces the same results as single
emotions such as domestic violence or anger outcomes, so that
multiple measures are redun-
that sociologists of mental health have tradi- dant.6 While
sociologists should always be
tionally ignored might be ways that some types cautious in
reaching conclusions about the
of individuals express stressful emotions that psychological

consequences of social arrange-
others respond to through internalized mani- ments from single
outcome measures, they
festations of distress (Ross and Mirowsky should not reject
such studies out of hand.
1995; Schieman 2000). Accurate comparisons Finally,
Schwartz' (2002) contribution raises
of how men and women respond to stressors another critical
issue. The stress paradigm that
require measures of externalized as well as of has dominated
the sociological literature about
internalized outcomes. mental health has almost exclusively
focused
Using multiple outcomes, however, also on subjective,
individual-level outcomes.
raises several issues. One is how far the range Sociologists of
mental health, however, have
of outcomes must extend. Schwartz (2002), for neglected
macro-level, social consequences of
example, wants sociologists to consider crime, stressors such as
aggregate rates of homicide
mortality, cardiovascular disease, and religios- and other
violent crimes, lack of participation
��132.174.250.124 on Sun, 11 Jul 2021
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in social activities, and marital breakups. Many sium begins to

develop some measures of
unresolved issues arise when the range of out- these positive
states. He argues that mental
comes is extended to these processes. How can health is not
simply the absence of mental ill-
the stress paradigm incorporate macro-social ness but is a
separate dimension of positive
outcomes? How much distortion of true rates feelings and
functioning. Building on the
of disorder does the use of officially recorded work of Ryff
(1989; see also Ryff and Keyes
rates entail? How are societal outcomes related 1995), Keyes
shows how flourishing, as much
to individual outcomes? These and many other as languishing,
should be a topic of concern
difficult issues must be confronted if social as to sociologists,
and he develops and tests
well as psychological outcomes will be an some scales to
measure mental health as well
explicit focus of the sociology of mental as mental distress.
Sociologists of mental
health. health can do far more in following Keyes'
focus on all points of the mental health con-
tinuum.
Negative or Positive Outcomes? Psychologists have paid far
more attention
to positive states of mental health than sociol-
Sociologists of mental health and illness ogists (e.g., Jahoda
1958; Bradburn 1969;
have generally assumed that the only condi- Seligman 2000).
They often assert that the
tions worth studying are those that are prob- environment can
only create short-term fluc-

lematic and preventable (Mills 1943). tuations in happiness,
which is a stable indi-
Therefore, the overwhelming preoccupation of vidual or
genetic trait (Myers and Diener
sociologists of mental health and illness has 1995; Lykken and
Tellegen 1996). It is time
been to study the negative psychological con- that sociologists
meet this challenge by exam-
sequences of social arrangements. We study ining the social
determinants of positive
drug abuse, but not the pleasures of getting states of well-being
(e.g., Hughes and
high; depression, but not happiness; anxiety, Thomas 1998).
Happiness, no less than dis-
and not relaxation. The focus of funding agen- tress, ought to
respond to changes in social
cies on problematic instead of positive out- structure and
culture. As with the study of
comes certainly contributes to this one-side negative states of
mental health, sociological
emphasis. It is thus ironic that this journal is measures of
positive mental health should
called the Journal of Health and Social encompass societal, as
well as individual,
Behavior and that our ASA section is called level measures.
Only after such studies are
the Sociology of Mental Health. In fact, very conducted will we
truly be able to say that we
few sociological studies actually deal with are sociologists of
mental health as well as of
health or mental health. Yet, if sociologists are mental illness.
interested in the full range of psychological
impacts that social conditions have, they must
pay far more attention to the positive as well as CONCLUSION
negative effects of social conditions.

From a sociological point of view, the posi- The nature of their
outcomes defines acade-
tive consequences of social arrangements are mic subfields.
The sociology of mental health
as important as the negative ones. For example, and illness
should pay far more attention to
what sorts of social structures, roles, relation- what constitutes
good sociological measures of
ships, and meaning systems are conducive to mental health and
illness than it has in its ini-
happiness and positive well-being? When does tial three stages.
We hope that the papers in this
status attainment lead to fulfillment and when symposium will
begin a dialogue about a pos-
to frustration? Does immersion in coherent sible fourth stage of
research. This stage might
cultural belief systems lead to meaningful and rely less on
other disciplines for its outcome
purposeful lives? Such questions indicate that measures and
develop sociologically sensitive
sociologists should pay more attention to the indicators of the
positive and negative conse-
development of scales that measure fulfill- quences of social
arrangements. Such mea-
ment, purpose, meaningfulness, and happi- sures might include
social-level as well as indi-
ness, among other positive dimensions of men- vidual-level
indicators, multiple as well as sin-
tal health. gular outcomes, and positive as well as
Corey Keyes' (2002) paper in this sympo- negative
psychological states. They will also
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AND ILLNESS 149
be continuous, generalized scales as well as
dichotomous, specific diagnoses. If these
papers result in an enhanced level of self-con-
sciousness among sociologists about the out-
come measures they use, this special sympo-
sium will have served its purpose.
NOTES
1. The movement toward diagnostic studies in
the United States drew upon earlier devel-
opments in the United Kingdom, especially
the creation of the Present State
Examination by the psychiatrist John Wing
(1967).
2. Sociologists, including Thomas Langner
during the second stage, and Lee Robins
and Ronald Kessler during the third stage,
were heavily involved in developing out-
come measures. Nevertheless, their mea-
sures were more suited for the purposes of
psychiatric researchers, clinicians, epidemi-
ologists, and policy-makers than those of
sociologists.
3. For the purposes of this paper, I limit the
concerns of the sociology of mental health

and illness to studies that deal with the eti-
ology of psychological conditions. My sug-
gestions are not relevant for other types of
research such as labeling or social construc-
tionist studies that explain social definitions
of mental health and illness and not psy-
chological states (see Horwitz 1999).
4. This situation is not unique to mental health
but also applies to some physical condi-
tions. For example, blood pressure levels
that are close to, but not beyond, cut-off
points for hypertension are risk factors for
cardiovascular disease (Vasan et al. 2001).
5. A different, although related, issue regards
using stressful life circumstances and psy-
chological distress as predictors of subse-
quent levels of educational and occupation-
al achievement. The impact of stress expo-
sure and emotional states on status
attainment is a promising, relatively unex-
plored avenue for future research in the
sociology of mental health (cf. Wheaton
2001).
6. The finding that different outcome mea-
sures produce the same results is still of
interest because it indicates that stressors
can have multiple consequences.
Nevertheless, issues of parsimony and
space can mandate presenting results for
only one outcome.
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��132.174.250.124 on Sun, 11 Jul 2021
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Contents143144145146147148149150151Issue Table of
ContentsJournal of Health and Social Behavior, Vol. 43, No. 2,
Selecting Outcomes for the Sociology of Mental Health: Issues
of Measurement and Dimensionality (Jun., 2002), pp. 125-
253Front MatterLeo G. Reeder Award PaperUnderstanding
Social Factors and Inequalities in Health: 20th Century Progress
and 21st Century Prospects [pp. 125-142]Outcomes in the
Sociology of Mental Health and Illness: Where Have We Been
and Where Are We Going? [pp. 143-151]Measurement for a
Human Science [pp. 152-170]The Categorical versus
Dimensional Assessment Controversy in the Sociology of
Mental Illness [pp. 171-188]Violent Behavior: A Measure of
Emotional Upset? [pp. 189-206]The Mental Health Continuum:
From Languishing to Flourishing in Life [pp. 207-

222]Outcomes for the Sociology of Mental Health: Are We
Meeting Our Goals? [pp. 223-235]CommentaryAnswers and
Questions in the Sociology of Mental Health [pp. 236-246]The
Challenge of the Dependent Variable [pp. 247-253]Back Matter
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social
psychology.
2.1 Describe the role and function of social psychological
concepts in stress and/or health
psychology.
3. Explain how social psychologists study human behavior.
3.1 Describe the methodology of one empirical study that
applies social psychology to stress
and/or health psychology.
4. Discuss the application of social psychology to a variety of
disciplines.
4.1 Assess the real-world impact of social psychology through
stress, health, and positive

psychology concepts.
5. Analyze the conclusions of empirical research in social
psychology.
5.1 Discuss the results of one empirical study that applies social
psychology to stress and/or health
psychology.
6. Explain how social environments influence the understanding
of individuals.
6.1 Apply social psychological concepts to understand how the
social environment affects stress
and/or health outcomes.
7. Examine how our own biases influence perceptions of various
behaviors.
7.1 Describe how positive psychology can aid in coping with
stress and/or health issues.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Mini-Chapter C
Unit VIII Article Review

3.1
Unit Lesson
Mini-Chapter C
4.1
Unit Lesson
Mini-Chapter C
Mini-Chapter D
5.1
Unit Lesson
Mini-Chapter C
6.1
Unit Lesson
Mini-Chapter C
7.1
Unit Lesson
Mini-Chapter C
Mini-Chapter D
UNIT VIII STUDY GUIDE
Application of Social Psychology
to Stress, Health, and Happiness

UNIT x STUDY GUIDE
Title
Reading Assignment
Mini-Chapter C: Social Psychology of Stress and Health
Mini-Chapter D: Social Psychology and Happiness: Positive
Psychology
Unit Lesson
Social Psychology of Stress and Health
Though often associated solely with biology, health
psychologists view one’s health as a combination of
biological, psychological, and social factors, an idea called the
biopsychosocial model. In addressing
contributing factors beyond biology, this perspective opens the
door for investigating stress, which is when the
needs of the current situation exceed the available coping
resources thereby threatening one’s well-being
(Heinzen & Goodfriend, 2019). In fact, stress is one of the most
pervasive influences on our everyday lives
and our overall well-being, contributing to both physical and
psychological outcomes. Whether at school,

work, or home, you have most likely experienced a looming
deadline or tried to balance the demands of your
social roles. How did that make you feel? Can you think of any
specific physical or psychological symptoms
that you experience during and after experiencing stress?
One of the earliest pioneers in stress research was Hans Selye,
who
detailed a three-stage theory of how people physiologically
respond to
threatening events–the general adaptation syndrome. Selye
proposed
that when faced with a stressor, the body first responds with the
alarm
stage, in which the sympathetic nervous system produces a
fight-or-flight
response. The body then attempts to calm down, if possible,
during the
resistance stage but is actively working to avoid or address the
stressor.
Finally, if a stressor persists, the body may enter the exhaustion
stage, in
which its resources are depleted. When this stage is reached,
people
become more susceptible to illness (Selye, 1973).
Unfortunately, it is hard
to break the connection between stress and health outcomes.
Indeed,
stress and health have been linked across a variety of problems,
from
headaches to low birthweights to heart disease, and this link
appears to
increase as people age. To learn more about the connection
between
stress and health, click here to watch the How Stress Affects

Your Body
video (click on Video 1).
Click here to access a transcript of this video.
While stress seems to be represented across various facets of
life and
can lead to some rather negative conditions, stress is not
necessarily bad.
In fact, health psychologists differentiate between positive
stressors,
called eustress, that occur in such situations that require change
or
pressure to succeed, and negative stressors, called distress, that
occur in
such situations like a family death or chronic health issue
(Heinzen &
Goodfriend, 2019). Stress is typically measured by counting the
stressful
life events experienced, both positive and negative, in a survey
such as
the Social Readjustment Rating Scale found in Table C.3 in
your textbook
(Holmes & Rahe, 1967).
As previously mentioned, stress has both physical and
psychological effects, and the available research does
indicate that life stress correlates with both anxiety and illness.
It is important to note that this is correlational
research and that there might be a third variable that accounts
for these findings. What are some third
variables that could influence these results? There are also
limitations of stress inventories. For example,
stress inventories tend to focus on stressors experienced by the
middle class. They can neglect the

experiences by members of lower socioeconomic status and
minority groups.
Alarm
Stage
Resistance
Stage
Exhaustion
Stage
The stages of the general
adaptation syndrome
https://edge.sagepub.com/heinzen/student-resources-0/c-social-
psychology-of-stress-and-health/video-and-multimedia
https://online.columbiasouthern.edu/bbcswebdav/xid-
93239804_1
UNIT x STUDY GUIDE
Title
With the experience of stress comes the
opportunity to show growth through
management of stress. To manage
stress in your life, you may decide to

practice mindfulness, which promotes the
use of meditative focus on the present
and, though with some mixed results, has
been found to lessen the effects of both
stress and physical pain (Heinzen &
Goodfriend, 2019). When you feel stress,
do you call up a friend or a family
member? Another common approach to
managing stress is to seek out social
support and assistance from others
around you. Support comes in a variety
of forms, most notably those listed in
Table C.4 in your textbook. The most
applicable support will depend on the
stressor present, but in any case, the
support functions to provide additional
resources, thereby lessening the effect of
the stressor (Heinzen & Goodfriend,
2019). Culture also plays a role in when
and how people seek social support. In
East Asian countries, individuals are less likely to seek social
support than Westerners. What might explain
these differences? One explanation is that East Asians do not
want to disrupt group harmony or invite
criticism from others (Taylor, Welch, Kim, & Sherman, 2007).
Going beyond specific techniques, some people have
personalities and environments better suited to
effectively manage the stressors in their lives. Personality traits
that aid in staying physiologically calm in the
first place or achieving psychological calm through resilience to
adversity have been found to promote overall
health, while those traits associated with what is referred to as a
Type A personality appear to contribute to
impatience and internalizing stress (Heinzen & Goodfriend,
2019). Most of the time, the stress management

approach you use will depend on your preferences, abilities, and
the specific stressor with which you are
dealing.
When it comes to more specific health issues, social psychology
helps explain why people have difficulty with
following a doctor’s recommendations, or more broadly,
treatment adherence. Failing to adhere to health
recommendations can be risky, as it increases the likelihood of
aggravating symptoms of many illnesses and
disorders and can even present public health concerns in the
case of not completing antibiotic medication
cycles. Despite these risks, people rationalize their behavior in
terms of too much time, money, and effort or
too little trust and tangible effect (Heinzen & Goodfriend,
2019).
To resolve the lack of adherence, social psychologists have
suggested that health professionals employ more
persuasion tactics in order to promote more behavioral change.
One particular tactic you learned about in
previous units is cognitive dissonance. While in a state of
dissonance, people may be more motivated to
change their less healthy behaviors to reflect the healthier
attitude they endorse and lessen the dissonant
feelings. Other tactics that may influence behavioral change
include targeting intuition versus logic in
reasoning, emphasizing the main tenets of theory of planned
behavior, and implementing different source
cues or social norms from Chapter 6. Ultimately, establishing
what success means and assessment of one’s
persuasive efforts needs to occur in order to measure the
effectiveness of any intervention.
Social Psychology and Happiness: Positive Psychology

Many areas of social psychology you have learned about in this
course have highlighted deficits and the
negative aspects of humanity, but there is much to explore about
the positive aspects of humanity, as well.
Positive psychology studies human strengths, virtues, positive
emotions, and achievements (Heinzen &
Goodfriend, 2019). Think about a time that you succeeded in
some endeavor. What do you think contributed
Do you practice mindfulness? Research shows it may be
effective in reducing
stress.
(Prusakova, 2014)
UNIT x STUDY GUIDE
Title
to that success? What positive aspects of yourself, your
experiences, or your environment aided your
success?
Seligman and Csikszentmihalyi (2000) have theorized three
pillars of positive psychology: positive subjective
experiences, positive individual traits, and positive institutions.
Subjective experience is all about how an
event is interpreted by the person involved. Within the current
context, the events would be perceived as

satisfactory, happy, and optimistic. Positive individual traits
represent capacities, such as love, forgiveness,
and perseverance. Positive institutions present within one’s
environment allow a person opportunity for
growth in citizenship, including responsibility, tolerance, and
work ethic. Each is relevant on its own, but
together, they create a cycle of positivity that strengthens the
ultimate outcomes. The three pillars of positive
psychology also contribute to one’s subjective well-being,
which is one’s cognitive and emotional evaluation of
his or her life (Heinzen & Goodfriend, 2019). With more
positive interpretation of events, traits, and
institutions, one’s subjective well-being will be more positive,
as well. Clearly, this characterizes an individual
difference across any given population.
Positive psychology’s good intentions to shift the focus of study
to a more positive direction were not without
some missteps. Though many of the concepts associated with
positive psychology have been featured (with
different names) by earlier psychologists, including Triplett’s
famous bicycle study from Chapter 8, a renewed
interest was embraced in the late 1990s. The resulting work was
quickly, but not carefully, reviewed, and
some errors slipped through the cracks, leading to the viewpoint
that positive psychology may not have any
basis in science or was a temporary fad. The first formal effort
to measure positive psychology concepts was
the PERMA approach—positive emotions, engagement,
relationship to others, meaning and purpose, and
achievement—together, representing subjective well-being
(Seligman & Csikszentmihalyi, 2000).
Operationalizing each concept connected with well-being
allowed researchers to establish a scientific field
that is more than self-help concepts. To learn more about how

psychology measures happiness from a
scientific perspective, watch segments 4. What Is Positive
Psychology, 5. Seligman’s Mission for Psychology,
and 9. The Full Life from the following video.
TED (Producer). (2008). TedTalks: Martin Seligman—What
positive psychology can help you become [Video
file]. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://fod.infobase.com/PortalPla
ylists.aspx?wID=273866&xtid=48120
The transcript for this video can be found by clicking the
“Transcript” tab to the right of the video in the Films
on Demand database.
A current variation of positive psychology also exists in the
field of sport psychology, where researchers
frequently focus on positive topics like building a team, dealing
with failure, and achieving peak performance
(Heinzen & Goodfriend, 2019).
Future directions involve applying positive psychology concepts
to other areas and disciplines, particularly
those that are health-related. Positive psychology can be
integrated with health psychology in that it
encourages practitioners to amplify their patients’ strengths
rather than simply repairing their weaknesses,
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&url=http://fod.infobase.com/PortalPlaylists.aspx?wID=273866
&xtid=48120
UNIT x STUDY GUIDE
Title
builds positive coping skills that increase subjective well -being
and lessen stress, encourages less negative
interpretation of stressors, and provides assessment that focuses

on what people have done well (Heinzen &
Goodfriend, 2019). Overall, accounting for how social
psychology interacts with stress, health, and positive
psychology helps people to understand how to evaluate the
current situation of themselves and others and
develop plans to improve them.
References
Heinzen, T., & Goodfriend, W. (2019). Social psychology.
Thousand Oaks, CA: Sage.
Holmes, T. H., & Rahe, R. H. (1967). The social readjustment
rating scale. Journal of Psychosomatic
Research, 11(2), 213–218.
Prusakova, I. (2014). Yoga meditating sunrise, woman
mindfulness meditation on beach (ID 74149792)
[Photograph]. Retrieved from www.dreamstime.com
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive
psychology: An introduction. American
Psychologist, 55(1), 5–14.
Selye, H. (1973). The evolution of the stress concept: The
originator of the concept traces its development
from the discovery in 1936 of the alarm reaction to modern
therapeutic applications of syntoxic and
catatoxic hormones. American Scientist, 61(6), 692–699.

Taylor, S. E., Welch, W. T., Kim, H. S., & Sherman, D. K.
(2007). Cultural differences in the impact of social
support on psychological and biological stress responses.
Psychological Science, 18(9), 831–837.
Suggested Reading
In order to access the following resources, click the links
below:
Can money buy happiness? The article below aims to answer
this question. The answer may surprise you.
Matz, S. C., Gladstone, J. J., & Stillwell, D. (2016). Money
buys happiness when spending fits our personality.
Psychological Science, 27(5), 715–725. Retrieved from
http://journals.sagepub.com/stoken/default+domain/NJSUVsUB
zwTdGBVgausA/full
In the unit lesson, you were introduced to mindfulness as a
technique to reduce stress. The article below
examines whether or not this is actually an effective technique.
Sharma, M., & Rush, S. E. (2014). Mindfulness-based stress
reduction as a stress management intervention
for health individuals: A systematic review. Journal of
Evidence-Based Contemporary & Alternative
Medicine, 19(4), 271–286. Retrieved from

http://journals.sagepub.com/stoken/default+domain/NKgA6Uhz
Hx8nVf8AfwsW/full
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
Test yourself on concepts covered in Mini-Chapters C and D.
Mastering this material will help you complete
the assignment in this unit. Click the links below to view the
flashcards for each chapter.
Click here for the Mini-Chapter C Flashcards.
http://journals.sagepub.com/stoken/default+domain/NJSUVsUB
zwTdGBVgausA/full
http://journals.sagepub.com/stoken/default+domain/NKgA6Uhz
Hx8nVf8AfwsW/full
https://edge.sagepub.com/heinzen/student-resources-0/c-social-
psychology-of-stress-and-health/flashcards
UNIT x STUDY GUIDE
Title

Click here for the Mini-Chapter D Flashcards.
Click here to take a short quiz to check your knowledge on
concepts learned in this unit.
https://edge.sagepub.com/heinzen/student-resources-0/d-social-
psychology-and-happiness-positive-psychology/flashcards
https://online.columbiasouthern.edu/bbcswebdav/xid-
87876510_1
The last unit focused on the psychology of work. This unit's
learning is all about first stress and it's effects and then the
psychology of happiness (positive psychology). The assignment
is an article review. There are specific requirements for what
information to address in your review as well, so please be sure
to follow the syllabus guidelines on what to include in your
write up. I have also added some pointers below. Otherwise, if
you have questions, please feel free to contact me as always!
You have all done an excellent job in this course and should be
very proud! Great job and congratulations!! Well done!!
My best to you,
Dr. Dean
For every Article Review or Critique
Additional Professor Instructions for this Unit
Since the assignment for this unit calls for a formal paper, it
must be written using all the formatting styles defined in the
CSU APA Guide for formal papers. APA guidelines call for an
abstract at the start of the paper, section headers to give the
reader an idea of what is following, a running head, specific
fonts and paragraph and line spacing, and the references on a
separate page. The source material must be acknowledged with
references and citations for all direct quotes and paraphrased
material. All citations will include a page number or paragraph

number if the source has only one page.
Direct quotes must be minimized, since they do not give a good
indication of your understanding of the
material. Also, introductory phrases hinder the readability of
the paper, so they should be minimized also. Per the
requirements in the Course Syllabus, material from the textbook
and any outside source must be discussed, cited and referenced.
There are very specific topics to be discussed for this review, so
be sure to read the course syllabus and include all of them in the
paper. These will be used when grading for content.

This is a a Doctorate level writing. Zero plagiarism. APA format,

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