Effects of PTSD on Family MembersThe purpose of this literature .docx

Effects of PTSD on Family Members
The purpose of this literature review is to discuss the effects of
posttraumatic stress disorder (PTSD) on family members of
veterans or retired military officers. The paper uses articles
from researches on effects of PTSD on children and relatives.
PTSD has adverse consequences on the family members
psychologically, socially and economically. In this paper, I will
examine the effects of post-traumatic stress disorder of the
military personnel on their family members. A number of peer
reviewed literature shall be examined to give insight into the
challenges faced by family members of the victims of post-
traumatic stress disorder.
PTSD takes an extraordinary toll on the family in the event that
one of their relatives who are in the military endures the
condition. The encounters of war are the hazardous precursors
to post traumatic stress disorder in numerous military officers
as they experience such a variety of damaging circumstances
that affect mental strain on the individual. The relatives of the
military work force regularly encounter optional injury as an
aftereffect of post-traumatic anxiety indications in fighters.
Dealing with a cherished one suffering from post-traumatic
stress disorder is regularly testing to the family particularly in
asset restricted settings and the family is obliged mentally,
inwardly, socially, financially and physically. Families of
individuals encounter diminished personal satisfaction and feel
a huge weight coping with the condition of their loved ones;
whereby they experience conjugal strain, which may in the end
result in stress and depression.
Family members experience secondary trauma due to post-
traumatic stress symptoms in soldiers who are suffering from
PTSD. Symptoms of secondary trauma in spouses and children
are at a risk of increasing due to post trauma symptoms in
military personnel (Herzog, Everson, & Whitworth, 2011).
Secondary traumatic stress clinical manifestations in kids are

demonstrated by internalizing instead of externalizing issues. In
any case, research studies recommend that doctors working with
the affected population should be well conversant with the
relationship between posttraumatic symptoms in Soldiers what's
more, subsequent psychological trauma in relatives. Secondary
post-traumatic symptoms in the young ones of war veterans are
a vital theme of consideration as the wars in Iraq and
Afghanistan proceed (Herzog, et al., 2011). These families bear
the worry of having a part with battle related wounds, such as
depressive disorders. Companions and children of veterans with
posttraumatic symptoms endure the concealed harm to
themselves. These psychological traumas appear as traumatic
anxiety symptoms. Military families have made huge sacrifices
and merit to be provided with the best psychological care
accessible. It is the responsibility of the society that sends
Soldiers off to war to give the most ideal care to them and their
relatives upon their return home (Ashley, Honzel, Larsen,
Justus, & Swick, 2013).
Relatives respond to the way that their cherished one has
experienced a psychological trauma. It is annoying when
somebody you think about experiences a nasty difficulty.
Furthermore, it is not surprising that individuals respond to the
way a damaged relative feels and acts (Herzog, et al., 2011).
Adverse consequences can make a relative difficult to coexist
with or cause him or her to pull back from whatever remains of
the family. It can be exceptionally troublesome for everybody
when these progressions happen. Similarly, as individuals have
distinctive responses to traumatic encounters, families likewise
respond diversely when a friend or family member is damaged.
In the segment underneath, a wide range of sorts of responses
are portrayed. A family may encounter a significant number of
these responses, or just a couple. The greater part of the
responses portrayed, nonetheless, are basic in families who have
needed to manage trauma.
The effect of qualities as time-stable identity attributes on
psychological wellness may be clarified by subsequent

inclinations in how individuals address emotional wellness
issues what's more, how individuals see social support
(Zimmermann, et al., 2014). This study was restricted in its
prescient power because of its cross-sectional method, which
did not permit the researchers to build up clear causal
attributions of sending related stressors, changes in values, and
psychiatric disorders. The sample used was small in size thus
bringing about another impediment (Zimmermann, et al., 2014).
Inferences about the commonness of maladjustment were
additionally challenging, as just self-report estimations were
acquired and no institutionalized symptomatic meetings were
directed as a portion of this study, despite the fact that the
PTSD relates very well to such meetings. The aftereffects of
this study are not promptly pertinent to other subject gatherings.
Effects of exposure to combat on the military officers and
secondary effects on the families
Herzog et al. (2011) examined the effects of exposure to combat
on the military personnel. He assessed the optional and
interceding impacts of battle on the military's children and other
family members. The study found out that there is a close
relationship of battle introduction with injury manifestations,
drug abuse, abusive behavior at home and optional injury side
effects among members of the family of the military personnel.
There is strong evidence that close relatives of battle uncovered
Soldiers have elevated amounts of post-traumatic stress issue as
a result of developed secondary stress to children and family
members. PTSD has been a facilitating factor to developing
secondary stress in family members of military personnel who
are suffering from the condition. Herzog et al. (2011) proceed
to recommend primary preventive approach to family the
members of PTSD victims in order to avoid the devastating
effects of post-traumatic stress exposure of the family members.
PTSD patients show a unique attention bias as a response to
trauma related words hence emotional Stoop affects most
families with such patients. The veterans tend to habituate the
traumatic stimuli with time and the interventions that can be

used to manage these military personnel include systematic
exposure (Ashley, et al., 2013). A number of scholars have
associated post-traumatic stress disorder with increased
incidences of risk taking behavior among the victims (Svetlicky,
Soloman, Levi, & Lubin, 2010). The increased risk taking
behaviors is likely to impact the family negatively as family
members try to adapt to the new condition in the family.
Additionally, deployment of soldiers away from their homes is
associated with mental challenges which may be very
traumatizing to the family members in the event the soldiers are
released of their duties (Vermetten, et al., 2014). Much
attention need to be taken in the military care to enhance coping
of the military personnel hence reduce the cases of post-
traumatic stress disorder (Zimmermann, et al., 2014).
In a study of the welfare of the spouses of war veterans, Hayes
et al (2010) realized that spouses of war veterans go through a
great deal of stress in taking care of the family members who
have been exposed to the traumatizing experiences of war.
Significant problems are noted in marriages leading dysfunction
of the families of victims of Post-traumatic stress disorder of
the war veterans. A large of the affected families reported
higher cases of marital violence as compared to non PTSD
affected families (Hayes, et al., 2010). Families assume a
critical part in the veterans' recuperation and rearrangement.
How introduction to injury influences families, specifically
mates and conferred accomplices, is vital for the long haul ideal
results of the veteran's recovery from post exposure stress.
The cost dealing with PTSD has been on the rise with an
estimated increase of 49.8% by the year 2017 (Kilmer, Eibner,
Ringel, & Pacula, 2011). Family members undertake the
financial burden of taking care of their PTSD patient hence
draining the financial resources of the family. Many families
can no longer afford basic necessities as a result of the financial
constraints. Kilmer et al. (2012) asserts that the increasing
evidence based practice in the management of PTSD can go a
long way in decreasing costs of managing the condition.

The current health care systems, most specifically those dealing
with the welfare of war veterans have been in-efficient in
dealing with the problem of post-traumatic stress disorder
(Wheeler & Bragin, 2007). According to Wheel & Bragin
(2007), the war veterans bring home all the stress and the
depression from the battle field into their homes, hence
influencing negatively the progress of such families. It is
prudent that nothing is done (in form psychological
intervention) to the family members of these war veterans.
PTSD has hence been treated as a medical condition requiring
closed interventions (Wheeler & Bragin, 2007).
PTSD includes long-term adjustment of physiological and
psychological functioning taking after presentation to
horrendous occasions, and commonly includes intrusive
subjective and passionate marvels for example, bad dreams,
flashbacks, memory deficiencies and inclinations in attention
distribution. Such symptoms can be debilitating and disruptive
to the normal functioning of the family. Studies have shown that
posttraumatic distress victims have unique bias for trauma
related words hence the need for psychological interventions
such as exposure therapy. This is likely to prevent family
members form the devastating effects of PTSD (Ashley, et al.,
2013).
Long-term effects of PTSD to both the victims and their family
members can be minimized greatly if these cases are identified
early and granted access to available up to date psychological
interventions. Despite high incidences of PTSD, there is little
information on the accessibility of the psychological services to
family members and the victims of PTSD (Shiner, Drake, Watts,
Desai, & Schnurr, 2012). Facilitating access to the much-needed
psychological assistance has been proposed as the best way
forward towards eliminating the long-term effects of PTSD.
PTSD comes along with a number of related morbidities that
result in an increase in the utilization of health care. Utilization
of evidence-based practice has shown much improvement in the
prevention of related effects of PTSD. In spite of the

availability of improved health care services, there still exist a
number of barriers to health care service accessibility. Lack of
information dissemination among the affected groups, stigma
related issues and institutional barriers stand out one of the
most causes of inaccessibility to health care services by the
veterans (Ouimette, et al., 2011).
Stress sensitization has also been advocated in the reduction of
combat related PTSD (Smid, Kleber, Rademaker, van Zuiden, &
Vermetten, 2013). Increased cases of PTSD have been
associated with earlier exposures to stress hence less exposure
and psychological interventions have been advocated for
prevention of the condition. Post exposure stress disorder can
be challenging to both the individual and their family members.
PTSD takes a major financial toll in its treatment and
management. Family members are most affected and there need
to be a way of incorporating family members when dealing with
the condition. Evidence based approach to the management of
the conditions is recommended for efficient results.
In conclusion, it is evident that PTSD affects the families of
veterans in several ways and therefore health promotion
programs must me initiated and implanted in order address this
issue. Returning veterans need psychological care and
systematic desensitization in order to heal from psychological
trauma and traumatic events they experienced in war zones.
Managing PTSD among the veterans will reduce the impacts
that the children and spouses experience secondary to PTSD
suffered by their loved ones. Early diagnosis and management
of PTSD among the veterans and their family members is very
crucial in addressing this psychological disorder and its
secondary consequences. Research need to focus on ways to
prevent and mitigate effects of PTSD among children and
spouses so that they are not affected in the long run.

References
Ashley, V., Honzel, N., Larsen, J., Justus, T., & Swick, D.
(2013). Attentional bias for trauma-related words: Exaggerated
emotional stroop effect in afghanistan and iraq war veterans
with PTSD. BMC Psychiartry, 13(86).
doi:http://dx.doi.org.libproxy.edmc.edu/10.1186/1471-244X-13-
86
Hayes, J. P., Wakefield, B. P., Andresen, E. M., Scherrer, J. P.,
Taylor, L. M., Weigmann, P. B., . . . DeSouza, C. M. (2010).
Identification of domains and measures for assessment battery
to examine well-being of spouses of OIF/OEF veterans with
PTSD. Journal of Rehabilitation Research & Development,
47(9), 825-40. Retrieved November 26, 2016, from
https://login.libproxy.edmc.edu/login?url=http://search.proquest
.com.libproxy.edmc.edu/docview/848723678?accountid=34899
Herzog, J. R., Everson, R. B., & Whitworth, J. D. (2011, August
5). Do secondary trauma symptoms in spouses of combat-
exposed national guard soldiers mediate impacts of soldiers'
trauma exposure on their children? Child & Adolescent Social
Work Journal, 28(6), 459-73.
doi:http://dx.doi.org.libproxy.edmc.edu/10.1007/s10560-011-
0243-z
Kilmer, B., Eibner, C., Ringel, J. S., & Pacula, R. L. (2011).
Invisible wounds, Vvsible savings? Using microsimulation to
estimate the costs and savings associated with providing
evidence-based treatment for PTSD and depression to veterans
of operation enduring freedom and operation iraqi freedom.
Psychological Trauma: Theory, Research, Practice, and Policy,
3(2), 201-11. doi:10.1037/a0020592
Ouimette, P., Vogt, D., Wade, M., Tirone, V., Greenbaum, M.
A., Kimerling, R., . . . Rosen, C. S. (2011). Perceived barriers
to care among veterans health administration patients with
posttraumatic stress disorder. Psychological Services, 8(3), 212-
23. Retrieved November 26, 2016, from

Shiner, B. M., Drake, R. E., Watts, B. V., Desai, R. A., &
Schnurr, P. P. (2012). Access to VA services for returning
veterans with PTSD. Military Medicine, 177(7), 814-42.
Retrieved November 26, 2016, from
Smid, G. E., Kleber, R. J., Rademaker, A. R., van Zuiden, M., &
Vermetten, E. (2013). The role of stress sensitization in
progression of posttraumatic distress following deployment.
Social Psychiatry and Psychiatric Epidemiology, 48(11), 1743-
54. doi:http://dx.doi.org.libproxy.edmc.edu/10.1007/s00127-
013-0709-8
Svetlicky, V. M., Soloman, Z. P., Levi, O. P., & Lubin, G. M.
(2010). Combat exposure, post traumatic stress symptoms and
risk-taking behavior in veterans of the second lebanon war. The
Israel Journal of Psychiatry and Related Sciences, 47(4), 276-
83. Retrieved November 26, 2016, from
Vermetten, E., Greenberg, N., Boeschoten, M. A., Delahaije, R.,
Jetly, R., Castro, C. A., & McFarlane, A. C. (2014).
Deployment-related mental health support: comparative analysis
of NATO and allied ISAF partners. European Journal of
Psychotraumatology, 5.
doi:http://dx.doi.org.libproxy.edmc.edu/10.3402/ejpt.v5.23732
Wheeler, D. P., & Bragin, M. (2007). Bringing it all back home:
Social work and the challenge of returning veterans. Health and
Social Work, 32(4), 297-300. Retrieved November 26, 2016,
from
Zimmermann, P., Firnkes, S., Kowalski, J. T., Backus, J.,
Siegel, S., Willmund, G., & Maercker, A. (2014). Personal
values in soldiers after military deployment: associations with
mental health and resilience. European Journal of

Psychotraumatology, 5.
doi:http://dx.doi.org.libproxy.edmc.edu/10.3402/ejpt.v5.22939
Running head: Annotated bibliography
Annotated bibliography 2
Good. Make the title above in CAPITAL LETTERS
Annotated bibliography
Faraji C. Edwards
Walden University
:
Bird, A. M. (2012). Defining the content domain of the
intercultural competence for global leaders. New York:
Publishing company Journal of Managerial Psychology. – bold
is not needed. Use a hanging indent. See how this is listed in
the course
As creating great global pioneers should be a critical need for
organizations in the global business world,why? there has been
extensive research in this article on what?. In spite of this, there
is limited research on the efficient worldwide initiative
competency structure considering both its levels and
measurements and on individual capabilities. The motivation

behind this article is to make a hypothesis based integrative
system that can be used in recognizing the skills containing
global leadership. To achieve this purpose, an integrative
literature review was completed? on competency theory and
global leadership, bringing about the improvement of an
integrative structure for global initiative competency.
Skills have been characterized with terms portraying certain
individual attributes, practices, attitudes, qualities, and
information, and many existing systems are combinations of
these. In existing exploration, diverse sorts of measurements
have regularly been combined and regarded as equivalents. A
particular quality in one structure is supplanted with relating
conduct in another. By and large, choice of important abilities
has produced much contention since the significance of
capabilities is observed to shift with the assignment and
association included (Bird, 2012).
· In this article, worldwide leadership abilities are viewed as
those all-inclusive qualities that empower people to play out
their employment outside their own particular national and also
authoritative culture, regardless of what their instructive or
ethnically foundation is, what useful range their expected set of
responsibilities speaks to, or what association they come from.
While trying to assemble a more integrative system for
worldwide initiative skills, this paper endeavors to apply a more
synergistic approach and concentrate on likenesses over a
variety of results, and on finding those sorts of abilities that are
vital when working crosswise over societies – all around the
world. Faraji, this is good information. Also dsicuss the other
aspects listed in the instructions - Discuss the scope of the
resource
· Discuss the purpose and philosophical approach
· Discuss the underlying assumptions
· If referring to a research reporting article, present the
methodology
· Relate the resource to the body of resources you have
consulted in this course

· Discuss any evident limitations and opportunities for further
inquiry
Caligiuri, P. (2006). Developing global leaders. London: Human
Resource Management Review. – See how this is listed in the
course
This article - refer to the author has found differences in the
territories of skill of effective global leader for the individuals
who have and have not lived expansive – do you mean abroad?.
For the people who lived abroad the boundaries of skill
included such regions as inviting outsiders, learning dialects,
soul of adventure, valuing contracts, affect ability to setting,
and making new options, The areas of capability for the
individuals who had not lived abroad were particularly unique,
showed by such things as inner reason, concentrate on
objectives, adapting, clarity of correspondence, and uncovering
expectations – all commendable yet missing the mark regarding
those more prone to be profitable for a global task.
The majority of individuals who have studied global leadership,
and also administration advancement in general, have inferred
that a multi-dimensional approach is the best approach to
creating the viable worldwide initiative. Cite the sources you
mean These strategies diminish to four general methodologies:
Examination
The analysis What analysis? Did the authors do an analysis?
includes self-awareness and introspection. It is the initial phase
in creating global leaders with the goal that they can get a
precise point of view of their advantage, concerns, and current
level of cultural proficiency. They have to know where they are
on the continuum of both learning and convictions with a
specific end goal to center their development areas on their
relative inadequacies (Caligiuri, 2006).
Education
It – does it mean education? includes considering the subject of

globalization, societies, and leadership. It concentrates on the
substance and learning required to be successful in a global
setting. Leaders need to comprehend the truths about various
nations and societies, business methods as well as local
information about traditions and practices, both from a social
and business point of view. They should be taught on these and
have the capacity to transport this information across the
borders.
Experience
Experience involves doing or acting. It concentrates on the
association and setting. It is said to be the best educator
however just if guided and purposeful, that is, gaining from
encounters that are relevant, pertinent and connected. It is about
figuring out how the association does business in different parts
of the world.
Exposure
It involves communicating by concentrating on individuals and
parts. It implies having reference purposes of persons and
guides who have "been there, done that" which is basic to
absorbing legitimately and rapidly. There is no doubt, in any
case, that social lessons are probably going to be most gained
from really encountering the way of life. That is the reason
exile encounters are appraised as the most helpful with regards
to taking in a culture – in actuality right around four
circumstances more than necessarily universal encounters and
15 times more than domestic experience. This is a good
summary. Also include analysis.
Gabrielsson, M. S. (2009). The Developing the global
management team: A new paradigm of the main leadership
perspectives. California: Team Performance Management.
Horizontal improvement is the advancement of new skills,
capacities, and practices. It is specialized learning. Add more
here – paragraphs should be a minimum of 3 sentences
Horizontal paradigm is most helpful when an issue is
unmistakably characterized, and there are known strategies for

unraveling it. Surgery preparing is a case of level improvement.
Understudies figure out how to end up specialists through a
procedure known as "pimping," in which experienced
professionals continually address understudies until the point at
the point when the understudy can't answer and is compelled to
backtrack to the books to take in more information. While the
procedure of learning is difficult, there are clear answers that
can be classified and transmitted from master sources,
permitting the understudies to expand and develop their surgical
competency (Gabrielsson, 2009).
Vertical paradigm, on the contrary, alludes to the "stages" that
individuals advance through on how they "make sense" of their
reality. We think that it’s simple to notice youngsters
progressing through phases of advancement as they develop, yet
the customary way of thinking accept that grown-ups stop
creating at around 20 years old–hence the expression
"developed up" (you have completed the process of drafting).
Nonetheless, formative specialists have demonstrated that
grown-ups do in certainty keep in advance (at different rates)
through unsurprising phases of mental improvement. At each
more high amount of advancement, grown-ups "comprehend"
the world in more intricate and comprehensive ways–their
minds develop "greater." Good summary
Rodriguez, C. M. (2005). The emergence of a third culture:
Shared leadership in international strategic alliances. Thousand
Oaks: International Marketing Review.Sage?
Seeing how managers in a position of initiative experience
culture are fundamental to evade precariousness and poor
execution in global key partnerships – incomplete sentences.
This article tests the suggestion that national culture, best
management group culture, and director's identity impact
authority and shapes intercultural fit through the standard
leadership style in US-Mexican vital cooperation.
Plan/procedure/approach are these steps?– Strategic leadership
and personal speculations constitute the system for this review.

Supervisors from the US-Mexican relevant organizations
together which accomplices hold a value position were studied
and gave information to test the predictions. How were they
studied? What type of research was completed? Author (year)
Discoveries – this article demonstrates that American and
Mexican supervisors build their particular social reality with
principles and standards limited principally by the current
hierarchical culture in the organization together. Both directors'
administration styles are comparative and meet into a
participative "consultative" style rising as a "third culture"
portrayed by errand advancement and enthusiastic worry as
American administrators' info and undertaking backing and
social connections as Mexican supervisors' commitment.
This article proposes that if enough adjusted, independence
community is a wellspring of intercultural fit while building
shared leadership. Commonsense ramifications – Managers of
universal cooperation may reconfigure individual and social
introductions and styles of the organization together
accomplices in the plan of administration groups to construct
large amounts of social adequacy (Rodriguez, 2005). The leader
style of American managers underpins the flow of progress for
the organization together to improve while the connector style
of Mexican directors assembles strength, arrange, and keeps up
gathering attachment and collaboration. Innovation/esteem –
Intercultural fit in universal vital unions is accomplished
through planning authoritative societies that consolidate
accomplices' mental differing qualities into the relationship.

References
Bird, A. M. (2012). Defining the content domain of intercultural
competence for global leaders. New York: Journal of
Managerial Psychology.
Caligiuri, P. (2006). Developing global leaders. London: Human
Resource Management Review.
Gabrielsson, M. S. (2009). Developing the global management
team: A new paradigm of key leadership perspectives.
California: Team Performance Management,
Rodriguez, C. M. (2005). The emergence of a third culture:
Shared leadership in international strategic alliances. Thousand
Oaks: International Marketing Review.
Faraji, your summaries are good. You identified the key points.
The instructions were not followed. The required reading is
listed, but not the additional sources you were to use were not.
The articles are summarized. However, no analysis is included.
Some aspects listed in the instructions were not included in the
paper.
Annotated BibliographyStudent NameTotal Points PossibleTotal
Points ReceivedLate Work Percentage (select
from drop down menu)Late Work DeductionFinal Points
Received 15027.000%
Windows User: Windows User:
Select dropdown menu for percentage deducted for late
work.0.0027.00CriterionSuperior Criteria (100%) Excellent
Criteria (95%) Satisfactory Criteria (85%) Marginal Criteria
(75%)Unsatisfactory Criteria (0%)Points Possible Evaluation
(select from drop down menu)Points ReceivedFaculty
FeedbackElement 1: Annotated BibliographyStudent submits

thorough and detailed work as demonstrated by the originality,
depth of analysis, and/or creativity when describing the essence
of each entry and pertinent details about its content for his/her
annotated bibliography. There are no errors in the content.
Detailed content is evident in the assignment with several
connections to the topic.Student submits detailed quality work
as demonstrated by the depth of details evident in the entries
and about its content for his/her annotated bibliography. There
are one or two minor errors in the content. The assignment
makes several connections to the topic.Student submits an
annotated bibliography but it lacks some details. There are
some errors in the content and/or the entries lack connections to
the topic. The assignment directions are met; however, the
assignment lacks in depth of content.Student submits a cursory
annotated bibliography that does not fully address the directions
and is missing a lot of pertinent content. There are many errors
and the content lacks clarity and depth.Does not meet minimal
standards.700%
Select drop down menu for inputting grade for this
criterion.0The summaries of the articles explain the main
points. Some of the key aspects stated in the instructions were
missing (such as a description of the assumptions and research
methods).
Faculty Feedback - input comments for the student related to
this criterion.Element 2: Critical Thinking Student's annotated
bibliography critically analyzes the content for strengths and
weaknesses as related to the scope of the resource, the purpose
and philosophical approach, the underlying assumptions, the
methodology if applicable, and any evident limitations and
opportunities for further inquiry.
Student's annotated bibliography critically analyzes most of the
content for strengths and weaknesses as related to the scope of

the resource, the purpose and philosophical approach, the
underlying assumptions, the methodology if applicable, and any
evident limitations and opportunities for further inquiry. There
are one or two minor errors in the logic and/or critical thinking
applied to the assignment.Student's annotated bibliography
analyzes most of the content for strengths and weaknesses as
related to most of the following: the scope of the resource, the
purpose and philosophical approach, the underlying
assumptions, the methodology if applicable, and/or any evident
limitations and opportunities for further inquiry. Student's
annotated bibliography demonstrates a weak analysis of the
content and loosely addresses some of the following: the scope
of the resource, the purpose and philosophical approach, the
underlying assumptions, the methodology if applicable, and any
evident limitations and opportunities for further inquiry.Does
not meet minimal standards.500%
Select drop down menu for inputting grade for this criterion.
this criterion.0The paper mostly summarized the articles.
Critical thinking was not shown as there was not an analysis or
critique.
this criterion.Element 3: Written Delivery Style & Grammar
Student consistently follows APA writing style and basic rules
of formal English grammar and written essay style. Student
communicates in a cohesive, logical style. There are no spelling
or grammar errors.Student consistently follows APA writing
style and basic rules of formal English grammar and written
essay style. Student communicates in a cohesive, logical style.
There are one or two minor errors in spelling or

grammar.Student mostly follows APA writing style and basic
rules of formal English grammar and written essay style.
Student mostly communicates in a cohesive, logical style. There
are some errors in spelling or grammar.Student does not follow
APA writing style and basic rules of formal English grammar
and written essay style and does not communicate in a cohesive,
logical style. Does not meet minimal standards.1585%
this criterion.12.75Grammatical and spelling errors are in the
paper. Before submitting, do a Grammar and spell check. In
some cases, words were used that did not seem to make sense.
this criterion.Element 4: Formal and Appropriate
Documentation of Evidence, Attribution of Ideas (APA
Citations) Student demonstrates full adherence to APA style
with respect to source attribution, references, heading and
subheading logic, table of contents and lists of charts, etc.
There are no APA errors.Student demonstrates full adherence to
APA style with respect to source attribution, references,
heading and subheading logic, table of contents and lists of
charts, etc. There are one or two minor errors in APA style or
format.Student mostly adheres to APA style with respect to
source attribution, references, heading and subheading logic,
table of contents and lists of charts, etc. Some errors in APA
format and style are evident.Student demonstrates weak and/or
inconsistent adherence to APA style with respect to source
attribution, references, heading and subheading logic, table of
contents and lists of charts, etc. Several errors in APA format
and style are evident.Does not meet minimal standards.1595%

this criterion.14.25The citations are mostly in APA format.
this criterion.
Enter student name.
Select dropdown menu for percentage deducted for late work.
DIRECTIONS FOR STUDENT: As part of your Doctoral
Seminar for this set of weeks, you are participating in a
seminar-style discussion about the weekly topics. You will be
asked to address five of the required resources and at least five
additional resources from the Walden Library and to incorporate
them into your posting. As a related exercise, submit an
annotated bibliography of the 10 resources you will refer to this
week.
For each entry, be sure to address the following as a minimum:
A) Include the full APA citation. B) Discuss the scope of the
resource. C) Discuss the purpose and philosophical approach.
D) Discuss the underlying assumptions. E) If referring to a
research reporting article, present the methodology. F) Relate
the resource to the body of resources you have consulted in this
course. G) Discuss any evident limitations and opportunities for
further inquiry.
DIRECTIONS FOR FACULTY: 1) Enter student name. 2)

When appropriate, select Late Work Percentage and enter
percent using drop down menu. 3) Use the drop down menu for
each criterion in the Evaluation box to grade assignment. 4)
Enter student feedback in the Faculty Feedback box as needed.
APA Manual (6th edition): Chapter 3 - Writing Clearly and
Concisely; Chapter 4 - The Mechanics of Style; Chapter 5 -
Displaying Results; Chapter 6 - Crediting Sources; Chapter 7 -
Reference Examples
© 2016 Laureate Education, Inc.
Sheet1
Assignment 1 Grading Criteria
Maximum Points
Describes topic and explains the practical implications of the
conclusions of the literature review with clarity and detail.
Describes the audience to which the presentation is directed.
20
Revises the literature review based on feedback from the
instructor.
Presentation of information is clearly focused on the specific
audience.
Explains the prevailing argument(s), including their strengths
and weaknesses, supported by findings from relevant articles.
Synthesizes key points established in and through the literature
review.
40
Elaborates on multicultural factors relevant to the topic and to
the studies reviewed.
Discusses how the findings can be extended to a more diverse
population or additional multicultural factors that should be
included in future studies.

40
Discusses relevant ethical issues related to the topic and to the
studies reviewed.
Describes how they were or could be addressed in the research.
20
Relates the conclusions of the literature review to at least two
specialization areas in psychology.
40
Applies the conclusions from the literature review to specific
populations or issues.
40
Provides well-reasoned conclusions, and pointed towards areas
for future research.
Provides suggestions for future work that are appropriate and
have an applied focus.
36
Introduction has an opening, provides come background
information, and states the topic.
Transitions between slides are present.
16
Design of presentation (i.e. background, pictures, text etc.) is
clear, appropriate for the assignment, balanced and compliments
both the writing and speaking throughout the presentation.
16
Any written portion (including writing on the slides and in
notes) follows conventions of spelling and grammar
throughout. Errors are infrequent and do not interfere with
comprehension.
24
Using APA format, accurately paraphrased, quoted, and cited in
many spots throughout when appropriate or called for. Errors
present are somewhat minor.

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