SlideShare a Scribd company logo
1 of 814
Alternative Writing Assignment Guidelines and Grading
RubricPurpose
As a family nurse practitioner, you must possess excellent
physical assessment skills. This alternative writing assignment
mirrors the discussion content of the debriefing session and will
allow the student to expand their knowledge of physical health
assessment principles specific to the advanced practice role.
Course Outcomes
This assignment is guided by the following Course Outcomes
(COs):
1. Apply advanced practice nursing knowledge to collecting
health history information and physical examination findings
for various patient populations. (PO 1, 2)
2. Differentiate normal and abnormal health history and
physical examination findings. (PO 1, 2)
4. Adapt health history and physical examination skills to the
developmental, gender-related, age-specific, and special
population needs of the individual patient. (PO 1, 2)
The purposes of this assignment are to: (a) identify and
articulate advanced assessment health history and physical
examination techniques which are relevant to a focused body
system (CO 1), (b) differentiate normal and abnormal findings
with regard to a disease or condition that impacts the body
system (CO 2), and (c) adapt advanced assessment skills if
necessary to suit the needs of specific patient populations (CO
4).
NOTE: You are to complete this alternative writing assignment
ONLY if you had not participated or do not plan to participate
in a debriefing session for the given week.
Due Date: This alternative written assignment is due no later
than the Sunday of the week in which you did not attend the
weekly debriefing session. For example, if you did not attend a
debriefing session for Week 3, this written assignment is due
the Sunday at 11:59 p.m. MT of Week 4.
The standard MSN Participation Late Assignment policy applies
to this assignment (please see the course syllabus)
Total Points Possible: 25 PointsRequirements:
1. This paper will be graded on the quality of the information,
inclusion of evidence-based scholarly resources, use of
citations, use of Standard English grammar, and organization
based on the required components (see the paper headings and
content details below).
2. Submit to the appropriate location in Canvas by 11:59 p.m.
MT on Sunday of the week due.
3. The length of the paper is to be no less than 1,500 words,
excluding title page and reference list.
4. Create this assignment using Microsoft (MS) Word. You can
tell that the document is saved as a MS Word document because
it will end in “.docx.”
5. APA format (6th edition) is required in this assignment,
explicitly for in-text citations and the reference list. Use 12-
point Times New Roman font with 1 inch margins and double
spacing. See the APA manual for details regarding proper
citation. See resources under Course Resources, “Guidelines for
Writing Professional Papers” for further clarification.
6. Organize the headings and content of your paper using the
outline below:
a. Identify and briefly discuss the body system selected for the
topic of this paper
b. Discuss the physiology (structure and function) of the body
system including details about the major organ systems (if
applicable)
c. Discuss relevant health history questions (subjective data)
pertaining to the body system
d. Discuss an overview of the objective data and expected
normal physical examination findings for this body system
e. Discuss special physical assessment examination techniques
or procedures specific to assessing this body system
f. Discuss how you might adapt your physical assessment skills
or techniques to accommodate each of the following specific
populations:
i. Infant/pediatric
ii. Pregnancy
iii. Geriatric
g. Identify one major disease or disease process that may
significantly impact this body system
h. Discuss the expected abnormal physical examination findings
that may be associated with this disease or disease process
i. Summarize the key points
Preparing the Paper:
1. Select a focused body system from the weekly lesson which
corresponds with the week of the written assignment.
2. Carefully read and review the selected body system in your
course textbooks.
3. Incorporate at least one scholarly peer-reviewed journal
article that relates to the body system. It may be useful to
identify an article that relates to a disease that impacts the body
system.
4. The paper must clearly articulate the relevance of advanced
physical assessment skills, techniques, application of advanced
practice knowledge, and assessment modification (when
necessary) to accommodate for specific patient populations.
5. Provide concluding statements that should summarize key
points of the overall assignment content.
6. In-text citations and reference page(s) must be written using
proper APA format (6th edition).
Category
Points
%
Description
Application of Knowledge, Analysis, and Clarity
10
40%
Student demonstrates application of course knowledge
consistent with the principles of advanced physical assessment;
content is specific to the focus topic, organized, and clearly
presented.
Adapted Physical Assessment Skills to Special Populations,
Disease Process, and Summary
10
40%
Discussed appropriate clinical reasoning and judgment as
evidenced by: adaption of physical assessment skills or
techniques to accommodate special populations;
identified one major disease or disease process and expected
examination findings; and summarized key points
Writing Mechanics and Evidence-based Resources
5
20%
Paper meets the minimum 1,500 word limit (not including the
reference list); Paper is fully supported by evidence from
appropriate Evidence-based, peer-reviewed resources published
within the last 5 years; In-text citations and full references are
provided using proper APA formatting.
Total
25
100
A quality assignment will meet or exceed all of the above
requirements.
Chamberlain College of Nursing
NR509 Advanced Physical Assessment
3
Grading Rubric
Assignment Criteria
Satisfactory
Unsatisfactory
10 POINTS
0 POINTS
Application of Knowledge, Analysis, and Clarity
Student demonstrates knowledge consistent with the principles
of advanced physical assessment; content is specific to the
focus topic, organized, and clearly presented.
Student did not demonstrate knowledge consistent with the
principles of advanced physical assessment; content was
missing, unorganized, and unclear.
10 POINTS
0 POINTS
Adapted Physical Assessment Skills to Special Populations,
Disease Process, and Summary
Discussed how to adapt physical assessment skills or techniques
to accommodate special populations; and
identified one major disease or disease process and expected
examination findings; summarized key points.
Student did not adapt physical assessment skills or techniques
to accommodate special populations; and did not
identify one major disease or disease process and expected
examination findings; did not summarize key points.
5 POINTS
0 POINTS
Writing Mechanics and Evidence-based Resources
Paper meets the minimum 1,500 word limit (not including the
reference list); Paper is fully supported by evidence from
appropriate sources published within the last 5 years; and
Evidence-based, peer- reviewed journal article cited; In-text
citations and full references are provided.
Paper does not meet the minimum 1,500 word limit (not
including the reference list)
Paper contains no evidence-based practice reference or citation.
Total Possible- Satisfactory = 25 Points
25 Points
0 Points
NR509 January 2018
4
Lesbian, gay, & bisexual older adults: linking internal minority
stressors, chronic health
conditions, and depression
Charles P. Hoy-Ellis
a
* and Karen I. Fredriksen-Goldsen
b
a
College of Social Work, University of Utah, Salt Lake City, UT,
USA;
b
School of Social Work, University of Washington,
Seattle, WA, USA
(Received 30 January 2016; accepted 15 March 2016)
Objectives: This study aims to: (1) test whether the minority
stressors disclosure of sexual orientation; and (2) internalized
heterosexism are predictive of chronic physical health
conditions; and (3) depression; (4) to test direct and indirect
relationships between these variables; and (5) whether chronic
physical health conditions are further predictive of
depression, net of disclosure of sexual orientation and
internalized heterosexism.
Methods: Secondary analysis of national, community-based
surveys of 2349 lesbian, gay, and bisexual adults aged 50 and
older residing in the US utilizing structural equation modeling.
Results: Congruent with minority stress theory, disclosure of
sexual orientation is indirectly associated with chronic
physical health conditions and depression, mediated by
internalized heterosexism with a suppressor effect. Internalized
heterosexism is directly associated with chronic physical health
conditions and depression, and further indirectly
associated with depression mediated by chronic physical health
conditions. Finally, chronic physical health conditions
have an additional direct relationship with depression, net of
other predictor variables.
Conclusion: Minority stressors and chronic physical health
conditions independently and collectively predict depression,
possibly a synergistic effect. Implications for depression among
older sexual minority adults are discussed.
Keywords: Sexual orientation; depression; older adults;
minority stress; structural equation modeling
Introduction
The World Health Organization (WHO) has characterized
depression as a serious public health issue (World Health
Organization, 2012). Current annual health care expendi-
tures for the treatment of depression in the US alone
exceed $22 billion (Soni, 2012). In addition, the annual
per capita health care costs for older Americans with
depression exceed $20,000, which is more than double the
cost of those who do not (Un€utzer et al., 2009). Untreated
depression typically becomes chronic in nature (Chap-
man, Perry, & Strine, 2005; Fiske, Wetherell, & Gatz,
2009), negatively impacting quality of life (Chapman
et al., 2005; Fiske et al., 2009), the treatment of co-occur-
ring chronic physical health conditions (Centers for Dis-
ease Control and Prevention and National Association of
Chronic Disease Directors, 2009), and potentially decreas-
ing life expectancy by 5–10 years (Chapman et al., 2005).
Depression is recognized as the most common, treatable
chronic mental health condition among older adults (Cen-
ters for Disease Control and Prevention, 2015). Popula-
tion-based prevalence estimates of depression among
Americans aged 50 and older in the general population
are typically reported to range from 1% to 5% (Centers
for Disease Control and Prevention, 2015). National Sur-
vey on Drug Use and Health (NSDUH) and Behavioral
Risk Factor Surveillance System (BRFSS) data indicate
prevalences among adults aged 50 and older ranging from
about 6% (Substance Abuse and Mental Health Services
Administration, 2013) to about 8%, respectively (Centers
for Disease Control and Prevention and National Associa-
tion of Chronic Disease Directors, 2009). Clinically sig-
nificant depressive symptomatology among older
community-dwelling adults may be as high as 15% (Fiske
et al., 2009).
Census projections suggest that the number of Ameri-
cans aged 50 and older will grow to more than 130 million
by 2030, and will approach 164 million by 2060 (U.S.
Census Bureau, 2015). Current national estimates suggest
that 2.6–4.9 million of these will self-identify as lesbian,
gay, and bisexual (LGB) (Gates & Newport, 2012). Our
knowledge of the health and well-being of LGB older
adults remains a significant shortcoming in health dispar-
ities research (Centers for Disease Control and Preven-
tion, 2011; Fredriksen-Goldsen, Emlet, et al., 2013). Yet,
LGB Americans aged 50 and older have been found to be
a health disparate population, evidencing higher rates of
poor mental health as well as other physical health prob-
lems than heterosexual older adults (Fredriksen-Goldsen,
Kim, Barkan, Muraco, & Hoy-Ellis, 2013; Wallace,
Cochran, Durazo, & Ford, 2011). In large community-
based samples, 29% of LGB older adults (Fredriksen-
Goldsen, Emlet, et al., 2013) and 47% of transgender
older adults (Fredriksen-Goldsen, Cook-Daniels, et al.,
2013) have been found to have clinically significant
depressive symptomatology. While poor mental health
outcomes among lesbian, gay, bisexual, or transgender
*Corresponding author. Email: [email protected]
� 2016 Informa UK Limited, trading as Taylor & Francis Group
Aging & Mental Health, 2016
Vol. 20, No. 11, 1119–1130,
http://dx.doi.org/10.1080/13607863.2016.1168362
mailto:[email protected]
http://dx.doi.org/10.1080/13607863.2016.1168362
(LGBT) older adults are being recognized, the underlying
processes tend to be less understood (Institute of Medi-
cine, 2011). A major goal of the Healthy People 2020 ini-
tiative is to improve the health and well-being of LGB
communities, including reducing the incidence of major
depression among LGB adults as a targeted objective
(U.S. Department of Health and Human Services, 2013).
Meeting this objective will require a better understanding
of depression among LGB older adults so that culturally
responsive intervention and prevention efforts can be
developed and implemented.
Depression is not a part of the normative aging pro-
cess. According to the diathesis-stress perspective, depres-
sion due to genetic diathesis is more common among
younger adults; disruptions resulting from significant life
events and cumulative social, psychological, and biologi-
cal stressors are more likely to result in depression among
older adults (Blazer & Hybels, 2005; Fiske et al., 2009;
Zuckerman, 1999). General stressors that increase the risk
for depression in older adulthood are common to both
LGB and heterosexual older adults. These include finan-
cial challenges, decreased social interactions, social isola-
tion, bereavement, and other negative life events (Fiske
et al., 2009). Numerous chronic medical conditions have
been linked to depression among older adults (Blazer,
2003; Chapman et al., 2005; Fiske et al., 2009; Yang,
2007). Adults in the general population living with
chronic health conditions, particularly those aged 40–
59 years old have a significantly increased risk for devel-
oping depression (Pratt & Brody, 2008). Just under 80%
of Americans aged 50 and older have at least one chronic
health condition (AARP Public Policy Institute, 2010;
Centers for Disease Control and Prevention, 2013).
Chronic health conditions most often associated with
depression include asthma, arthritis, cardiovascular dis-
ease (CVD), diabetes, and obesity (Chapman et al., 2005;
Fiske et al., 2009). Emerging evidence indicates that com-
pared to their heterosexual counterparts, LGB adults aged
50 and older are also at heightened risk for a variety of
chronic physical health conditions, including CVD, obe-
sity, and asthma among sexual minority women (Fredrik-
sen-Goldsen, Kim, et al., 2013), and hypertension and
diabetes among sexual minority men (Wallace et al.,
2011). These conditions are among the most prevalent
associated with increased risk of developing or exacerbat-
ing the course of depressive disorders (Chapman et al.,
2005; Fiske et al., 2009).
LGB older adults also experience additional stressors
unique to their sexual orientation, which stem from living
in a heterosexist society and are theorized to contribute to
their ‘excess’ rates of depression (Centers for Disease
Control and Prevention, 2013). Heterosexism can be
described as the collective constellation of societal preju-
dice, attitudes, stereotypes, and beliefs that cast heterosex-
uality as normative and any other form of human sexual
identity, attraction, and/or behavior as abnormal (Herek &
Garnets, 2007). The minority stress model identifies pro-
cesses by which heterosexist-related minority stressors
negatively impact the mental health of LGB people
(Meyer, 2003). Internals of minority stressors, internal-
ized heterosexism and concealment of sexual orientation,
are the most chronic and inescapable (Meyer, 2003) and,
thus, may play a crucial role in heightened risk for depres-
sion among older LGB adults. Internalized heterosexism
refers to early and ongoing socialization processes by
which people internalize society’s prejudicial attitudes,
stereotypes, and beliefs regarding non-heterosexuality.
Consciously and unconsciously, LGB people may apply
such internalized representations to themselves and to
other LGB people (Meyer, 2003). Internalized heterosex-
ism has been associated with increased risk for depression
among LGB older adults (Fredriksen-Goldsen, Emlet,
et al., 2013).
Self-concealment of personal information and secrets
of a distressing nature have been consistently linked to
physiological symptoms in the general population (Uysal,
Lin, & Knee, 2010). Concealing one’s non-heterosexual
orientation may provide a degree of short-term protection
by making oneself a less visible target for victimization,
but continued concealment over time is psychologically
stressful (Meyer, 2003), negatively impacting neuroendo-
crine functioning (Meyer, 2003) associated with the
development of chronic health conditions (Cole, Kemeny,
Taylor, & Visscher, 1996). A sample of HIV-negative gay
men in the Natural History of AIDS Psychosocial Study
who concealed their sexual orientation developed cancer
at significantly higher rates relative to gay men who dis-
closed their sexual orientation (Cole et al., 1996). Recent
epigenetic research has identified chronic stress as playing
a role in the expression of the ATF3 gene in breast cancer
metastasis (Wolford et al., 2013). Alternately, disclosure
of one’s LGB sexual orientation is posited to counteract
the negative impacts of chronic minority stress by provid-
ing individual and group-level coping resources (Meyer,
2003). Research findings regarding the role of conceal-
ment and disclosure of sexual orientation and risk of
depression among older LGB adults have been mixed.
Data from the Urban Men’s Health Study (UMHS) indi-
cated that disclosure is associated with greater risk for
depression among gay men aged 50–59, but not for those
aged 60 and older (Rawls, 2004). Another study found
that disclosure of sexual orientation among older LGB
adults is associated with lower levels of depression, but
that relationship is indirectly working through internalized
heterosexism (Hoy-Ellis, 2015). Yet, a different study
found no relationship between concealment or disclosure
of sexual orientation and depression, when controlling for
demographic characteristics and other risk and protective
factors (Fredriksen-Goldsen, Emlet, et al., 2013).
The significance of the current study is that it exam-
ines the relative roles of the most internal of minority
stressors, internalized heterosexism and concealment or
disclosure of sexual orientation, and chronic health condi-
tions in depression among older LGB adults. It also seeks
to explore if disparities in certain chronic physical health
conditions identified in this population may contribute to
disparities in poor mental health. Specifically, this study
aims to test the following hypothesized relationships:
(1) Disclosure of sexual orientation is directly and
inversely related to internalized heterosexism,
chronic health conditions, and depression.
1120 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
(2) Disclosure of sexual orientation is inversely and
indirectly associated with chronic health condi-
tions and depression through internalized
heterosexism.
(3) Internalized heterosexism is directly and posi-
tively related to chronic physical health condi-
tions and depression.
(4) Internalized heterosexism is positively and indi-
rectly associated with depression via chronic
physical health conditions.
(5) Chronic physical health conditions have an addi-
tional positive relationship with depression among
LGB older adults, net of disclosure of sexual ori-
entation and internalized heterosexism (see
Figure 1 for model to be tested).
Methods
Sample and procedure
This study is a secondary analysis of data from the
National Health, Aging, & Sexuality Study: Caring &
Aging with Pride Over Time (NHAS), the first of its kind
national study to investigate the health and well-being of
LGB older adults as a population distinct from both their
younger LGB peers and older heterosexual adult counter-
parts. The Institute for Multigenerational Health at the
University of Washington, Seattle, partnered with 11
agencies across the US, which provide programming and
services specific to LGB older adults. A survey was devel-
oped and distributed via agency mailing lists from June
through November of 2010. The survey included ques-
tions to assess standard sociodemographic information, as
well as sexual orientation and gender identity. Also
included in the survey were items particularly relevant to
LGB experience, such as disclosure of sexual orientation
or gender identity, and measures of physical and mental
health. Inclusion criteria for the NHAS required that (1)
potential participants be 50 years old or older at the time
of the survey distribution and (2) self-identify as LGBT.
Along with standard informed consent and anonymity
protocols, participants were offered an opportunity to
enter a raffle to win one of five $500 gift cards for their
time, winners to be chosen randomly. The University of
Washington Institutional Review Board approved all
study materials, procedures, and safeguards for the protec-
tion of human participants; many partnering agencies con-
ducted their own internal reviews. The final dataset was
comprised of surveys completed by 2560 LGBT adults
aged 50–95 years old. For a fuller description of the
NHAS, see Fredriksen-Goldsen, Kim and associates
(2013).
The sample for the current study (n D 2349) consisted
of 829 self-identified bisexual and lesbian women (35%)
and 1520 bisexual and gay men. Transgender participants
were excluded and studied elsewhere. Sample participants
ranged in age from 50 to 95 years old (M D 66.9; SD D
9.0), most identified as lesbian or gay (95%), and were
Figure 1. Structural equation model to be tested.
Note: Model showing direct and indirect relationships between
latent variables concealment and internalized heterosexism; and
observed
variables chronic health conditions and depression.
Aging & Mental Health 1121
predominantly non-Hispanic white (87.0%). Although the
majority (92%) had at least some college education, about
half (52%) reported annual household incomes of
$49,999. See Table 1 for sample sociodemographic
characteristics.
Measures
Covariates income and education were controlled for, as
the robust associations between these variables and
chronic health conditions and depression have been
widely established (Marmot & Wilkinson, 2006; World
Health Organization, 2003). Age was also treated as a
covariate as it has been related to disclosure of sexual ori-
entation and internalized heterosexism (David & Knight,
2008). Annual household income was coded across six
categories: <$20,000; $20,000–$24,999; $25,000–
$34,999; $35,000–$49,999; $50,000–$74,999; and
$75,000 or more. Educational attainment was categorized
as: kindergarten or none; grade 9–11; grade 12 or GED
(General Educational Development Test, a certification
that is equivalent to a high school diploma); college of 1–
3 years; and college of 4 years or more. Age was calcu-
lated from reported year of birth.
A latent variable to assess the degree of disclosure of
the participants’ sexual orientation was constructed from
a modified version of the 12-item Outness Inventory
(Mohr & Fassinger, 2000), which assesses sexual orienta-
tion disclosure in three primary social domains. Partici-
pants indicated the likelihood that family members (e.g.
parent, sibling), community members (e.g. neighbors, faith
community), and a best friend know or have known their
sexual orientation on a 4-point Likert scale (1 D definitely
do not know through 4 D definitely do know). Factor anal-
yses indicated that the three indicators (out to friend, fam-
ily, community) loaded well onto a single factor (.63–.91,
p < .001). Internal consistency was acceptable,
Cronbach’s a D .71. Higher scores indicate higher levels
of disclosure of sexual orientation.
A separate latent variable with five indicators was
constructed to capture internalized heterosexism, utilizing
the Homosexual Self-Stigma subscale (Liu, Feng, & Rho-
des, 2009). Participants indicated their level of agreement
with five statements such as ‘I wish I weren’t lesbian, gay,
bisexual, or transgender’ coded on a 4-point Likert scale
(1 D strongly agree through 4 D strongly disagree). Fac-
tor analyses indicated that all five items loaded well onto
a single latent factor (.48–.79, p < .001), with acceptable
internal consistency (Cronbach’s a D .79). Responses
were then reverse-coded so that higher scores indicated
higher levels of internalized heterosexism.
Chronic health conditions were treated as an observed
variable based on participants’ endorsement (‘mark all
that apply’) of whether they had ever been told by a physi-
cian that they had any of the following nine chronic health
conditions identified in the literature as being associated
with depression: angina, arthritis, congestive heart fail-
ure, diabetes, heart attack, high cholesterol, hypertension,
osteoporosis, and stroke. A number of conditions were
summed, producing a range of 0–9, with higher numbers
indicating the presence of more chronic health conditions.
Depression was assessed via the Center for Epidemio-
logical Studies Depression Scale 10-item short form
(CESD-10) (Radloff, 1977), which has well-established
validity and reliability in screening for major depression
across populations (Grzywacz, Hovey, Seligman, Arcury,
& Quandt, 2006; Zhang et al., 2012), including among
community-dwelling older adults (Andresen, Malmgren,
Carter, & Patrick, 1994; Boey, 1999; Irwin, Artin, &
Oxman, 1999). Depression was treated as an observed
variable, making for a more parsimonious the model;
model fit decreases as the number of variables increases
(Kenny, 2014). The CESD-10 calls for participants to
indicate how many days during the past week (0 D
<1 day, 1 D 1–2 days; 2 D 3–4 days; 3 D 5–7 days) they
had felt or acted in certain ways; for example, ‘I felt
depressed,’ and ‘everything I did was an effort.’ Internal
consistency was good, Cronbach’s a D 0.88. On a range
of 0–30, a score �10 is an indicator of depressive symp-
toms that meet clinically significant levels (Andresen
et al., 1994; Zhang et al., 2012).
Statistical analyses
Structural equation modeling (SEM) using Stata v. 12 was
employed for all analyses. SEM is a confirmatory statisti-
cal technique useful for testing a priori theorized models
(Bollen, 1989). A sample variance–covariance matrix is
computed and compared to an estimated population vari-
ance–covariance matrix; if the difference between the two
matrices is close to zero, the model is considered to be a
good fit to the data (Bollen, 1989). In SEM, the
Table 1. Sample sociodemographic characteristics.
Variable (%) (n)
Age M (SD) 66.9 (9.0) 2372
Gender
Women 35.4 840
Men 64.6 1531
Sexual orientation
Lesbian/gay 94.6 2217
Bisexual 5.4 124
Race/ethnicity
Hispanic/non-Hispanic, non-white 13.0 343
Non-Hispanic white 87.0 2198
Education
Grade 1–8 0.2 4
Grade 9–11 0.8 19
Grade 12 or GED 6.7 158
College 1–3 years 18.2 427
College 4 years or more 74.2 1744
Annual household income
<$20,000 18.2 399
$20,000–$24,999 8.3 186
$25,000–$34,999 11.7 269
$35,000–$49,999 14.3 329
$50,000–$74,999 17.0 396
$75,000 or more 30.6 721
1122 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
measurement model provides information as to how well
indicators load onto latent variables (i.e. confirmatory fac-
tor analysis); the structural model provides information
on the relationships between variables. SEM has some
advantages over more traditional multiple regression tech-
niques. Standard regression models assume ‘perfect meas-
urement’ which produces biased estimates (Baron &
Kenny, 1986); SEM accounts for measurement error (Bol-
len, 1989), and is more sensitive to detecting suppressor
effects (Cheung & Lau, 2008) and mediation effects
(Iacobucci, Saldhana, & Deng, 2007). Total effects can be
decomposed into their direct and indirect components,
allowing inferences about mediation effects to be made
(Duncan, 1975). Because equations are estimated simulta-
neously, standard errors are smaller and more consistent
(Iacobucci et al., 2007).
In this study, the Maximum Likelihood estimator with
pairwise deletion was used for model-testing. The data
were not normally distributed, therefore, bootstrapping,
resampling with replacement (500 replications), was
employed to derive a sampling distribution for more pre-
cise standard errors and accurate confidence intervals (CI)
(Cheung & Lau, 2008). A Variance Inflation Factor (VIF)
was computed to assess for possible issues of multicolli-
nearity, which preliminary analyses indicated was not an
issue; VIF D 1.07, well below the acceptable upper bound
of 10 (StataCorp, 2011). Hooper, Coughlan, and Mullen
(2008) recommend assessing an array of post-estimation
goodness-of-fit (GOF) statistics to examine model fit. The
model x
2
is typically reported, yet, with very large sample
sizes (i.e. �200); this statistic will almost always be sig-
nificant (Matsueda, 2012), requiring rejection of the null
hypothesis. However, a non-significant difference
between the sample and estimated population variance–
covariance matrices is indicative of a good model fit. Of
other test statistics endorsed by Hooper et al. (2008), the
Comparative Fit Index (CFI) is minimally affected by
sample size, thus, addressing the issue of model x
2
signifi-
cance. It contrasts the null model against the sample
covariance matrix and calculates a statistic that ranges
from 0 to 1; a value >.90 suggests a good model fit.
Among the most revealing of fit statistics, the Root Mean
Square Error of Approximation (RMSEA) identifies the
closeness of fit between the population covariance matrix
and sample parameters; a value <.06 indicates a good fit
between the model and the data (Hooper et al., 2008). The
Standardized Root Mean Square Residual (SRMR) is a
measure of the difference between the standardized square
root residuals of the sample and hypothesized population
covariance matrices. While an SRMR < .08 is considered
adequate, a value <.05 suggests a better model fit (Hooper
et al., 2008). In addition, a CI close to zero implies that the
sample and hypothesized population covariance matrices
do not differ significantly.
Results
Overall, 29% of the sample (n D 666) reported clinical
symptoms that met the threshold of major depression,
scoring �10 on the CESD-10 (M D 7.2, SD D 6.2). The
average level of disclosure, 3.5 on a scale of 1–4 (SD D
.6) was relatively high, and the mean level of internalized
heterosexism, 1.5 on a scale of 1–4 (SD D .6) was rela-
tively low. Participants had on average 1.9 chronic health
conditions (SD D 1.4). See Table 2 for sample summary
statistics and distributions of chronic health conditions.
To further assess model fit, a Lagrange Multiplier Test
to detect omitted paths and provide estimates of change in
model fit was conducted. Adding omitted paths is method-
ologically sound, provided that such additions are consis-
tent with theory (StataCorp, 2011). Correlated error term
paths were added (not shown), which is theoretically
sound as indicators of observed measures are themselves
typically correlated (see Table 3 for correlation matrix).
The final fitted model is shown in Figure 2. With the
exception of the x
2
-statistic, post-estimation GOF test sta-
tistics separately and collectively suggest a very close fit
of the model to the data (see Table 4).
Factor loadings and path coefficients in Figure 2 are
standardized to facilitate interpretation of relationships
and effect sizes (Preacher & Kelley, 2011). Initial results
initially indicated that disclosure of sexual orientation did
not appear to have a significant association with either
depression (p D .089) or chronic health conditions (p D
.679). However, decomposition of total effects into their
direct and indirect components (see Table 5) suggests that
the indirect effect of disclosure is significantly related to
both depression (p < .001) and chronic health conditions
(p D .030). Indirect effects may be significant even though
direct and total effects are not, such as the case when the
indirect effect has an opposite sign, which may indicate
that the mediating variable (i.e. internalized heterosexism)
also acts as a suppressor, strengthening or weakening the
effect of the independent variable on the dependent vari-
able, thereby, obscuring the total effect (Rucker, Preacher,
Tormala, & Petty, 2011). Opposite signs of the indirect
coefficients are seen in Table 5. These relationships are in
line with minority stress theory in that disclosure of sexual
orientation decreases the stressful effects if internalized
heterosexism (Meyer, 2003), which in turn, would attenu-
ate the positive associations between internalized hetero-
sexism with depression and chronic health conditions.
Significant direct positive associations were found
between internalized heterosexism and both depression
Table 2. Sample summary statistics and distribution of chronic
health conditions.
Variable Range M (SD) Chronic conditions (%) (n)
Disclose to friend 3.9 (0.6) Angina 3.9 92
Disclose to family 1–4 3.4 (0.8) Arthritis 33.8 802
Disclose to community 3.5 (0.7) Congestive heart
failure
2.7 63
Disclosure overall 3.5 (0.6) Diabetes 13.7 324
Internalized heterosexism 1–4 1.5 (0.6) Heart attack 5.6 132
Chronic health conditions 0–9 1.9 (1.4) High cholesterol 43.3
1027
Depression (CESD) 0–30 7.2 (6.2) Hypertension 45.5 1079
CESD � 10 29.2% n D 666 Osteoporosis 10.2 243
Stroke 3.9 92
Aging & Mental Health 1123
and chronic health conditions, as well as an additional
indirect association with depression via chronic health
conditions; chronic health conditions have an additional
positive direct association with depression (see Table 5).
The cumulative direct, indirect, and total effects of con-
cealment of sexual orientation, internalized heterosexism,
and chronic health conditions indicate that these variables
account for just under 76% of the variance in depression.
Discussion
Emerging research suggests that LGB older adults have a
significantly greater risk for depression and several
chronic health conditions (Fredriksen-Goldsen, Kim,
et al., 2013; Valanis et al., 2000; Wallace et al., 2011).
Concealment of sexual orientation (Hoy-Ellis, 2015) and
internalized heterosexism may increase the risk for
Figure 2. Fitted structural equation model.
Note: Showing direct and indirect relationships between latent
variables concealment and internalized heterosexism; and
observed varia-
bles chronic health conditions and depression. Factor loadings
and path coefficients are standardized.
�
p < .05.
��
p < .01.
���
p < .001.
Table 3. Correlations of observed measures.
Disclosure (D) Internalized heterosexism (IH)
Family Friend Community A B C D E Chronic CESD Age
Income Education
D-family 1.00
D-friend .38 1.00
D-community .49 .45 1.00
IH-A ¡.18 ¡.11 ¡.23 1.00
IH-B ¡.11 ¡.06 ¡.09 .39 1.00
IH-C ¡.17 ¡.13 ¡.20 .71 .09 1.00
IH-D ¡.19 ¡.14 ¡.22 .60 .37 .59 1.00
IH-E ¡.13 ¡.08 ¡.14 .38 .26 .41 .53 1.00
Chronic ¡.08 ¡.04 ¡.05 .07 .04 .06 .08 .04 1.00
CESD ¡.04 ¡.06 ¡.05 .18 .09 .14 .20 .11 .18 1.00
Age ¡.31 ¡.12 ¡.16 .11 .02 .06 .11 .06 .22 ¡.02 1.00
Income .13 .10 .14 ¡.10 .02 ¡.05 ¡.13 ¡.07 ¡.17 ¡.31 ¡.17 1.00
Education .07 .10 .10 ¡.04 .04 ¡.01 ¡.07 ¡.05 ¡.12 ¡.16 ¡.07 .36
1.00
1124 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
depression (Fredriksen-Goldsen, Emlet, et al., 2013; Hoy-
Ellis, 2015) among LGB older adults (Fredriksen-Gold-
sen, Emlet, et al., 2013). The results reported here suggest
that disparities in chronic health conditions documented
among LGB older adults may explain some of the dispar-
ity in their rates of depression, aligning with research in
the general older adult population linking chronic health
conditions with increased risk for depression (Blazer &
Hybels, 2005; Chapman et al., 2005; Fiske et al., 2009).
Findings also provide additional evidence that minority
stressors are cumulative in their effects on mental health
outcomes (Meyer, 2003), and that pathways of risk are
complex and may be obscured (Institute of Medicine,
2011). Disclosure of sexual orientation appears to be
related to lower levels of internalized heterosexism,
thereby, reducing the positive associations between both
internalized heterosexism and chronic health conditions
on depression. Internalized heterosexism and chronic
health conditions may have additional impacts on depres-
sion, net of disclosure of sexual orientation, suggesting
that social, psychological, and physical factors be consid-
ered in tandem when examining depression among LGB
older adults.
The finding that higher levels of disclosure of sexual
orientation are inversely related to internalized heterosex-
ism and indirectly with depression mediated by internal-
ized heterosexism is consistent with the minority stress
model. Long-term concealment of a significant aspect of
the self is psychologically costly (Meyer, 2003), which
can be attributed to potential negative consequences of
disclosure, shame, guilt, and distorted thinking that related
to internalized heterosexism (Pachankis, 2007). Through
disclosure of sexual orientation, important individual and
group-level coping processes are activated reducing levels
of internalized heterosexism (Meyer, 2003). When avail-
able, coping resources are deemed to be adequate to meet
perceived threat through secondary appraisals (Lazarus &
Folkman, 1984); the stress response and risk for depres-
sion are significantly diminished (Juster, McEwen, &
Lupien, 2010). Consistent with social comparison theory
(Hogg, Terry, & White, 1995) at the individual level, dis-
closure diminishes feelings of shame and guilt (Pachankis,
2007), and through subsequent positive comparisons of
the self with other LGBs, replacing hitherto negative com-
parisons with heterosexuals, distorted cognitions regard-
ing the self are ameliorated (Meyer, 2003).
The indirect relationship between concealment and
chronic health conditions, mediated via internalized het-
erosexism and the additional direct effect of internalized
heterosexism on both chronic health conditions and
depression, is consistent with social stress theory broadly,
and the minority stress framework in particular. Decades
of social stress research have demonstrated that chronic
psychosocial stressors ‘gets under the skin’ to become
embodied and consequently manifest in chronic disease
(Ferraro & Shippee, 2009; Krieger, 1999), such as CVD,
diabetes (Juster et al., 2010), hypertension, and asthma
(Katon, 2011), particularly among socially marginalized
groups (Aneshensel, 2009). The internalization of stigma
associated with marginalized social status has been char-
acterized as a chronic stressor in and of itself (Hatzen-
buehler, Phelan, & Link, 2013). The hypothalamic-
pituitary-adrenal (HPA) axis is central to neuroendocrine
processes that are activated in response to stressors (Juster
et al., 2010; McEwen, 1998). Cortisol and adrenaline are
primary hormones released in this response process.
When stressors are acute and relatively sporadic, the
release of these hormones may enhance survival. When
stressors are chronic, repeated over-activation of the
Table 4. Model goodness-of-fit statistics.
Statistical test Statistical value
Model x
2
(df) 143.64 (42)
Root Mean Square Error of Approximation
(RMSEA)
0.035
Confidence interval (CI) (90%) [.029, .042]
Comparative Fit Index (CFI) 0.981
Standardized Root Mean Square Residual
(SRMR)
0.023
Coefficient of determination (CD) (model R
2
) 0.757
Table 5. Decomposition of total, direct, and indirect effects.
Depression
b
�
se p > z b
�
se p > z b
�
se p > z
Direct Indirect Total
Disclosure .013 .326 .683 ¡.064 .168 <.001 ¡.051 .309 .089
Internalized heterosexism .186 .418 <.001 .009 .050 .022 .195
.424 <.001
Chronic health conditions .143 .103 <.001 (No path) .143 .103
<.001
Internalized heterosexism
Disclosure ¡.354 .048 <.001 (No path) ¡.354 .048 <.001
Chronic health conditions
Disclosure .032 .064 .249 ¡.021 .023 .030 .011 .060 .679
Internalized heterosexism .060 .079 .022 (No path) .060 .079
.022
Note: b
� D Standardized coefficient; se D bootstrapped standard error.
Aging & Mental Health 1125
HPA-axis results in allostatic load (AL) (Juster et al.,
2010; McEwen, 1998). Among other negative physiologi-
cal effects, AL has been linked to metabolic dysfunctions
such as hyperlipidemia and insulin resistance, which are
associated with diabetes, hypertension, and CVD (Juster
et al., 2010; McEwen, 1998). Regions of the brain
involved in threat appraisal processes are also negatively
impacted by AL, resulting in decreased perceived coping
resources and increased risk for depression (McEwen,
2006).
Chronic health conditions also have an additional
direct association with depression, net of all other rela-
tionships. Having chronic health conditions increases the
risk for developing depression or exacerbating existent
depression (Chapman et al., 2005; Katon, 2011; Wolko-
witz, Reus, & Mellon, 2011). There is also a direct rela-
tionship between increasing numbers of chronic health
conditions and increased risk of developing or worsening
depression (Chapman et al., 2005). It is, thus, plausible
that the heightened risk of chronic health conditions iden-
tified among LGB older adults (Fredriksen-Goldsen, Kim,
et al., 2013; Wallace et al., 2011) plays an important role
in the disparately high rates of depression documented in
this population. The relationship between chronic health
conditions and depression is also consistent with the
broader social stress literature. LGB older adults are mar-
ginalized both by their sexual orientation and their age
(Fredriksen-Goldsen, Hoy-Ellis, Goldsen, Emlet, &
Hooyman, 2014), resulting in social exclusion and lower
social standing. Findings from the Whitehall studies have
advanced our understanding of the relationship between
lower social standing, chronic health conditions, and poor
mental health outcomes by showing that the underlying
mechanism of risk is decreased control over important
aspects of the social environment that accompanies lower
social standing (Marmot et al., 1991; Marmot & Wilkin-
son, 2006). The presence of chronic health can also limit
control over key aspects of one’s life (Blazer, 2003;
Katon, 2011).
Implications
There is a dearth of research that attends to midlife and
older LGB adults as a population distinct from both mid-
life and older heterosexual adults, and from younger adult
and adolescent sexual minorities. The little research that
has made such comparisons indicates that there are impor-
tant differences between these respective groups (Fredrik-
sen-Goldsen, Kim, et al., 2013; Kertzner, Meyer, Frost, &
Stirratt, 2009; Wallace et al., 2011). Today’s LGB older
adults are more likely to conceal their sexual orientation
than their younger LGB counterparts (Floyd & Bakeman,
2006). Within-group differences by age are also beginning
to emerge. For example, LGB adults aged 50–64 years old
report higher rates of discrimination and victimization
than their counterparts aged 65 and older, yet, the latter
age group evidences higher levels of internalized hetero-
sexism and is more likely to conceal their sexual orienta-
tion than the former (Fredriksen-Goldsen, Kim, Shiu,
Goldsen, & Emlet, 2014). Fearing discrimination by staff,
and harassment and isolation from other clients, even
LGB older adults who are open about their sexual orienta-
tion believe that they will need to conceal their identity in
order to access mainstream aging services – at the very
time when advancing age increases the likelihood of need-
ing such services (National Senior Citizens Law Center,
2011). Yet, these findings suggest that to do so, may place
LGB older adults at increased risk for depression.
This study makes a significant contribution to our
knowledge regarding the health and well-being of older
LGB adults by identifying how minority stress risk factors
and chronic health conditions are associated with each
other and with depression. Identifying that chronic health
conditions play a role in the minority stress process may
enhance our understanding of why rates of depression
remain alarmingly high as LGB individuals get older (Fre-
driksen-Goldsen, Kim, et al., 2013; Wallace et al., 2011),
while rates of depression decline noticeably in the general
population as it ages (Blanchflower & Oswald, 2008;
Blazer, 2003; Yang, 2007). Furthermore, results may also
contribute to clarifying the theoretical relationship
between internal minority stressors of concealing LGB
sexual orientation and internalized heterosexism, and
depression. Identifying and understanding the complex
interactions of minority stress processes as they relate to
health will be central to developing culturally sensitive
and effective interventions for LGB older adults living
with depression.
There is evidence that the relationship between
chronic health conditions and depression is recursive
(Chapman et al., 2005; Katon, 2011; Pinquart & Sorenson,
2007). Many chronic health conditions that begin to mani-
fest around the age of 50 may be rooted in chronic stress
that begins in earlier life experience (Kuzawa & Sweet,
2009; Murgatroyd & Spengler, 2011; Seeman, Singer,
Ryff, Dienberg Love, & Levy-Storms, 2002; Wolkowitz
et al., 2011). The corrosive effects of internalized hetero-
sexism that surfaces earlier in life when one begins to
realize a non-heterosexual orientation would fall squarely
in the category of ‘chronic stress that begins in earlier life
experience.’ The same array of complex neurobiological
patterns found between chronic social stress and HPA-
axis dysregulation and AL is found in the relationship
between chronic health conditions and depression (Chap-
man et al., 2005; Katon, 2011; Wolkowitz et al., 2011).
Primary and secondary appraisals of threat and available
coping resources are mediated by the brain (Lazarus &
Folkman, 1984; McEwen, 1998). The ongoing dilemma
of whether, when, where, how, and under what circum-
stances one conceals or discloses sexual orientation, cou-
pled with attempting to gauge potential consequences is a
primary appraisal process. If the individual chooses to
continue concealing her or his sexual orientation, then
concealment itself may be an additional chronic stressor
(Meyer, 2003). On the other hand, disclosure may over
time provide additional coping resources, reduce levels of
internalized heterosexism, and buffer the impact of stress
processes on health. Still, it is possible that those with
depression are more likely to report having been diag-
nosed with chronic health conditions. Longitudinal
1126 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
research will be needed to clarify this relationship among
LGB older adults.
This study has also practice implications for address-
ing depression related to sexual orientation among LGB
older adults. Individual appraisals of stressors are central
to social stress processes (Pearlin, Mullan, Semple, &
Skaff, 1990). Subjective appraisals of stressors are more
strongly related to poor health outcomes, including
depression (Mittelman, Roth, Haley, & Zarit, 2004) than
objective stressors (Zarit, Todd, & Zarit, 1986). Accurate
assessment is foundational to effective treatment of
depression among older adults (Zarit & Zarit, 2007).
Therapeutic interventions to address the damaging effects
of internalized heterosexism have typically focused on
supporting the process of disclosure (Herek & Garnets,
2007). While such an approach can positively influence
the stress appraisal process, it also runs the risk of blaming
the individual for their poor mental health (Meyer, 2003).
On the other hand, if the social environment is less threat-
ening, it is likely to be appraised as less threatening,
which would benefit LGB older adults with depression
who do not have access to LGB-affirmative therapy.
Effectively addressing depression among LGB older
adults that is related to factors associated with sexual ori-
entation goes beyond intervening with current depression;
it also requires prevention efforts. More than two decades
ago, Albee and Ryan-Finn (1993) proposed that the occur-
rence of mental distress stemming from societal oppres-
sion can be described as a function of elements in the
social environment that promote marginalization divided
by the capacity of individuals and groups to resist margin-
alization. Taking such a social justice approach to primary
prevention requires empowering LGB older adults to
develop and strengthen their capacity to resist societal het-
erosexism, and that researchers identify and work toward
dismantling heterosexist social structures and institutions
(Kenny & Hage, 2009; Matthews & Adams, 2009). Such
an approach would serve to ameliorate existent depression
among today’s LGB older adults, and contribute to pre-
venting the development of depression among the next
generation of LGB older adults.
Limitations
In addition to its cross-sectional design, this study has
other limitations. Surveys were distributed via agency
mailing lists; participants who responded may differ in
important ways from those who did not. For example,
LGB older adults with higher levels of internalized het-
erosexism may be less likely to participate in research.
Similarly, LGB older adults who are not connected with
these service agencies may differ in significant ways from
those who are, for example, differing levels of conceal-
ment and disclosure. The ways in which individuals came
to be on agency mailing lists may also be an issue, as the
majority of respondents in this sample (70.6%) were not
utilizing services at the time that surveys were distributed.
While there is representation across the country, the find-
ings reported here cannot be generalized. Most partici-
pants were concentrated on the West Coast, Eastern
Seaboard, and parts of the Central US in major metropoli-
tan areas. Urban-dwelling LGB older adults likely have
experiences that vary from their rural-dwelling counter-
parts. These limitations may have skewed findings. It is
possible that LGB older adults who are connected with
agencies may differ on both mental and physical health
measures, which if true, likely biases these results.
The psychometric properties of the CESD-10 are well
established; measures to assess internalized heterosexism
and concealment/disclosure are less so. The Outness
Inventory (Mohr & Fassinger, 2000) requires subjective
interpretations of other likely perceptions, rather than
whether participants have actively or passively disclosed
or concealed their sexual orientation. The adapted version
of the Homosexuality Stigma Scale (Liu et al., 2009) may
not differentiate well between current and previous levels
of internalized heterosexism. For example, ‘I have tried
not to be LGB’ can refer to previous decades or current
experience.
Nonetheless, this study has valuable strengths. It is
one of the few to specifically examine LGB older adults
as a distinct population, and to apply the minority stress
framework to this population. In addition to providing
support for the minority stress model in general, it also
suggests that internal minority stressors may play a role
in physical as well as mental health outcomes (e.g.
depression), and that it is important to attend to both.
Through the use of SEM, this study provides further
evidence that may help to clarify the relationships
between disclosure of sexual orientation, internalized
heterosexism, chronic health conditions, and depression,
particularly the role of internalized heterosexism as
mediator suppressor of disclosure in both physical and
mental health.
Conclusion
We must begin to think in terms of health equity and
move toward targeting interventions upstream at commu-
nity and policy levels. Health equity means that every per-
son, regardless of social characteristics (including sexual
orientation), has a right to the best possible health, which
necessitates that any barriers to health that marginalized
groups experience must be addressed (Braveman & Grus-
kin, 2003). Health disparities are the gauge by which
progress toward health equity can be assessed; for LGB
older adults to attain mental health equity in the form of
resolving disparately high rates of depression, we must
attend to the unique barriers that they experience (Fredrik-
sen-Goldsen et al., 2014). Both the perceived and still all
too often real need to conceal an LGB identity – it is still
legal to discriminate based on sexual orientation in the
majority of states (Human Rights Campaign, 2015) – and
internalized heterosexism are barriers to LGB older
adults’ mental health equity. Recognizing that these bar-
riers are ultimately rooted in societal heterosexism
requires that we must also calibrate interventions at com-
munity and policy levels to address macro-level hetero-
sexism that fosters internalized heterosexism and the
perceived need to conceal one’s sexual orientation, which
Aging & Mental Health 1127
eventually manifests downstream in disparately high rates
depression.
Acknowledgments
Some research reported in this publication was supported in part
by grants from the National Institute on Aging of the National
Institutes of Health under Award Numbers R01AG026526 and
2R01AG026526-03A1 (Fredriksen-Goldsen, PI). The content is
solely the responsibility of the authors and does not necessarily
represent the official views of the National Institutes of Health,
National Institute of Aging, the University of Utah, or the Uni-
versity of Washington.
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
National Institute on Aging of the National Institutes of
Health [award number R01AG026526], [award number
2R01AG026526-03A1].
References
AARP Public Policy Institute. (2010). Chronic care: A call to
action for health reform. Retrieved from http://assets.aarp.
org/rgcenter/health/beyond_50_hcr.pdf
Albee, G.W., & Ryan-Finn, K.D. (1993). An overview of pri-
mary prevention. Journal of Counseling and Development,
72, 115–123.
Andresen, E.M., Malmgren, J.A., Carter, W.B., & Patrick, D.L.
(1994). Screening for depression in well older adults: Evalu-
ation of a short form of the CES-D (Center for Epidemio-
logic Studies Depression Scale). American Journal of
Preventive Medicine, 10(2), 77–84.
Aneshensel, C.S. (2009). Toward explaining mental health dis-
parities. Journal of Health and Social Behavior, 50(4), 377–
394.
Baron, R., & Kenny, D. (1986). The moderator–mediator vari-
able distinction in social psychological research: Concep-
tual, strategic, and statistical considerations. Journal of
Personality and Social Psychology, 51(6), 1173–1182.
doi:10.1037/0022-3514.51.6.1173
Blanchflower, D.G., & Oswald, A.J. (2008). Is well-being U-
shaped over the life cycle? Social Science & Medicine, 66
(8), 1733–1749. doi:10.1016/j.socscimed.2008.01.030
Blazer, D.G. (2003). Depression in late life: Review and com-
mentary. Journals of Gerontology Series A: Biological Sci-
ences and Medical Sciences, 58(3), 249–265.
Blazer, D.G., & Hybels, C.F. (2005). Origins of depression in
later life. Psychological Medicine, 35(9), 1241–1252.
doi:10.1017/S0033291705004411
Boey, K.W. (1999). Cross-validation of a short form of the
CES-
D in Chinese elderly. International Journal of Geriatric Psy-
chiatry, 14(8), 608–617.
Bollen, K.A. (1989). Structural equations with latent variables.
New York, NY: Wiley.
Braveman, P., & Gruskin, S. (2003). Theory and methods:
Defin-
ing equity in health. Journal of Epidemiology and Commu-
nity Health, 57, 254–258. doi:10.1136/jech.57.4.254
Centers for Disease Control and Prevention. (2011). CDC
Health
disparities and inequalities report – United States, 2011.
MMWR 2011, 60(Suppl), 1–116.
Centers for Disease Control and Prevention. (2013). The state of
aging and health in America 2013. Retrieved from http://
www.cdc.gov/features/agingandhealth/state_of_aging_and_
health_in_america_2013.pdf
Centers for Disease Control and Prevention. (2015). Aging and
depression. Healthy Aging. Retrieved from http://www.cdc.
gov/aging/mentalhealth/depression.htm
Centers for Disease Control and Prevention and National
Associ-
ation of Chronic Disease Directors. (2009). The state of men-
tal health and aging in America – issue brief 2: Addressing
depression in older adults: Selected evidence-based pro-
grams, 1–12. Retrieved from http://www.cdc.gov/aging/pdf/
mental_health_brief_2.pdf
Chapman, D.P., Perry, G.S., & Strine, T.W. (2005). The vital
link between chronic disease and depressive disorders. Pre-
venting Chronic Disease, 2(1), 1–10.
Cheung, G.W., & Lau, R.S. (2008). Testing mediation and sup-
pression effects of latent variables: Bootstrapping with struc-
tural equation models. Organizational Research Methods,
11(2), 296–325. doi:10.1177/1094428107300343
Cole, S.W., Kemeny, M.E., Taylor, S.E., & Visscher, B.R.
(1996). Elevated physical health risk among gay men who
conceal their homosexual identity. Health Psychology, 15
(4), 243–251.
David, S., & Knight, B.G. (2008). Stress and coping among gay
men: Age and ethnic differences. Psychology and Aging, 23
(1), 62–69. doi:10.1037/0882-7974.23.1.62
Duncan, O.D. (1975). Recursive models. Introduction to
structural
equation models (pp. 25–66). New York: Academic Press.
Ferraro, K.F., & Shippee, T.P. (2009). Aging and cumulative
inequality: How does inequality get under the skin? The
Gerontologist, 49(3), 333–343. doi:10.1093/geront/gnp034
Fiske, A., Wetherell, J.L., & Gatz, M. (2009). Depression in
older adults. Annual Review of Clinical Psychology, 5, 363–
389. doi:10.1146/annurev.clinpsy.032408.153621
Floyd, F.J., & Bakeman, R. (2006). Coming out across the life
course: Implications of age and historical context. Archives
of Sexual Behavior, 35(3), 287–296. doi:10.1007/s10508-
006-9022-x
Fredriksen-Goldsen, K.I., Cook-Daniels, L., Kim, H.-J., Ero-
sheva, E.A., Emlet, C.A., Hoy-Ellis, C.P., … Muraco, A.
(2013). Physical and mental health of transgender older
adults: An at-risk and underserved population. The Geron-
tologist, 54(3), 488–500. doi:10.1093/geront/gnt021
Fredriksen-Goldsen, K.I., Emlet, C.A., Kim, H.-J., Muraco, A.,
Erosheva, E.A., Goldsen, J., & Hoy-Ellis, C.P. (2013). The
physical and mental health of lesbian, gay male, and bisex-
ual (LGB) older adults: The role of key health indicators and
risk and protective factors. The Gerontologist, 53(4), 664–
675. doi:10.1093/geront/gns123
Fredriksen-Goldsen, K.I., Hoy-Ellis, C.P., Goldsen, J., Emlet,
C.
A., & Hooyman, N.R. (2014). Creating a vision for the
future: Key competencies and strategies for culturally com-
petent practice with lesbian, gay, bisexual, and transgender
(LGBT) older adults in the health and human services. Jour-
nal of Gerontological Social Work, 57, 80–107.
doi:10.1080/01634372.2014.890690
Fredriksen-Goldsen, K.I., Kim, H.-J., Barkan, S.E., Muraco, A.,
& Hoy-Ellis, C.P. (2013). Health disparities among lesbian,
gay male and bisexual older adults: Results from a popula-
tion-based study. American Journal of Public Health, 103
(10), 1802–1809. doi:10.2105/AJPH.2012.301110
Fredriksen-Goldsen, K.I., Kim, H.J., Shiu, C., Goldsen, J., &
Emlet, C.A. (2014). Successful aging among LGBT older
adults: Physical and mental health-related quality of life by
age group. The Gerontologist, 55(1), 154–168. doi:10.1093/
geront/gnu081
Fredriksen-Goldsen, K.I., Simoni, J.M., Kim, H.-J., Lehavot,
K.,
Walters, K. L., Yang, J., … Muraco, A. (2014). The health
equity promotion model: Reconceptualization of lesbian,
gay, bisexual, and transgender (LGBT) health disparities.
American Journal of Orthopsychiatry, 84(6), 653–663
doi:10.1037/ort0000030
Gates, G.J., & Newport, F. (2012). Special report: 3.4% of U.S.
adults identify as LGBT. Inaugural gallup findings based on
1128 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
http://assets.aarp.org/rgcenter/health/beyond_50_hcr.pdf
http://assets.aarp.org/rgcenter/health/beyond_50_hcr.pdf
http://dx.doi.org/10.1037/0022-3514.51.6.1173
http://dx.doi.org/10.1016/j.socscimed.2008.01.030
http://dx.doi.org/10.1017/S0033291705004411
http://dx.doi.org/10.1136/jech.57.4.254
http://www.cdc.gov/features/agingandhealth/state_of_aging_and
_health_in_america_2013.pdf
http://www.cdc.gov/features/agingandhealth/state_of_aging_and
_health_in_america_2013.pdf
http://www.cdc.gov/features/agingandhealth/state_of_aging_and
_health_in_america_2013.pdf
http://www.cdc.gov/aging/mentalhealth/depression.htm
http://www.cdc.gov/aging/mentalhealth/depression.htm
http://www.cdc.gov/aging/pdf/mental_health_brief_2.pdf
http://www.cdc.gov/aging/pdf/mental_health_brief_2.pdf
http://dx.doi.org/10.1177/1094428107300343
http://dx.doi.org/10.1037/0882-7974.23.1.62
http://dx.doi.org/10.1093/geront/gnp034
http://dx.doi.org/10.1146/annurev.clinpsy.032408.153621
http://dx.doi.org/10.1007/s10508-006-9022-x
http://dx.doi.org/10.1007/s10508-006-9022-x
http://dx.doi.org/10.1093/geront/gnt021
http://dx.doi.org/10.1093/geront/gns123
http://dx.doi.org/10.1080/01634372.2014.890690
http://dx.doi.org/10.2105/AJPH.2012.301110
http://dx.doi.org/10.1093/geront/gnu081
http://dx.doi.org/10.1093/geront/gnu081
http://dx.doi.org/10.1037/ort0000030
more than 120,000 interviews. Retrieved from http://www.
gallup.com/poll/158066/special-report-adults-identify-lgbt.
aspx
Grzywacz, J.G., Hovey, J.D., Seligman, L.D., Arcury, T.A., &
Quandt, S.A. (2006). Evaluating short-form versions of the
CES-D for measuring depressive symptoms among immi-
grants from Mexico. Hispanic Journal of Behavioral Scien-
ces, 28(3), 404–424. doi:10.1177/0739986306290645
Hatzenbuehler, M.L., Phelan, J.C., & Link, B.G. (2013). Stigma
as a fundamental cause of population health inequalities.
American Journal of Public Health, 103(5), 813–821.
doi:10.2105/AJPH.2012.301069
Herek, G.M., & Garnets, L.D. (2007). Sexual orientation and
mental health. Annual Review of Clininical Psychology, 3,
353–375. doi:10.1146/annurev.clinpsy.3.022806.091510
Hogg, M.A., Terry, D.J., & White, K.M. (1995). A tale of two
theories: A critical comparison of identity theory with social
identity theory. Social Psychology Quarterly, 58(4), 255–
269.
Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural
equation modeling: Guidelines for determining model fit.
Electronic Journal of Business Research Methods, 6(1), 53–
60.
Hoy-Ellis, C.P. (2015). Concealing concealment: The mediating
role of internalized heterosexism in psychological distress
among lesbian, gay, and bisexual older adults. Journal of
Homosexuality, 63(4), 487–506. doi:10.1080/
00918369.2015.1088317
Human Rights Campaign. (2015). Why the equality act?
Retrieved from http://www.hrc.org//resources/entry/why-
the-equality-act
Iacobucci, D., Saldhana, N., & Deng, X. (2007). A meditation
on
mediation: Evidence that structural equations models per-
form better than regressions. Journal of Consumer Psychol-
ogy, 12(2), 139–153. doi:10.1016/S1057-7408(07)70020-7
Institute of Medicine. (2011). The health of lesbian, gay, bisex-
ual, and transgender people: Building a foundation for
better understanding. Washington, DC: The National Acad-
emies Press.
Irwin, M., Artin, K.H., & Oxman, M.N. (1999). Screening for
depression in the older adult: Criterion validity of the 10-
item Center for Epidemiological Studies Depression Scale
(CES-D). Archives of Internal Medicine, 159(15), 1701–
1174.
Juster, R.-P., McEwen, B.S., & Lupien, S.J. (2010). Allostatic
load biomarkers of chronic stress and impact on health and
cognition. Neuroscience & Biobehavioral Reviews, 35(1), 2–
16. doi:10.1016/j.neubiorev.2009.10.002
Katon, W.J. (2011). Epidemiology and treatment of depression
in patients with chronic medical illness. Dialogues in Clini-
cal Neuroscience, 13(1), 7–23.
Kenny, D.A. (2014). Measuring model fit. Retrieved from
http://
davidakenny.net/cm/fit.htm
Kenny, M.E., & Hage, S.M. (2009). The next frontier: Preven-
tion as an instrument of social justice. Journal of Primary
Prevention, 30(1), 1–10. doi:10.1007/s10935-008-0163-7
Kertzner, R.M., Meyer, I.H., Frost, D.M., & Stirratt, M.J.
(2009).
Social and psychological well-being in lesbians, gay men,
and bisexuals: The effects of race, gender, age, and sexual
identity. American Journal of Orthopsychiatry, 79(4), 500–
510. doi:10.1037/a0016848
Krieger, N. (1999). Embodying inequality: A review of con-
cepts, measures, and methods for studying health conse-
quences of discrimination. International Journal of Health
Services, 29(2), 295–352.
Kuzawa, C.W., & Sweet, E. (2009). Epigenetics and the
embodi-
ment of race: Developmental origins of US racial disparities
in cardiovascular health. American Journal of Human Biol-
ogy, 21(1), 2–15. doi:10.1002/ajhb.20822
Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and cop-
ing. New York, NY: Springer.
Liu, H., Feng, T., & Rhodes, A.G. (2009). Assessment of the
Chinese version of HIV and homosexuality related stigma
scales. Sexually Transmitted Infections, 85(1), 65–69.
doi:10.1136/sti.2008.032714
Marmot, M.G., Stansfeld, S., Patel, C., North, F., Head, J.,
White, I., … Smith, G.D. (1991). Health inequalities among
British civil servants: The Whitehall II study. The Lancet,
337(8754), 1387–1393. doi:10.1016/0140-6736(91)93068-K
Marmot, M.G., & Wilkinson, R.G. (2006). Social determinants
of health (2nd ed.). New York, NY: Oxford University Press.
Matsueda, R.L. (2012). Key advances in the history of structural
equation modeling. In R.H. Hoyle (Ed.), Handbook of struc-
tural equation modeling (pp. 17–42). New York, NY: The
Guilford Press.
Matthews, C.R., & Adams, E.M. (2009). Using a social justice
approach to prevent the mental health consequences of het-
erosexism. Journal of Primary Prevention, 30(1), 11–26.
doi:10.1007/s10935-008-0166-4
McEwen, B.S. (1998). Stress, adaptation, and disease. allostasis
and allostatic load. Annals of the New York Academy of Sci-
ences, 840, 33–44.
McEwen, B.S. (2006). Protective and damaging effects of stress
mediators: Central role of the brain. Dialogues in Clinical
Neuroscience, 8(4), 367–381.
Meyer, I.H. (2003). Prejudice, social stress, and mental health
in
lesbian, gay, and bisexual populations: Conceptual issues
and research evidence. Psychological Bulletin, 129(5), 674–
697. doi:10.1037/0033-2909.129.5.674
Mittelman, M.S., Roth, D.L., Haley, W.E., & Zarit, S.H. (2004).
Effects of a caregiver intervention on negative caregiver
appraisals of behavior problems in patients with Alzheimer’s
disease: Results of a randomized trial. Journals of Gerontol-
ogy Series B: Psychological Sciences and Social Sciences,
59B(1), P27–P34.
Mohr, J., & Fassinger, R. (2000). Measuring dimensions of les-
bian and gay male experience. Measurement and Evaluation
in Counseling and Development, 33(2), 66–90.
Murgatroyd, C., & Spengler, D. (2011). Epigenetic program-
ming of the HPA axis: Early life decides. Stress, 14(6), 581–
589. doi:10.3109/10253890.2011.602146
National Senior Citizens Law Center. (2011). LGBT older
adults
in long-term care facilities: Stories from the field. Retrieved
from http://www.lgbtlongtermcare.org/authors/
Pachankis, J.E. (2007). The psychological implications of con-
cealing a stigma: A cognitive-affective-behavioral model.
Psychological Bulletin, 133(2), 328–345. doi:10.1037/0033-
2909.133.2.328
Pearlin, L.I., Mullan, J.T., Semple, S.J., & Skaff, M.M. (1990).
Caregiving and the stress process: An overview of concepts
and their measures. The Gerontologist, 30(5), 583–594.
Pinquart, M., & Sorenson, S. (2007). Correlates of physical
health of informal caregivers: A meta-analysis. Journal of
Gerontology, 62B(2), P126–P137.
Pratt, L.A., & Brody, D.J. (2008). Depression in the United
States household population, 2005–2006. NCHS Data Brief,
(7), 1–8. Retrieved from http://www.ncbi.nlm.nih.gov/
pubmed/19389321
Preacher, K.J., & Kelley, K. (2011). Effect size measures for
mediation models: Quantitative strategies for communicat-
ing indirect effects. Psychological Methods, 16(2), 93–115.
doi:10.1037/a0022658
Radloff, L.S. (1977). The CES-D scale: A self-report depression
scale for research in the general population. Applied Psycho-
logical Measurement, 1, 385–401.
Rawls, T.W. (2004). Disclosure and depression among older gay
and homosexual men: Findings from the Urban Men’s
Health Study. In G. Herdt & B. de Vries (Eds.), Gay and les-
bian aging: Research and future directions (pp. 117–41).
New York, NY: Springer.
Rucker, D.D., Preacher, K.J., Tormala, Z.L., & Petty, R.E.
(2011). Mediation analysis in social psychology: Current
Aging & Mental Health 1129
http://www.gallup.com/poll/158066/special-report-adults-
identify-lgbt.aspx
http://www.gallup.com/poll/158066/special-report-adults-
identify-lgbt.aspx
http://www.gallup.com/poll/158066/special-report-adults-
identify-lgbt.aspx
http://dx.doi.org/10.1177/0739986306290645
http://dx.doi.org/10.2105/AJPH.2012.301069
http://dx.doi.org/10.1146/annurev.clinpsy.3.022806.091510
http://dx.doi.org/10.1080/00918369.2015.1088317
http://dx.doi.org/10.1080/00918369.2015.1088317
http://www.hrc.org//resources/entry/why-the-equality-act
http://www.hrc.org//resources/entry/why-the-equality-act
http://dx.doi.org/10.1016/S1057-7408(07)70020-7
http://dx.doi.org/10.1016/j.neubiorev.2009.10.002
http://davidakenny.net/cm/fit.htm
http://davidakenny.net/cm/fit.htm
http://dx.doi.org/10.1007/s10935-008-0163-7
http://dx.doi.org/10.1037/a0016848
http://dx.doi.org/10.1002/ajhb.20822
http://dx.doi.org/10.1136/sti.2008.032714
http://dx.doi.org/10.1016/0140-6736(91)93068-K
http://dx.doi.org/10.1007/s10935-008-0166-4
http://dx.doi.org/10.1037/0033-2909.129.5.674
http://dx.doi.org/10.3109/10253890.2011.602146
http://www.lgbtlongtermcare.org/authors/
http://dx.doi.org/10.1037/0033-2909.133.2.328
http://dx.doi.org/10.1037/0033-2909.133.2.328
http://www.ncbi.nlm.nih.gov/pubmed/19389321
http://www.ncbi.nlm.nih.gov/pubmed/19389321
http://dx.doi.org/10.1037/a0022658
practices and new recommendations. Social and Personality
Psychology Compass, 5(6), 359–371. doi:10.1111/j.1751-
9004.2011.00355.x
Seeman, T.E., Singer, B.H., Ryff, C.D., Dienberg Love, G., &
Levy-Storms, L. (2002). Social relationships, gender, and
allostatic load across two age cohorts. Psychosomatic Medi-
cine, 64(3), 395–406.
Soni, A. (2012). Trends in use and expenditures for depression
among U.S. adults age 18 and older, civilian noninstitution-
alized population, 1999 and 2009. Retrieved from http://
meps.ahrq.gov/data_files/publications/st377/stat377.pdf
StataCorp. (2011). Stata: Release 12 (Vol. Stata). College Sta-
tion, TX: StataCorp LP.
Substance Abuse and Mental Health Services Administration.
(2013). Results from the 2012 national survey on drug use
and health: Mental health findings. Retrieved from http://
www.samhsa.gov/data/sites/default/files/2k12MH_Findings/
2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3
U.S. Census Bureau. (2015). 2014 National population projec-
tions: Summary tables. Table 9. Projections of the popula-
tion by age and sex for the United States: 2015 to 2060.
Retrieved from https://www.census.gov/population/projec
tions/data/national/2014/summarytables.html
U.S. Department of Health and Human Services. (2013). Les-
bian, gay, bisexual, and transgender health. 2020 Topics &
Objectives. Retrieved from https://www.healthypeople.gov/
2020/topics-objectives/topic/lesbian-gay-bisexual-and-trans
gender-health/objectives
Un€utzer, J., Schoenbaum, M., Katon, W.J., Fan, M. Y., Pincus,
H.A., Hogan, D., & Taylor, J. (2009). Healthcare costs asso-
ciated with depression in medically Ill fee-for-service medi-
care participants. Journal of the American Geriatric Society,
57(3), 506–510. doi:10.1111/j.1532-5415.2008.02134.x
Uysal, A., Lin, H.L., & Knee, C.R. (2010). The role of need sat-
isfaction in self-concealment and well-being. Personality
and Social Psychology Bulletin, 36(2), 187–199.
doi:10.1177/0146167209354518
Valanis, B.G., Bowen, D.J., Bassford, T., Whitlock, E.,
Charney,
P., & Carter, R.A. (2000). Sexual orientation and health:
Comparisons in the Women’s Health Initiative sample.
Archives of Family Medicine, 9(9), 843–853.
Wallace, S.P., Cochran, S.D., Durazo, E.M., & Ford, C.L.
(2011). The health of aging lesbian, gay and bisexual adults
in California. Los Angeles, CA: UCLA Center for Health
Policy Research.
Wolford, C.C., McConoughey, S.J., Jalgaonkar, S.P., Leon, M.,
Merchant, A.S., Dominick, J.L., … Hai, T. (2013). Tran-
scription factor ATF3 links host adaptive response to breast
cancer metastasis. Journal of Clinical Investigation, 123(7),
2893–2906. doi:10.1172/JCI64410
Wolkowitz, O.M., Reus, V.I., & Mellon, S.H. (2011). Of sound
mind and body: Depression, disease, and accelerated aging.
Dialogues in Clinical Neuroscience, 13(1), 25–39.
World Health Organization. (2003). Social determinants of
health: The solid facts. Retrieved from http://www.euro.
who.int/en/what-we-publish/abstracts/social-determinants-
of-health.-the-solid-facts
World Health Organization. (2012). Depression. Mental Health.
Retrieved from http://www.who.int/mediacentre/factsheets/
fs369/en/
Yang, Y. (2007). Is old age depressing? Growth trajectories and
cohort variations in late-life depression. Journal of Health &
Social Behavior, 48(1), 16–32.
Zarit, S.H., Todd, P.A., & Zarit, J.M. (1986). Subjective burden
of husbands and wives as caregivers: A longitudinal study.
The Gerontologist, 26(3), 260–266.
Zarit, S.H., & Zarit, J.M. (2007). Mental disorders in older
adults: Fundamentals of assessment and treatment (2nd
ed.). New York, NY: The Guilford Press.
Zhang, W., O’Brien, N., Forrest, J.I., Salters, K.A., Patterson,
T.
L., Montaner, J.S., … Lima, V.D. (2012). Validating a short-
ened depression scale (10 Item CES-D) among HIV-positive
people in British Columbia, Canada. PLoS One, 7(7),
e40793. doi:10.1371/journal.pone.0040793
Zuckerman, M. (1999). Diathesis-stress models. Vulnerability to
psychopathology: A biosocial model (pp. 3–23). Washing-
ton, DC: American Psychological Association.
1130 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
http://dx.doi.org/10.1111/j.1751-9004.2011.00355.x
http://dx.doi.org/10.1111/j.1751-9004.2011.00355.x
http://meps.ahrq.gov/data_files/publications/st377/stat377.pdf
http://meps.ahrq.gov/data_files/publications/st377/stat377.pdf
http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin
gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3
http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin
gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3
http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin
gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3
https://www.census.gov/population/projections/data/national/20
14/summarytables.html
https://www.census.gov/population/projections/data/national/20
14/summarytables.html
https://www.healthypeople.gov/2020/topics-
objectives/topic/lesbian-gay-bisexual-and-transgender-
health/objectives
https://www.healthypeople.gov/2020/topics-
objectives/topic/lesbian-gay-bisexual-and-transgender-
health/objectives
https://www.healthypeople.gov/2020/topics-
objectives/topic/lesbian-gay-bisexual-and-transgender-
health/objectives
http://dx.doi.org/10.1111/j.1532-5415.2008.02134.x
http://dx.doi.org/10.1177/0146167209354518
http://dx.doi.org/10.1172/JCI64410
http://www.euro.who.int/en/what-we-publish/abstracts/social-
determinants-of-health.-the-solid-facts
http://www.euro.who.int/en/what-we-publish/abstracts/social-
determinants-of-health.-the-solid-facts
http://www.euro.who.int/en/what-we-publish/abstracts/social-
determinants-of-health.-the-solid-facts
http://www.who.int/mediacentre/factsheets/fs369/en/
http://www.who.int/mediacentre/factsheets/fs369/en/
http://dx.doi.org/10.1371/journal.pone.0040793
Copyright of Aging & Mental Health is the property of
Routledge and its content may not be
copied or emailed to multiple sites or posted to a listserv
without the copyright holder's
express written permission. However, users may print,
download, or email articles for
individual use.
AbstractIntroductionMethodsSample and
procedureMeasuresStatistical
analysesResultsDiscussionImplicationsLimitationsConclusionAc
knowledgmentsFundingReferences
Social Integration, Social Support and Mortality in the US
National Health
Interview Survey
STEVEN D. BARGER, PHD
Background: Social relationship quantity and quality are
associated with mortality, but it is unclear whether each
relationship
dimension is equally important for longevity and whether these
associations are sensitive to baseline health status. Methods:
This
study examined the individual and joint associations of
relationship quantity (measured using a social integration score)
and quality
(measured by perceived social support) with mortality in a
representative US sample (n = 30,574). The study also evaluated
whether
these associations were consistent across individuals with and
without diagnosed chronic illness and whether they were
independent of
socioeconomic status (SES; education, income, employment,
and wealth). Baseline data were collected in 2001 and were
linked to vital
status records 5 years later (1836 deaths). Results: Both social
integration and social support were individually related to
mortality
(hazard ratios [HRs] = 0.83 [95% confidence interval {CI} =
0.80Y0.85] and HR = 0.94 [95% CI = 0.89Y0.98], respectively).
However,
in multivariate models including demographic and SES
variables, social integration (HR = 0.86, 95% CI = 0.83Y0.89)
but not social
support (HR = 1.03, 95% CI = 0.98Y1.08) was associated with
mortality. The social integration association was linear and
consistent
across baseline health status and men and women. Conclusions:
Social integration but not social support was independently
asso-
ciated with mortality in the US sample. This association was
consistent across baseline health status and not accounted for by
SES.
Key words: mortality determinants, population, social networks,
social support, socioeconomic factors, NHIS.
SES = socioeconomic status; NHIS = National Health Interview
Survey; HR = hazard ratio.
INTRODUCTION
Having and maintaining social relationships are fundamental
human motives (1). Higher-quality relationships and more
frequent social contacts are associated with better health. Re-
lationship quality, broadly labeled functional social relation-
ships, reflects the social and emotional resources that people
have or perceive to have available to them (2). Relationship
quantity, or structural social relationships, reflects participation
in a broad range of social relationships (3).
A meta-analytic review of 148 studies reported that both
functional and structural relationships were inversely associ-
ated with mortality, with effect sizes comparable with health
risks such as smoking (4). Meta-analysis is considered a high-
quality research design (5), and this evidence has been cited in
support of the claim that social relationships, particularly
functional relationships, are important for health (6). However,
there are theoretical and empirical reasons to reexamine
whether functional and structural dimensions are equally im-
portant for mortality. For example, some theoretical models
assert that the physical health benefits of structural social re-
lationships are a consequence of social participation itself, not
the supportive functions that social relationships may provide
(7). Other theories exclude supportive functions altogether (8),
instead emphasizing the importance of structural social re-
lationships (e.g., social contact frequency) for health. Thus,
several perspectives suggest that functional relationships may
From the Department of Psychology, Northern Arizona
University, Flagstaff,
Arizona.
Address correspondence and reprint requests to Steven D.
Barger, PhD,
Department of Psychology, Northern Arizona University, PO
Box 15106,
Flagstaff, AZ 86011. E-mail: [email protected]
Supplemental digital content is available for this article. Direct
URL citations
appear in the printed text and are provided in the HTML and
PDF versions of
this article on the journal’s Web site
(www.psychosomaticmedicine.org).
Received for publication July 26, 2012; revision received
January 25, 2013.
DOI: 10.1097/PSY.0b013e318292ad99
not represent the social relationship dimension most relevant to
mortality.
These theoretical assertions can be evaluated by concurrently
comparing these social relationship dimensions in studies that
included both functional and structural relationships. Such
studies show a consistent association for structural relation-
ships, whereas the association seems to be sample size depen-
dent for functional relationships. For example, smaller studies
(averaging G60 mortality events) find that both structural and
functional relationships are inversely associated with mortality
(9,10), whereas larger studies (averaging 9700 events) show no
association with functional relationships when structural social
relationship measures are included (11Y14). This inverse asso-
ciation between effect size and study size for functional re-
lationships signals a statistical artifact, that is, inflated effect
estimates caused by small sample sizes (15Y18).
Alternatively, the association of functional relationships
with mortality could be dependent on initial health status, in
that the association occurs only among patient groups or those
who have experienced a serious medical event.1 Patient sam-
ples comprise most studies (18/24) that include only functional
relationship measures (4) and thus can more directly address
whether the apparent survival benefit is restricted to initially
unhealthy samples.
These studies also are consistent with the statistical artifact
hypothesis (e.g., an inverse association between effect size
and sample size) rather than the hypothesis that these associ-
ations are limited to unhealthy samples. Among the 24 studies
in the meta-analysis, 14 found no association of functional
relationships with mortality. For the remaining 10 studies (9
with patient samples, the 10th was an elderly sample averaging
85 years old), the largest 2 (with 9250 events) (19,20) reported
the smallest effects, consistent with the statistical artifact ex-
planation (15,17,21). Moreover, age adjustment eliminated the
association in one study (19), and the other study (20) was
ambiguous because structural social relationship content was
1
The author is grateful to an anonymous reviewer for making this
suggestion.
Psychosomatic Medicine 75:510Y517 (2013)
0033-3174/13/7505Y0510
Copyright * 2013 by the American Psychosomatic Society
Copyright © 2013 by the American Psychosomatic Society.
Unauthorized reproduction of this article is prohibited.
510
http://www.psychosomaticmedicine.org
mailto:[email protected]
http:0.98Y1.08
http:0.83Y0.89
http:0.89Y0.98
http:0.80Y0.85
SOCIAL RELATIONSHIPS AND MORTALITY
included in the functional support measure (e.g., ‘‘I regularly
meet or talk with members of my family or friends’’) (22).
The strong inverse association between effect size and sample
size in these 10 studies (Spearman r = j0.77, p = .009) is
consistent with the statistical artifact interpretation (16,23).
The remaining seven studies also examined initially un-
healthy samples, but effect estimates in those studies are likely
to be biased because of model overfitting (the eighth (24) in-
cluded SES as part of the social relationship assessment and is
not considered further). Overfit regression models have an in-
sufficient number of events relative to the number of covariates
(25). In mortality studies, the limiting sample size is determined
by the number of events rather than by the total number of
participants (25,26), and a ratio of 10 to 15 events per predictor
is the minimum necessary to produce unbiased estimates (27).
For five of these seven studies (averaging G60 events), the
event
per predictor ratio was 4 or less (28Y32), indicating substantial
unreliability in the estimates (27). In the remaining two studies
(averaging 174 events), the ratio was less than 15 (33,34). Es-
timates derived from a small event to predictor ratio are
unlikely
to replicate (18,25), an expectation confirmed by the 60% of
studies in the meta-analysis detecting no association between
functional social relationships and mortality. In sum, these sta-
tistical artifacts undermine confidence in the putative associa-
tion of functional relationships with mortality, and these
artifacts persist when considering baseline health status. Al-
though meta-analytic summaries cannot overcome these limi-
tations (15,16,23), large, preferably representative samples
should provide stable and less biased effect estimates (15Y18).
The present study evaluated the association of functional
and structural social relationships with 5-year mortality in a
nationally representative US sample. This sample has a large
number of participants with (95000) and without (925,000)
diagnosed illness, permitting comparison of these social rela-
tionship dimensions across baseline health status. Multivariate
evaluation of other important mortality determinants, such as
socioeconomic status (SES), is facilitated by the large number
of mortality events (91800). SES is particularly important
because it is inversely associated with mortality (35) and
positively associated with social relationships (36,37). SES
was assessed using education and a number of indicators of
material resources (income, wealth [home ownership], and
employment status) (38). Wealth and employment status
measures are rarely included in this literature, but both are
associated with mortality (39,40) and employment status is
particularly relevant because employment provides both eco-
nomic and social interaction opportunities. The primary re-
search questions were as follows: (1) do functional and
structural social relationships predict mortality individually
and/
or independently? and (2) are these associations modified by
initial health status or SES? Functional and structural relation-
ships were measured by perceived social support and social in-
tegration, respectively. This study also evaluated whether the
form of the social relationshipYmortality association is linear or
threshold (41) in addition to whether the association is
consistent
for men and women (11,12).
METHODS
Data Source
The National Health Interview Survey (NHIS) is an annual, in-
person cross-
sectional interview of US households. It is the primary source
of health infor-
mation for the noninstitutionalized US population (42).
Analyses are based
on NHIS sample adult participants (n = 33,326; response rate,
73.8%; aged
18Y85+ years) interviewed in 2001 who were eligible for
mortality follow-up in
2006 (n = 31,358; see below). All participants provided
informed consent and
completed the interview in their residence. This study was
exempt from human
subjects review because it involved secondary analysis of
publicly available data
lacking identifying information.
Mortality
The NHIS submitted survey records to the National Death Index
for
matching and subsequent vital status ascertainment (43). This
procedure cor-
rectly matches 98.5% of those eligible for mortality follow-up
(44). In 2001,
94% (n = 31,358) of sample adult participants were eligible for
mortality
follow-up. The remaining 6% did not have the minimal
identification data
requirements for reliable matching and thus were ineligible for
vital status
ascertainment (43). New sample weights were created for the
eligible subsample
to represent the noninstitutionalized US population. Death was
coded by year
and quarter and included vital status follow-up through
December 31, 2006.
During the follow-up, 1937 people died.
Social Relationship Assessments
Social support, reflecting the social resources that people
perceive to be
available or are actually provided to them (2), represented the
functional social
relationship dimension. Social support was assessed with the
question ‘‘How
often do you get the social and emotional support you
needValways, usually,
sometimes, rarely, or never?’’ Participants with missing social
support re-
sponses (G2%; n = 534) were excluded.
Social integration, which reflects participation in a broad range
of social
relationships (3), represented structural social relationships.
Eight binary
questions, scored 0 being no and 1 being yes, were summed to
create an overall
social integration score. Four questions assessed recent contacts
with friends or
relatives, either over the telephone or in person, excluding
persons living with
the respondent. Three other questions assessed attending a
group social activity,
a religious service, or going out to eat. All seven questions
referred to activity in
the past 2 weeks. The final social integration item was marital
status, defined as
whether respondents were married/cohabiting or not. Although
marital status by
itself is associated with mortality (12,45), it was included in the
social inte-
gration score to parallel prior work showing an inverse
association between
social integration and mortality (40,46,47).
Owing to low frequencies in the zero and one social integration
categories,
these two categories were combined. Thus, social integration
scores could range
from 0/1 to 8. Participants received a social integration score if
they had six or
more valid values on the eight itemsVotherwise, they were
excluded (n = 263).
Missing social support and social integration values reduced the
number of
deaths to 1849.
SES and Demographic Variables
Indicator variables were used to code years of education (less
than high school,
high school diploma or equivalent, some college, college
graduate or higher),
household income in 2001 (US$ 0Y$24,999, $20,000Y$34,999,
$35,000Y
$64,999, 9$65,000), and employment (working, retired, out of
work, or never
worked). Wealth was indicated by home ownership (own versus
renting or some
other arrangement). All SES variables were retained in models
regardless of sta-
tistical significance. Demographic variables included age, sex,
and race/ethnicity
(non-Hispanic white, non-Hispanic black, Hispanic, other non-
Hispanic).
Household income had a large number of missing values (21%).
A large
proportion of missing predictors reduce the effective sample
size and may result
in biased and/or inefficient estimates (48,49). To overcome
these potential
limitations, the author used five multiply imputed family
income values pro-
vided by the data producer (50) for SES analyses. These
imputations accom-
modate the complex survey design, add stochastic error
variability to estimates,
and incorporate specialized, nonpublic survey information in
the imputation
Psychosomatic Medicine 75:510Y517 (2013)
Copyright © 2013 by the American Psychosomatic Society.
Unauthorized reproduction of this article is prohibited.
511
S. D. BARGER
procedure (e.g., income mean and standard deviation within
small household TABLE 1. Baseline Demographic, Economic,
and Social Characteristics
area sampling units) (50). Imputed income restored the effective
sample size for of 2001 US National Health Interview Survey
Participants With 5-year
fully adjusted regression models to 30,574 (97.5% of those
eligible for mor-
tality follow-up, 94.8% [n = 1836] of those with ascertained
vital status).
Statistical Analysis
Survival time was defined as time since birth. This time scale is
preferable to
one based on follow-up time (i.e., time from the baseline survey
to mortality
or censoring) because it provides less biased regression
coefficients (51) and
is preferred when age confounding is a concern (52). Analyses
were stratified
by 5-year birth intervals to control for cohort effects (53), and
baseline age
was included as a covariate. In Step 1, social support and social
integration were
entered individually into Cox regression models predicting
survival. In Step 2,
both social relationship variables were entered together. Models
were adjusted for
demographics in Step 3 and then SES in Step 4. To address
whether the social
relationshipYmortality association is dependent on initial health
status, analyses
were repeated for healthy and unhealthy subgroups (participants
who reported at
least one chronic disease at baseline). Ancillary analyses of
social support only
were also conducted across the healthy and unhealthy groups.
All analyses in-
corporated the complex survey design (strata, clusters, and
weights). Statistical
tests were two tailed, were considered statistically significant if
p e .05, and were
conducted with Stata 11.2 (Stata Corp., College Station, TX).
Model adequacy was evaluated statistically and graphically.
Nonlinear
(squared) predictors were evaluated and discarded because they
did not sig-
nificantly improve prediction. The proportional hazards
assumption (incorpo-
rating clustering and weighting but not strata) for the full model
was satisfied
( p = .50), and graphical inspection of social relationship
residuals confirmed
slopes at or very near zero. Social support and social integration
were modestly
correlated (r = 0.25, p G .001) and were of similar magnitude
to values reported
previously (4). High tolerance values (the reciprocal of the
variance inflation
factor) for social integration (0.85) and social support (0.92)
denote the large
amount of unique variance in mortality explained by these
measures relative to all
other predictors in multivariate models. Regression coefficients
and statistical
conclusions were similar to Cox models when analyzing
mortality using a person/
time metric with complementary log-log regression (data not
shown).
The primary outcome was all-cause mortality. To address the
possibility that
poor health status increases both social isolation and early
mortality, sensitivity
analyses were conducted, (1) excluding participants who died
within 1 year after
the interview and (2) including only participants free of
reported disease at
baseline (i.e., stroke, myocardial infarction, other coronary
heart disease, or
cancer, excluding nonmelanoma skin cancer). Additional
analyses were re-
stricted to participants of working age (G65 years).
Both social relationship variables met an interval assumption,
and thus, each
was used as single variables in the regressions (54). However,
to illustrate the
form of the association, hazard ratios (HRs) are presented using
indicator
variables for both social support and social integration.
RESULTS
Participant characteristics are presented in Table 1. Unad-
justed death rates per 10,000 person-years by social support and
social integration are presented in Table 2, with rates for educa-
tion and income provided for comparison. Social support, social
integration, and SES were each inversely associated with mor-
tality. As expected (36,37), social relationship resources were
greater at higher levels of each SES marker (see Table, Supple-
mental Digital Content 1, http://links.lww.com/PSYMED/A70).
When analyzed individually, social support and social in-
tegration were inversely associated with mortality. When both
social relationship variables were entered together, social inte-
gration but not social support was inversely associated with
mortality risk. These findings were unaffected by adjustment for
age at study entry (dummy categories in addition to
stratification
by birth cohort), sex, and race/ethnicity and by additional ad-
Vital Status Ascertainment (n = 31,358)
Participant Characteristic M (SD) No. Weighteda %
Age, y 46.3 (17.8)
18Y24 3311 13.2
25Y34 6131 18.2
35Y44 6641 21.8
45Y54 5622 18.8
55Y64 3849 11.9
Q65 5804 16.1
Sex
Women 17,694 52.0
Men 13,664 48.0
Race/Ethnicity
Hispanic 5266 10.8
Non-Hispanic white 20,662 73.6
Non-Hispanic black 4324 11.3
Other non-Hispanic 1106 4.3
Educational level
Less than high school 6411 17.6
High school 8905 29.3
Some college 8903 29.1
College graduate or higher 6942 23.4
Missing 197 0.6
Annual household income
$0Y$19,999 6712 14.9
$20,000Y$34,999 5259 15.0
$35,000Y$64,999 6795 23.3
Q$65,000 6019 25.2
Missing 6573 21.6
Employment status
Employed 20,094 66.3
Retired 5054 14.4
Not currently working 4717 14.9
Has never worked 1453 4.1
Unknown 40 0.1
Home tenure
Own home 19,502 70.2
Rent/Other arrangement 11,784 29.6
Missing 72 0.2
Social support
Never 861 2.4
Rarely 1114 3.0
Sometimes 4214 12.1
Usually 10,544 33.9
Always 14,091 46.9
Missing 534 1.6
Social integration score
0/1 589 1.6
2 841 2.3
3 1581 4.5
4 2912 8.2
5 5066 15.0
6 7571 23.9
7 7993 26.2
8 4542 17.6
Missing 9 2 items 263 0.8
SD = standard deviation.
a Percentages are weighted to represent the noninstitutionalized
US population.
Psychosomatic Medicine 75:510Y517 (2013)
Copyright © 2013 by the American Psychosomatic Society.
Unauthorized reproduction of this article is prohibited.
512
http://links.lww.com/PSYMED/A70
SOCIAL RELATIONSHIPS AND MORTALITY
TABLE 2. Crude Mortality Rates (per 10,000) by Social
Support, Social
Integration, Education, and Income in the 2001 US National
Health
Interview Survey
Rate 95% CI
Social support
Never 3.57 2.80Y4.63
Rarely 3.04 2.41Y3.90
Sometimes 2.83 2.50Y3.23
Usually 2.29 2.09Y2.51
Always 2.67 2.49Y2.88
Social integration score
0/1 7.39 5.99Y9.23
2 6.35 5.30Y7.68
3 5.12 4.44Y5.95
4 4.79 4.28Y5.39
5 3.28 2.95Y3.66
6 2.18 1.95Y2.45
7 1.67 1.48Y1.90
8 1.32 1.10Y1.59
Years of education
Less than high school 5.17 4.80Y5.58
High school 2.59 2.37Y2.84
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx
Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx

More Related Content

Similar to Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx

NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...bkbk37
 
Pathophysiology Nursing Reflection Paper.pdf
Pathophysiology Nursing Reflection Paper.pdfPathophysiology Nursing Reflection Paper.pdf
Pathophysiology Nursing Reflection Paper.pdfbkbk37
 
Chamberlain College of Nursing .docx
Chamberlain College of Nursing                                   .docxChamberlain College of Nursing                                   .docx
Chamberlain College of Nursing .docxsleeperharwell
 
Pathophysiology Course Reflection Essay.pdf
Pathophysiology Course Reflection Essay.pdfPathophysiology Course Reflection Essay.pdf
Pathophysiology Course Reflection Essay.pdfbkbk37
 
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric MalikPinckney86
 
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2 NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2 TaunyaCoffman887
 
Kaplan University School of Health Sciences NS335 Unit .docx
 Kaplan University School of Health Sciences NS335 Unit .docx Kaplan University School of Health Sciences NS335 Unit .docx
Kaplan University School of Health Sciences NS335 Unit .docxMARRY7
 
1. What is the strategic role that corporate social responsibility.docx
1. What is the strategic role that corporate social responsibility.docx1. What is the strategic role that corporate social responsibility.docx
1. What is the strategic role that corporate social responsibility.docxpaynetawnya
 
Week Draft Quantitative Research Critique and Ethical Considerations.pdf
Week Draft Quantitative Research Critique and Ethical Considerations.pdfWeek Draft Quantitative Research Critique and Ethical Considerations.pdf
Week Draft Quantitative Research Critique and Ethical Considerations.pdfsdfghj21
 
HCS 465 GUIDE Introduction Education--hcs465guide.com
HCS 465 GUIDE Introduction Education--hcs465guide.comHCS 465 GUIDE Introduction Education--hcs465guide.com
HCS 465 GUIDE Introduction Education--hcs465guide.comagathachristie284
 
HCS 465 GUIDE Education Planning--hcs465guide.com
HCS 465 GUIDE Education Planning--hcs465guide.comHCS 465 GUIDE Education Planning--hcs465guide.com
HCS 465 GUIDE Education Planning--hcs465guide.comWindyMiller18
 
Florida National University
Florida National University                                      Florida National University
Florida National University AlysonDuongtw
 
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docx
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxFor this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docx
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxtemplestewart19
 
Table 1 A Comparison between Kouzes and Posner’s Five Exempl
Table 1   A Comparison between Kouzes and Posner’s Five ExemplTable 1   A Comparison between Kouzes and Posner’s Five Exempl
Table 1 A Comparison between Kouzes and Posner’s Five Exempllisandrai1k
 
Part 1 advocacy and policy reform compare and contrast three nu
Part 1 advocacy and policy reform compare and contrast three nuPart 1 advocacy and policy reform compare and contrast three nu
Part 1 advocacy and policy reform compare and contrast three nuPOLY33
 
During this assignment, you will be asked to discuss the concept
During this assignment, you will be asked to discuss the conceptDuring this assignment, you will be asked to discuss the concept
During this assignment, you will be asked to discuss the concepttawnan2hsurra
 
Consider a past situation where you were a member of a team that w
Consider a past situation where you were a member of a team that wConsider a past situation where you were a member of a team that w
Consider a past situation where you were a member of a team that wAlleneMcclendon878
 

Similar to Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx (17)

NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...
NUR 3125 FNU WK5 Clinical Manifestations Physical Assessment Course Reflectio...
 
Pathophysiology Nursing Reflection Paper.pdf
Pathophysiology Nursing Reflection Paper.pdfPathophysiology Nursing Reflection Paper.pdf
Pathophysiology Nursing Reflection Paper.pdf
 
Chamberlain College of Nursing .docx
Chamberlain College of Nursing                                   .docxChamberlain College of Nursing                                   .docx
Chamberlain College of Nursing .docx
 
Pathophysiology Course Reflection Essay.pdf
Pathophysiology Course Reflection Essay.pdfPathophysiology Course Reflection Essay.pdf
Pathophysiology Course Reflection Essay.pdf
 
IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric IHP 525 Final Project Article Review Guidelines and Rubric
IHP 525 Final Project Article Review Guidelines and Rubric
 
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2 NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2
NSB204 Assessment Task 2 NSB204 ASSESSMENT TASK 2
 
Kaplan University School of Health Sciences NS335 Unit .docx
 Kaplan University School of Health Sciences NS335 Unit .docx Kaplan University School of Health Sciences NS335 Unit .docx
Kaplan University School of Health Sciences NS335 Unit .docx
 
1. What is the strategic role that corporate social responsibility.docx
1. What is the strategic role that corporate social responsibility.docx1. What is the strategic role that corporate social responsibility.docx
1. What is the strategic role that corporate social responsibility.docx
 
Week Draft Quantitative Research Critique and Ethical Considerations.pdf
Week Draft Quantitative Research Critique and Ethical Considerations.pdfWeek Draft Quantitative Research Critique and Ethical Considerations.pdf
Week Draft Quantitative Research Critique and Ethical Considerations.pdf
 
HCS 465 GUIDE Introduction Education--hcs465guide.com
HCS 465 GUIDE Introduction Education--hcs465guide.comHCS 465 GUIDE Introduction Education--hcs465guide.com
HCS 465 GUIDE Introduction Education--hcs465guide.com
 
HCS 465 GUIDE Education Planning--hcs465guide.com
HCS 465 GUIDE Education Planning--hcs465guide.comHCS 465 GUIDE Education Planning--hcs465guide.com
HCS 465 GUIDE Education Planning--hcs465guide.com
 
Florida National University
Florida National University                                      Florida National University
Florida National University
 
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docx
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxFor this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docx
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docx
 
Table 1 A Comparison between Kouzes and Posner’s Five Exempl
Table 1   A Comparison between Kouzes and Posner’s Five ExemplTable 1   A Comparison between Kouzes and Posner’s Five Exempl
Table 1 A Comparison between Kouzes and Posner’s Five Exempl
 
Part 1 advocacy and policy reform compare and contrast three nu
Part 1 advocacy and policy reform compare and contrast three nuPart 1 advocacy and policy reform compare and contrast three nu
Part 1 advocacy and policy reform compare and contrast three nu
 
During this assignment, you will be asked to discuss the concept
During this assignment, you will be asked to discuss the conceptDuring this assignment, you will be asked to discuss the concept
During this assignment, you will be asked to discuss the concept
 
Consider a past situation where you were a member of a team that w
Consider a past situation where you were a member of a team that wConsider a past situation where you were a member of a team that w
Consider a past situation where you were a member of a team that w
 

More from greg1eden90113

Analyze and describe how social media could influence each stage of .docx
Analyze and describe how social media could influence each stage of .docxAnalyze and describe how social media could influence each stage of .docx
Analyze and describe how social media could influence each stage of .docxgreg1eden90113
 
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docx
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxAnalyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docx
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxgreg1eden90113
 
Analyze and Evaluate Human Performance TechnologyNow that you ha.docx
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxAnalyze and Evaluate Human Performance TechnologyNow that you ha.docx
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxgreg1eden90113
 
Analyze a popular culture reference (e.g., song, tv show, movie) o.docx
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxAnalyze a popular culture reference (e.g., song, tv show, movie) o.docx
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxgreg1eden90113
 
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docx
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docx
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxgreg1eden90113
 
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docx
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxAnalytics, Data Science, and Artificial Intelligence, 11th Editi.docx
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxgreg1eden90113
 
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docx
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxAnalytical Essay One, due Sunday, February 24th at 1100 pmTopic.docx
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxgreg1eden90113
 
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docxAnalytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docxgreg1eden90113
 
analytic 1000 word essay about the Matrix 1  Simple english .docx
analytic 1000 word essay about the Matrix 1  Simple english .docxanalytic 1000 word essay about the Matrix 1  Simple english .docx
analytic 1000 word essay about the Matrix 1  Simple english .docxgreg1eden90113
 
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docx
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docx
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxgreg1eden90113
 
Analysis on the Demand of Top Talent Introduction in Big Dat.docx
Analysis on the Demand of Top Talent Introduction in Big Dat.docxAnalysis on the Demand of Top Talent Introduction in Big Dat.docx
Analysis on the Demand of Top Talent Introduction in Big Dat.docxgreg1eden90113
 
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docx
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxAnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docx
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxgreg1eden90113
 
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docx
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxAnalysis of the Marketing outlook of Ferrari4MARK001W Mark.docx
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxgreg1eden90113
 
Analysis of the Monetary Systems and International Finance with .docx
Analysis of the Monetary Systems and International Finance with .docxAnalysis of the Monetary Systems and International Finance with .docx
Analysis of the Monetary Systems and International Finance with .docxgreg1eden90113
 
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docx
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxAnalysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docx
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxgreg1eden90113
 
Analysis of Literature ReviewFailure to develop key competencie.docx
Analysis of Literature ReviewFailure to develop key competencie.docxAnalysis of Literature ReviewFailure to develop key competencie.docx
Analysis of Literature ReviewFailure to develop key competencie.docxgreg1eden90113
 
Analysis Of Electronic Health Records System1C.docx
Analysis Of Electronic Health Records System1C.docxAnalysis Of Electronic Health Records System1C.docx
Analysis Of Electronic Health Records System1C.docxgreg1eden90113
 
Analysis of element, when we perform this skill we break up a whole .docx
Analysis of element, when we perform this skill we break up a whole .docxAnalysis of element, when we perform this skill we break up a whole .docx
Analysis of element, when we perform this skill we break up a whole .docxgreg1eden90113
 
Analysis of a Career in SurgeryStude.docx
Analysis of a Career in SurgeryStude.docxAnalysis of a Career in SurgeryStude.docx
Analysis of a Career in SurgeryStude.docxgreg1eden90113
 
Analysis Assignment -Major Artist ResearchInstructionsYo.docx
Analysis Assignment -Major Artist ResearchInstructionsYo.docxAnalysis Assignment -Major Artist ResearchInstructionsYo.docx
Analysis Assignment -Major Artist ResearchInstructionsYo.docxgreg1eden90113
 

More from greg1eden90113 (20)

Analyze and describe how social media could influence each stage of .docx
Analyze and describe how social media could influence each stage of .docxAnalyze and describe how social media could influence each stage of .docx
Analyze and describe how social media could influence each stage of .docx
 
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docx
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docxAnalyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docx
Analyze Delta Airlines, Inc public stock exchange NYSE- company’s pr.docx
 
Analyze and Evaluate Human Performance TechnologyNow that you ha.docx
Analyze and Evaluate Human Performance TechnologyNow that you ha.docxAnalyze and Evaluate Human Performance TechnologyNow that you ha.docx
Analyze and Evaluate Human Performance TechnologyNow that you ha.docx
 
Analyze a popular culture reference (e.g., song, tv show, movie) o.docx
Analyze a popular culture reference (e.g., song, tv show, movie) o.docxAnalyze a popular culture reference (e.g., song, tv show, movie) o.docx
Analyze a popular culture reference (e.g., song, tv show, movie) o.docx
 
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docx
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docxANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docx
ANALYTICS PLAN TO REDUCE CUSTOMER CHURN AT YORE BLENDS Himabin.docx
 
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docx
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docxAnalytics, Data Science, and Artificial Intelligence, 11th Editi.docx
Analytics, Data Science, and Artificial Intelligence, 11th Editi.docx
 
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docx
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docxAnalytical Essay One, due Sunday, February 24th at 1100 pmTopic.docx
Analytical Essay One, due Sunday, February 24th at 1100 pmTopic.docx
 
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docxAnalytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
Analytical Essay Two, due Sunday, March 31st at 1100 pmTopi.docx
 
analytic 1000 word essay about the Matrix 1  Simple english .docx
analytic 1000 word essay about the Matrix 1  Simple english .docxanalytic 1000 word essay about the Matrix 1  Simple english .docx
analytic 1000 word essay about the Matrix 1  Simple english .docx
 
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docx
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docxANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docx
ANALYSIS PAPER GUIDELINES and FORMAT What is the problem or is.docx
 
Analysis on the Demand of Top Talent Introduction in Big Dat.docx
Analysis on the Demand of Top Talent Introduction in Big Dat.docxAnalysis on the Demand of Top Talent Introduction in Big Dat.docx
Analysis on the Demand of Top Talent Introduction in Big Dat.docx
 
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docx
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docxAnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docx
AnalysisLet s embrace ourdual identitiesCOMMUNITY COHE.docx
 
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docx
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docxAnalysis of the Marketing outlook of Ferrari4MARK001W Mark.docx
Analysis of the Marketing outlook of Ferrari4MARK001W Mark.docx
 
Analysis of the Monetary Systems and International Finance with .docx
Analysis of the Monetary Systems and International Finance with .docxAnalysis of the Monetary Systems and International Finance with .docx
Analysis of the Monetary Systems and International Finance with .docx
 
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docx
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docxAnalysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docx
Analysis of the Barrios Gomez, Agustin, et al. Mexico-US A New .docx
 
Analysis of Literature ReviewFailure to develop key competencie.docx
Analysis of Literature ReviewFailure to develop key competencie.docxAnalysis of Literature ReviewFailure to develop key competencie.docx
Analysis of Literature ReviewFailure to develop key competencie.docx
 
Analysis Of Electronic Health Records System1C.docx
Analysis Of Electronic Health Records System1C.docxAnalysis Of Electronic Health Records System1C.docx
Analysis Of Electronic Health Records System1C.docx
 
Analysis of element, when we perform this skill we break up a whole .docx
Analysis of element, when we perform this skill we break up a whole .docxAnalysis of element, when we perform this skill we break up a whole .docx
Analysis of element, when we perform this skill we break up a whole .docx
 
Analysis of a Career in SurgeryStude.docx
Analysis of a Career in SurgeryStude.docxAnalysis of a Career in SurgeryStude.docx
Analysis of a Career in SurgeryStude.docx
 
Analysis Assignment -Major Artist ResearchInstructionsYo.docx
Analysis Assignment -Major Artist ResearchInstructionsYo.docxAnalysis Assignment -Major Artist ResearchInstructionsYo.docx
Analysis Assignment -Major Artist ResearchInstructionsYo.docx
 

Recently uploaded

Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Celine George
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3JemimahLaneBuaron
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformChameera Dedduwage
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13Steve Thomason
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfsanyamsingh5019
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajanpragatimahajan3
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfJayanti Pande
 
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...anjaliyadav012327
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introductionMaksud Ahmed
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphThiyagu K
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeThiyagu K
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Sapana Sha
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...Sapna Thakur
 

Recently uploaded (20)

Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
 
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy ReformA Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
 
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
 
Sanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdfSanyam Choudhary Chemistry practical.pdf
Sanyam Choudhary Chemistry practical.pdf
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajan
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
JAPAN: ORGANISATION OF PMDA, PHARMACEUTICAL LAWS & REGULATIONS, TYPES OF REGI...
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and ModeMeasures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
 

Alternative Writing Assignment Guidelines and Grading RubricPurpose .docx

  • 1. Alternative Writing Assignment Guidelines and Grading RubricPurpose As a family nurse practitioner, you must possess excellent physical assessment skills. This alternative writing assignment mirrors the discussion content of the debriefing session and will allow the student to expand their knowledge of physical health assessment principles specific to the advanced practice role. Course Outcomes This assignment is guided by the following Course Outcomes (COs): 1. Apply advanced practice nursing knowledge to collecting health history information and physical examination findings for various patient populations. (PO 1, 2) 2. Differentiate normal and abnormal health history and physical examination findings. (PO 1, 2) 4. Adapt health history and physical examination skills to the developmental, gender-related, age-specific, and special population needs of the individual patient. (PO 1, 2) The purposes of this assignment are to: (a) identify and articulate advanced assessment health history and physical examination techniques which are relevant to a focused body system (CO 1), (b) differentiate normal and abnormal findings with regard to a disease or condition that impacts the body system (CO 2), and (c) adapt advanced assessment skills if necessary to suit the needs of specific patient populations (CO 4). NOTE: You are to complete this alternative writing assignment ONLY if you had not participated or do not plan to participate in a debriefing session for the given week. Due Date: This alternative written assignment is due no later than the Sunday of the week in which you did not attend the weekly debriefing session. For example, if you did not attend a debriefing session for Week 3, this written assignment is due the Sunday at 11:59 p.m. MT of Week 4. The standard MSN Participation Late Assignment policy applies
  • 2. to this assignment (please see the course syllabus) Total Points Possible: 25 PointsRequirements: 1. This paper will be graded on the quality of the information, inclusion of evidence-based scholarly resources, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below). 2. Submit to the appropriate location in Canvas by 11:59 p.m. MT on Sunday of the week due. 3. The length of the paper is to be no less than 1,500 words, excluding title page and reference list. 4. Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in “.docx.” 5. APA format (6th edition) is required in this assignment, explicitly for in-text citations and the reference list. Use 12- point Times New Roman font with 1 inch margins and double spacing. See the APA manual for details regarding proper citation. See resources under Course Resources, “Guidelines for Writing Professional Papers” for further clarification. 6. Organize the headings and content of your paper using the outline below: a. Identify and briefly discuss the body system selected for the topic of this paper b. Discuss the physiology (structure and function) of the body system including details about the major organ systems (if applicable) c. Discuss relevant health history questions (subjective data) pertaining to the body system d. Discuss an overview of the objective data and expected normal physical examination findings for this body system e. Discuss special physical assessment examination techniques or procedures specific to assessing this body system f. Discuss how you might adapt your physical assessment skills or techniques to accommodate each of the following specific populations:
  • 3. i. Infant/pediatric ii. Pregnancy iii. Geriatric g. Identify one major disease or disease process that may significantly impact this body system h. Discuss the expected abnormal physical examination findings that may be associated with this disease or disease process i. Summarize the key points Preparing the Paper: 1. Select a focused body system from the weekly lesson which corresponds with the week of the written assignment. 2. Carefully read and review the selected body system in your course textbooks. 3. Incorporate at least one scholarly peer-reviewed journal article that relates to the body system. It may be useful to identify an article that relates to a disease that impacts the body system. 4. The paper must clearly articulate the relevance of advanced physical assessment skills, techniques, application of advanced practice knowledge, and assessment modification (when necessary) to accommodate for specific patient populations. 5. Provide concluding statements that should summarize key points of the overall assignment content. 6. In-text citations and reference page(s) must be written using proper APA format (6th edition). Category Points % Description Application of Knowledge, Analysis, and Clarity 10
  • 4. 40% Student demonstrates application of course knowledge consistent with the principles of advanced physical assessment; content is specific to the focus topic, organized, and clearly presented. Adapted Physical Assessment Skills to Special Populations, Disease Process, and Summary 10 40% Discussed appropriate clinical reasoning and judgment as evidenced by: adaption of physical assessment skills or techniques to accommodate special populations; identified one major disease or disease process and expected examination findings; and summarized key points Writing Mechanics and Evidence-based Resources 5 20% Paper meets the minimum 1,500 word limit (not including the reference list); Paper is fully supported by evidence from appropriate Evidence-based, peer-reviewed resources published within the last 5 years; In-text citations and full references are provided using proper APA formatting. Total 25 100 A quality assignment will meet or exceed all of the above requirements. Chamberlain College of Nursing NR509 Advanced Physical Assessment 3 Grading Rubric Assignment Criteria Satisfactory
  • 5. Unsatisfactory 10 POINTS 0 POINTS Application of Knowledge, Analysis, and Clarity Student demonstrates knowledge consistent with the principles of advanced physical assessment; content is specific to the focus topic, organized, and clearly presented. Student did not demonstrate knowledge consistent with the principles of advanced physical assessment; content was missing, unorganized, and unclear. 10 POINTS 0 POINTS Adapted Physical Assessment Skills to Special Populations, Disease Process, and Summary Discussed how to adapt physical assessment skills or techniques to accommodate special populations; and identified one major disease or disease process and expected examination findings; summarized key points. Student did not adapt physical assessment skills or techniques to accommodate special populations; and did not identify one major disease or disease process and expected examination findings; did not summarize key points. 5 POINTS 0 POINTS Writing Mechanics and Evidence-based Resources Paper meets the minimum 1,500 word limit (not including the reference list); Paper is fully supported by evidence from appropriate sources published within the last 5 years; and Evidence-based, peer- reviewed journal article cited; In-text citations and full references are provided. Paper does not meet the minimum 1,500 word limit (not including the reference list)
  • 6. Paper contains no evidence-based practice reference or citation. Total Possible- Satisfactory = 25 Points 25 Points 0 Points NR509 January 2018 4 Lesbian, gay, & bisexual older adults: linking internal minority stressors, chronic health conditions, and depression Charles P. Hoy-Ellis a * and Karen I. Fredriksen-Goldsen b a College of Social Work, University of Utah, Salt Lake City, UT, USA; b School of Social Work, University of Washington, Seattle, WA, USA (Received 30 January 2016; accepted 15 March 2016) Objectives: This study aims to: (1) test whether the minority
  • 7. stressors disclosure of sexual orientation; and (2) internalized heterosexism are predictive of chronic physical health conditions; and (3) depression; (4) to test direct and indirect relationships between these variables; and (5) whether chronic physical health conditions are further predictive of depression, net of disclosure of sexual orientation and internalized heterosexism. Methods: Secondary analysis of national, community-based surveys of 2349 lesbian, gay, and bisexual adults aged 50 and older residing in the US utilizing structural equation modeling. Results: Congruent with minority stress theory, disclosure of sexual orientation is indirectly associated with chronic physical health conditions and depression, mediated by internalized heterosexism with a suppressor effect. Internalized heterosexism is directly associated with chronic physical health conditions and depression, and further indirectly associated with depression mediated by chronic physical health conditions. Finally, chronic physical health conditions have an additional direct relationship with depression, net of other predictor variables. Conclusion: Minority stressors and chronic physical health conditions independently and collectively predict depression, possibly a synergistic effect. Implications for depression among older sexual minority adults are discussed. Keywords: Sexual orientation; depression; older adults; minority stress; structural equation modeling Introduction The World Health Organization (WHO) has characterized depression as a serious public health issue (World Health Organization, 2012). Current annual health care expendi-
  • 8. tures for the treatment of depression in the US alone exceed $22 billion (Soni, 2012). In addition, the annual per capita health care costs for older Americans with depression exceed $20,000, which is more than double the cost of those who do not (Un€utzer et al., 2009). Untreated depression typically becomes chronic in nature (Chap- man, Perry, & Strine, 2005; Fiske, Wetherell, & Gatz, 2009), negatively impacting quality of life (Chapman et al., 2005; Fiske et al., 2009), the treatment of co-occur- ring chronic physical health conditions (Centers for Dis- ease Control and Prevention and National Association of Chronic Disease Directors, 2009), and potentially decreas- ing life expectancy by 5–10 years (Chapman et al., 2005). Depression is recognized as the most common, treatable chronic mental health condition among older adults (Cen- ters for Disease Control and Prevention, 2015). Popula- tion-based prevalence estimates of depression among Americans aged 50 and older in the general population are typically reported to range from 1% to 5% (Centers
  • 9. for Disease Control and Prevention, 2015). National Sur- vey on Drug Use and Health (NSDUH) and Behavioral Risk Factor Surveillance System (BRFSS) data indicate prevalences among adults aged 50 and older ranging from about 6% (Substance Abuse and Mental Health Services Administration, 2013) to about 8%, respectively (Centers for Disease Control and Prevention and National Associa- tion of Chronic Disease Directors, 2009). Clinically sig- nificant depressive symptomatology among older community-dwelling adults may be as high as 15% (Fiske et al., 2009). Census projections suggest that the number of Ameri- cans aged 50 and older will grow to more than 130 million by 2030, and will approach 164 million by 2060 (U.S. Census Bureau, 2015). Current national estimates suggest that 2.6–4.9 million of these will self-identify as lesbian, gay, and bisexual (LGB) (Gates & Newport, 2012). Our knowledge of the health and well-being of LGB older
  • 10. adults remains a significant shortcoming in health dispar- ities research (Centers for Disease Control and Preven- tion, 2011; Fredriksen-Goldsen, Emlet, et al., 2013). Yet, LGB Americans aged 50 and older have been found to be a health disparate population, evidencing higher rates of poor mental health as well as other physical health prob- lems than heterosexual older adults (Fredriksen-Goldsen, Kim, Barkan, Muraco, & Hoy-Ellis, 2013; Wallace, Cochran, Durazo, & Ford, 2011). In large community- based samples, 29% of LGB older adults (Fredriksen- Goldsen, Emlet, et al., 2013) and 47% of transgender older adults (Fredriksen-Goldsen, Cook-Daniels, et al., 2013) have been found to have clinically significant depressive symptomatology. While poor mental health outcomes among lesbian, gay, bisexual, or transgender *Corresponding author. Email: [email protected] � 2016 Informa UK Limited, trading as Taylor & Francis Group Aging & Mental Health, 2016
  • 11. Vol. 20, No. 11, 1119–1130, http://dx.doi.org/10.1080/13607863.2016.1168362 mailto:[email protected] http://dx.doi.org/10.1080/13607863.2016.1168362 (LGBT) older adults are being recognized, the underlying processes tend to be less understood (Institute of Medi- cine, 2011). A major goal of the Healthy People 2020 ini- tiative is to improve the health and well-being of LGB communities, including reducing the incidence of major depression among LGB adults as a targeted objective (U.S. Department of Health and Human Services, 2013). Meeting this objective will require a better understanding of depression among LGB older adults so that culturally responsive intervention and prevention efforts can be developed and implemented. Depression is not a part of the normative aging pro- cess. According to the diathesis-stress perspective, depres- sion due to genetic diathesis is more common among younger adults; disruptions resulting from significant life
  • 12. events and cumulative social, psychological, and biologi- cal stressors are more likely to result in depression among older adults (Blazer & Hybels, 2005; Fiske et al., 2009; Zuckerman, 1999). General stressors that increase the risk for depression in older adulthood are common to both LGB and heterosexual older adults. These include finan- cial challenges, decreased social interactions, social isola- tion, bereavement, and other negative life events (Fiske et al., 2009). Numerous chronic medical conditions have been linked to depression among older adults (Blazer, 2003; Chapman et al., 2005; Fiske et al., 2009; Yang, 2007). Adults in the general population living with chronic health conditions, particularly those aged 40– 59 years old have a significantly increased risk for devel- oping depression (Pratt & Brody, 2008). Just under 80% of Americans aged 50 and older have at least one chronic health condition (AARP Public Policy Institute, 2010; Centers for Disease Control and Prevention, 2013).
  • 13. Chronic health conditions most often associated with depression include asthma, arthritis, cardiovascular dis- ease (CVD), diabetes, and obesity (Chapman et al., 2005; Fiske et al., 2009). Emerging evidence indicates that com- pared to their heterosexual counterparts, LGB adults aged 50 and older are also at heightened risk for a variety of chronic physical health conditions, including CVD, obe- sity, and asthma among sexual minority women (Fredrik- sen-Goldsen, Kim, et al., 2013), and hypertension and diabetes among sexual minority men (Wallace et al., 2011). These conditions are among the most prevalent associated with increased risk of developing or exacerbat- ing the course of depressive disorders (Chapman et al., 2005; Fiske et al., 2009). LGB older adults also experience additional stressors unique to their sexual orientation, which stem from living in a heterosexist society and are theorized to contribute to their ‘excess’ rates of depression (Centers for Disease
  • 14. Control and Prevention, 2013). Heterosexism can be described as the collective constellation of societal preju- dice, attitudes, stereotypes, and beliefs that cast heterosex- uality as normative and any other form of human sexual identity, attraction, and/or behavior as abnormal (Herek & Garnets, 2007). The minority stress model identifies pro- cesses by which heterosexist-related minority stressors negatively impact the mental health of LGB people (Meyer, 2003). Internals of minority stressors, internal- ized heterosexism and concealment of sexual orientation, are the most chronic and inescapable (Meyer, 2003) and, thus, may play a crucial role in heightened risk for depres- sion among older LGB adults. Internalized heterosexism refers to early and ongoing socialization processes by which people internalize society’s prejudicial attitudes, stereotypes, and beliefs regarding non-heterosexuality. Consciously and unconsciously, LGB people may apply such internalized representations to themselves and to
  • 15. other LGB people (Meyer, 2003). Internalized heterosex- ism has been associated with increased risk for depression among LGB older adults (Fredriksen-Goldsen, Emlet, et al., 2013). Self-concealment of personal information and secrets of a distressing nature have been consistently linked to physiological symptoms in the general population (Uysal, Lin, & Knee, 2010). Concealing one’s non-heterosexual orientation may provide a degree of short-term protection by making oneself a less visible target for victimization, but continued concealment over time is psychologically stressful (Meyer, 2003), negatively impacting neuroendo- crine functioning (Meyer, 2003) associated with the development of chronic health conditions (Cole, Kemeny, Taylor, & Visscher, 1996). A sample of HIV-negative gay men in the Natural History of AIDS Psychosocial Study who concealed their sexual orientation developed cancer at significantly higher rates relative to gay men who dis-
  • 16. closed their sexual orientation (Cole et al., 1996). Recent epigenetic research has identified chronic stress as playing a role in the expression of the ATF3 gene in breast cancer metastasis (Wolford et al., 2013). Alternately, disclosure of one’s LGB sexual orientation is posited to counteract the negative impacts of chronic minority stress by provid- ing individual and group-level coping resources (Meyer, 2003). Research findings regarding the role of conceal- ment and disclosure of sexual orientation and risk of depression among older LGB adults have been mixed. Data from the Urban Men’s Health Study (UMHS) indi- cated that disclosure is associated with greater risk for depression among gay men aged 50–59, but not for those aged 60 and older (Rawls, 2004). Another study found that disclosure of sexual orientation among older LGB adults is associated with lower levels of depression, but that relationship is indirectly working through internalized heterosexism (Hoy-Ellis, 2015). Yet, a different study
  • 17. found no relationship between concealment or disclosure of sexual orientation and depression, when controlling for demographic characteristics and other risk and protective factors (Fredriksen-Goldsen, Emlet, et al., 2013). The significance of the current study is that it exam- ines the relative roles of the most internal of minority stressors, internalized heterosexism and concealment or disclosure of sexual orientation, and chronic health condi- tions in depression among older LGB adults. It also seeks to explore if disparities in certain chronic physical health conditions identified in this population may contribute to disparities in poor mental health. Specifically, this study aims to test the following hypothesized relationships: (1) Disclosure of sexual orientation is directly and inversely related to internalized heterosexism, chronic health conditions, and depression. 1120 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen
  • 18. (2) Disclosure of sexual orientation is inversely and indirectly associated with chronic health condi- tions and depression through internalized heterosexism. (3) Internalized heterosexism is directly and posi- tively related to chronic physical health condi- tions and depression. (4) Internalized heterosexism is positively and indi- rectly associated with depression via chronic physical health conditions. (5) Chronic physical health conditions have an addi- tional positive relationship with depression among LGB older adults, net of disclosure of sexual ori- entation and internalized heterosexism (see Figure 1 for model to be tested). Methods Sample and procedure This study is a secondary analysis of data from the
  • 19. National Health, Aging, & Sexuality Study: Caring & Aging with Pride Over Time (NHAS), the first of its kind national study to investigate the health and well-being of LGB older adults as a population distinct from both their younger LGB peers and older heterosexual adult counter- parts. The Institute for Multigenerational Health at the University of Washington, Seattle, partnered with 11 agencies across the US, which provide programming and services specific to LGB older adults. A survey was devel- oped and distributed via agency mailing lists from June through November of 2010. The survey included ques- tions to assess standard sociodemographic information, as well as sexual orientation and gender identity. Also included in the survey were items particularly relevant to LGB experience, such as disclosure of sexual orientation or gender identity, and measures of physical and mental health. Inclusion criteria for the NHAS required that (1) potential participants be 50 years old or older at the time
  • 20. of the survey distribution and (2) self-identify as LGBT. Along with standard informed consent and anonymity protocols, participants were offered an opportunity to enter a raffle to win one of five $500 gift cards for their time, winners to be chosen randomly. The University of Washington Institutional Review Board approved all study materials, procedures, and safeguards for the protec- tion of human participants; many partnering agencies con- ducted their own internal reviews. The final dataset was comprised of surveys completed by 2560 LGBT adults aged 50–95 years old. For a fuller description of the NHAS, see Fredriksen-Goldsen, Kim and associates (2013). The sample for the current study (n D 2349) consisted of 829 self-identified bisexual and lesbian women (35%) and 1520 bisexual and gay men. Transgender participants were excluded and studied elsewhere. Sample participants ranged in age from 50 to 95 years old (M D 66.9; SD D 9.0), most identified as lesbian or gay (95%), and were
  • 21. Figure 1. Structural equation model to be tested. Note: Model showing direct and indirect relationships between latent variables concealment and internalized heterosexism; and observed variables chronic health conditions and depression. Aging & Mental Health 1121 predominantly non-Hispanic white (87.0%). Although the majority (92%) had at least some college education, about half (52%) reported annual household incomes of $49,999. See Table 1 for sample sociodemographic characteristics. Measures Covariates income and education were controlled for, as the robust associations between these variables and chronic health conditions and depression have been widely established (Marmot & Wilkinson, 2006; World Health Organization, 2003). Age was also treated as a covariate as it has been related to disclosure of sexual ori- entation and internalized heterosexism (David & Knight,
  • 22. 2008). Annual household income was coded across six categories: <$20,000; $20,000–$24,999; $25,000– $34,999; $35,000–$49,999; $50,000–$74,999; and $75,000 or more. Educational attainment was categorized as: kindergarten or none; grade 9–11; grade 12 or GED (General Educational Development Test, a certification that is equivalent to a high school diploma); college of 1– 3 years; and college of 4 years or more. Age was calcu- lated from reported year of birth. A latent variable to assess the degree of disclosure of the participants’ sexual orientation was constructed from a modified version of the 12-item Outness Inventory (Mohr & Fassinger, 2000), which assesses sexual orienta- tion disclosure in three primary social domains. Partici- pants indicated the likelihood that family members (e.g. parent, sibling), community members (e.g. neighbors, faith community), and a best friend know or have known their sexual orientation on a 4-point Likert scale (1 D definitely
  • 23. do not know through 4 D definitely do know). Factor anal- yses indicated that the three indicators (out to friend, fam- ily, community) loaded well onto a single factor (.63–.91, p < .001). Internal consistency was acceptable, Cronbach’s a D .71. Higher scores indicate higher levels of disclosure of sexual orientation. A separate latent variable with five indicators was constructed to capture internalized heterosexism, utilizing the Homosexual Self-Stigma subscale (Liu, Feng, & Rho- des, 2009). Participants indicated their level of agreement with five statements such as ‘I wish I weren’t lesbian, gay, bisexual, or transgender’ coded on a 4-point Likert scale (1 D strongly agree through 4 D strongly disagree). Fac- tor analyses indicated that all five items loaded well onto a single latent factor (.48–.79, p < .001), with acceptable internal consistency (Cronbach’s a D .79). Responses were then reverse-coded so that higher scores indicated higher levels of internalized heterosexism. Chronic health conditions were treated as an observed variable based on participants’ endorsement (‘mark all
  • 24. that apply’) of whether they had ever been told by a physi- cian that they had any of the following nine chronic health conditions identified in the literature as being associated with depression: angina, arthritis, congestive heart fail- ure, diabetes, heart attack, high cholesterol, hypertension, osteoporosis, and stroke. A number of conditions were summed, producing a range of 0–9, with higher numbers indicating the presence of more chronic health conditions. Depression was assessed via the Center for Epidemio- logical Studies Depression Scale 10-item short form (CESD-10) (Radloff, 1977), which has well-established validity and reliability in screening for major depression across populations (Grzywacz, Hovey, Seligman, Arcury, & Quandt, 2006; Zhang et al., 2012), including among community-dwelling older adults (Andresen, Malmgren, Carter, & Patrick, 1994; Boey, 1999; Irwin, Artin, & Oxman, 1999). Depression was treated as an observed variable, making for a more parsimonious the model;
  • 25. model fit decreases as the number of variables increases (Kenny, 2014). The CESD-10 calls for participants to indicate how many days during the past week (0 D <1 day, 1 D 1–2 days; 2 D 3–4 days; 3 D 5–7 days) they had felt or acted in certain ways; for example, ‘I felt depressed,’ and ‘everything I did was an effort.’ Internal consistency was good, Cronbach’s a D 0.88. On a range of 0–30, a score �10 is an indicator of depressive symp- toms that meet clinically significant levels (Andresen et al., 1994; Zhang et al., 2012). Statistical analyses Structural equation modeling (SEM) using Stata v. 12 was employed for all analyses. SEM is a confirmatory statisti- cal technique useful for testing a priori theorized models (Bollen, 1989). A sample variance–covariance matrix is computed and compared to an estimated population vari- ance–covariance matrix; if the difference between the two matrices is close to zero, the model is considered to be a good fit to the data (Bollen, 1989). In SEM, the Table 1. Sample sociodemographic characteristics.
  • 26. Variable (%) (n) Age M (SD) 66.9 (9.0) 2372 Gender Women 35.4 840 Men 64.6 1531 Sexual orientation Lesbian/gay 94.6 2217 Bisexual 5.4 124 Race/ethnicity Hispanic/non-Hispanic, non-white 13.0 343 Non-Hispanic white 87.0 2198 Education Grade 1–8 0.2 4 Grade 9–11 0.8 19 Grade 12 or GED 6.7 158 College 1–3 years 18.2 427 College 4 years or more 74.2 1744 Annual household income
  • 27. <$20,000 18.2 399 $20,000–$24,999 8.3 186 $25,000–$34,999 11.7 269 $35,000–$49,999 14.3 329 $50,000–$74,999 17.0 396 $75,000 or more 30.6 721 1122 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen measurement model provides information as to how well indicators load onto latent variables (i.e. confirmatory fac- tor analysis); the structural model provides information on the relationships between variables. SEM has some advantages over more traditional multiple regression tech- niques. Standard regression models assume ‘perfect meas- urement’ which produces biased estimates (Baron & Kenny, 1986); SEM accounts for measurement error (Bol- len, 1989), and is more sensitive to detecting suppressor effects (Cheung & Lau, 2008) and mediation effects
  • 28. (Iacobucci, Saldhana, & Deng, 2007). Total effects can be decomposed into their direct and indirect components, allowing inferences about mediation effects to be made (Duncan, 1975). Because equations are estimated simulta- neously, standard errors are smaller and more consistent (Iacobucci et al., 2007). In this study, the Maximum Likelihood estimator with pairwise deletion was used for model-testing. The data were not normally distributed, therefore, bootstrapping, resampling with replacement (500 replications), was employed to derive a sampling distribution for more pre- cise standard errors and accurate confidence intervals (CI) (Cheung & Lau, 2008). A Variance Inflation Factor (VIF) was computed to assess for possible issues of multicolli- nearity, which preliminary analyses indicated was not an issue; VIF D 1.07, well below the acceptable upper bound of 10 (StataCorp, 2011). Hooper, Coughlan, and Mullen (2008) recommend assessing an array of post-estimation goodness-of-fit (GOF) statistics to examine model fit. The
  • 29. model x 2 is typically reported, yet, with very large sample sizes (i.e. �200); this statistic will almost always be sig- nificant (Matsueda, 2012), requiring rejection of the null hypothesis. However, a non-significant difference between the sample and estimated population variance– covariance matrices is indicative of a good model fit. Of other test statistics endorsed by Hooper et al. (2008), the Comparative Fit Index (CFI) is minimally affected by sample size, thus, addressing the issue of model x 2 signifi- cance. It contrasts the null model against the sample covariance matrix and calculates a statistic that ranges from 0 to 1; a value >.90 suggests a good model fit. Among the most revealing of fit statistics, the Root Mean Square Error of Approximation (RMSEA) identifies the closeness of fit between the population covariance matrix and sample parameters; a value <.06 indicates a good fit
  • 30. between the model and the data (Hooper et al., 2008). The Standardized Root Mean Square Residual (SRMR) is a measure of the difference between the standardized square root residuals of the sample and hypothesized population covariance matrices. While an SRMR < .08 is considered adequate, a value <.05 suggests a better model fit (Hooper et al., 2008). In addition, a CI close to zero implies that the sample and hypothesized population covariance matrices do not differ significantly. Results Overall, 29% of the sample (n D 666) reported clinical symptoms that met the threshold of major depression, scoring �10 on the CESD-10 (M D 7.2, SD D 6.2). The average level of disclosure, 3.5 on a scale of 1–4 (SD D .6) was relatively high, and the mean level of internalized heterosexism, 1.5 on a scale of 1–4 (SD D .6) was rela- tively low. Participants had on average 1.9 chronic health conditions (SD D 1.4). See Table 2 for sample summary statistics and distributions of chronic health conditions. To further assess model fit, a Lagrange Multiplier Test
  • 31. to detect omitted paths and provide estimates of change in model fit was conducted. Adding omitted paths is method- ologically sound, provided that such additions are consis- tent with theory (StataCorp, 2011). Correlated error term paths were added (not shown), which is theoretically sound as indicators of observed measures are themselves typically correlated (see Table 3 for correlation matrix). The final fitted model is shown in Figure 2. With the exception of the x 2 -statistic, post-estimation GOF test sta- tistics separately and collectively suggest a very close fit of the model to the data (see Table 4). Factor loadings and path coefficients in Figure 2 are standardized to facilitate interpretation of relationships and effect sizes (Preacher & Kelley, 2011). Initial results initially indicated that disclosure of sexual orientation did not appear to have a significant association with either depression (p D .089) or chronic health conditions (p D .679). However, decomposition of total effects into their
  • 32. direct and indirect components (see Table 5) suggests that the indirect effect of disclosure is significantly related to both depression (p < .001) and chronic health conditions (p D .030). Indirect effects may be significant even though direct and total effects are not, such as the case when the indirect effect has an opposite sign, which may indicate that the mediating variable (i.e. internalized heterosexism) also acts as a suppressor, strengthening or weakening the effect of the independent variable on the dependent vari- able, thereby, obscuring the total effect (Rucker, Preacher, Tormala, & Petty, 2011). Opposite signs of the indirect coefficients are seen in Table 5. These relationships are in line with minority stress theory in that disclosure of sexual orientation decreases the stressful effects if internalized heterosexism (Meyer, 2003), which in turn, would attenu- ate the positive associations between internalized hetero- sexism with depression and chronic health conditions. Significant direct positive associations were found
  • 33. between internalized heterosexism and both depression Table 2. Sample summary statistics and distribution of chronic health conditions. Variable Range M (SD) Chronic conditions (%) (n) Disclose to friend 3.9 (0.6) Angina 3.9 92 Disclose to family 1–4 3.4 (0.8) Arthritis 33.8 802 Disclose to community 3.5 (0.7) Congestive heart failure 2.7 63 Disclosure overall 3.5 (0.6) Diabetes 13.7 324 Internalized heterosexism 1–4 1.5 (0.6) Heart attack 5.6 132 Chronic health conditions 0–9 1.9 (1.4) High cholesterol 43.3 1027 Depression (CESD) 0–30 7.2 (6.2) Hypertension 45.5 1079 CESD � 10 29.2% n D 666 Osteoporosis 10.2 243 Stroke 3.9 92 Aging & Mental Health 1123 and chronic health conditions, as well as an additional indirect association with depression via chronic health
  • 34. conditions; chronic health conditions have an additional positive direct association with depression (see Table 5). The cumulative direct, indirect, and total effects of con- cealment of sexual orientation, internalized heterosexism, and chronic health conditions indicate that these variables account for just under 76% of the variance in depression. Discussion Emerging research suggests that LGB older adults have a significantly greater risk for depression and several chronic health conditions (Fredriksen-Goldsen, Kim, et al., 2013; Valanis et al., 2000; Wallace et al., 2011). Concealment of sexual orientation (Hoy-Ellis, 2015) and internalized heterosexism may increase the risk for Figure 2. Fitted structural equation model. Note: Showing direct and indirect relationships between latent variables concealment and internalized heterosexism; and observed varia- bles chronic health conditions and depression. Factor loadings and path coefficients are standardized. � p < .05.
  • 35. �� p < .01. ��� p < .001. Table 3. Correlations of observed measures. Disclosure (D) Internalized heterosexism (IH) Family Friend Community A B C D E Chronic CESD Age Income Education D-family 1.00 D-friend .38 1.00 D-community .49 .45 1.00 IH-A ¡.18 ¡.11 ¡.23 1.00 IH-B ¡.11 ¡.06 ¡.09 .39 1.00 IH-C ¡.17 ¡.13 ¡.20 .71 .09 1.00 IH-D ¡.19 ¡.14 ¡.22 .60 .37 .59 1.00 IH-E ¡.13 ¡.08 ¡.14 .38 .26 .41 .53 1.00 Chronic ¡.08 ¡.04 ¡.05 .07 .04 .06 .08 .04 1.00 CESD ¡.04 ¡.06 ¡.05 .18 .09 .14 .20 .11 .18 1.00 Age ¡.31 ¡.12 ¡.16 .11 .02 .06 .11 .06 .22 ¡.02 1.00 Income .13 .10 .14 ¡.10 .02 ¡.05 ¡.13 ¡.07 ¡.17 ¡.31 ¡.17 1.00 Education .07 .10 .10 ¡.04 .04 ¡.01 ¡.07 ¡.05 ¡.12 ¡.16 ¡.07 .36 1.00 1124 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen depression (Fredriksen-Goldsen, Emlet, et al., 2013; Hoy-
  • 36. Ellis, 2015) among LGB older adults (Fredriksen-Gold- sen, Emlet, et al., 2013). The results reported here suggest that disparities in chronic health conditions documented among LGB older adults may explain some of the dispar- ity in their rates of depression, aligning with research in the general older adult population linking chronic health conditions with increased risk for depression (Blazer & Hybels, 2005; Chapman et al., 2005; Fiske et al., 2009). Findings also provide additional evidence that minority stressors are cumulative in their effects on mental health outcomes (Meyer, 2003), and that pathways of risk are complex and may be obscured (Institute of Medicine, 2011). Disclosure of sexual orientation appears to be related to lower levels of internalized heterosexism, thereby, reducing the positive associations between both internalized heterosexism and chronic health conditions on depression. Internalized heterosexism and chronic health conditions may have additional impacts on depres-
  • 37. sion, net of disclosure of sexual orientation, suggesting that social, psychological, and physical factors be consid- ered in tandem when examining depression among LGB older adults. The finding that higher levels of disclosure of sexual orientation are inversely related to internalized heterosex- ism and indirectly with depression mediated by internal- ized heterosexism is consistent with the minority stress model. Long-term concealment of a significant aspect of the self is psychologically costly (Meyer, 2003), which can be attributed to potential negative consequences of disclosure, shame, guilt, and distorted thinking that related to internalized heterosexism (Pachankis, 2007). Through disclosure of sexual orientation, important individual and group-level coping processes are activated reducing levels of internalized heterosexism (Meyer, 2003). When avail- able, coping resources are deemed to be adequate to meet perceived threat through secondary appraisals (Lazarus &
  • 38. Folkman, 1984); the stress response and risk for depres- sion are significantly diminished (Juster, McEwen, & Lupien, 2010). Consistent with social comparison theory (Hogg, Terry, & White, 1995) at the individual level, dis- closure diminishes feelings of shame and guilt (Pachankis, 2007), and through subsequent positive comparisons of the self with other LGBs, replacing hitherto negative com- parisons with heterosexuals, distorted cognitions regard- ing the self are ameliorated (Meyer, 2003). The indirect relationship between concealment and chronic health conditions, mediated via internalized het- erosexism and the additional direct effect of internalized heterosexism on both chronic health conditions and depression, is consistent with social stress theory broadly, and the minority stress framework in particular. Decades of social stress research have demonstrated that chronic psychosocial stressors ‘gets under the skin’ to become embodied and consequently manifest in chronic disease
  • 39. (Ferraro & Shippee, 2009; Krieger, 1999), such as CVD, diabetes (Juster et al., 2010), hypertension, and asthma (Katon, 2011), particularly among socially marginalized groups (Aneshensel, 2009). The internalization of stigma associated with marginalized social status has been char- acterized as a chronic stressor in and of itself (Hatzen- buehler, Phelan, & Link, 2013). The hypothalamic- pituitary-adrenal (HPA) axis is central to neuroendocrine processes that are activated in response to stressors (Juster et al., 2010; McEwen, 1998). Cortisol and adrenaline are primary hormones released in this response process. When stressors are acute and relatively sporadic, the release of these hormones may enhance survival. When stressors are chronic, repeated over-activation of the Table 4. Model goodness-of-fit statistics. Statistical test Statistical value Model x 2 (df) 143.64 (42)
  • 40. Root Mean Square Error of Approximation (RMSEA) 0.035 Confidence interval (CI) (90%) [.029, .042] Comparative Fit Index (CFI) 0.981 Standardized Root Mean Square Residual (SRMR) 0.023 Coefficient of determination (CD) (model R 2 ) 0.757 Table 5. Decomposition of total, direct, and indirect effects. Depression b � se p > z b � se p > z b � se p > z Direct Indirect Total
  • 41. Disclosure .013 .326 .683 ¡.064 .168 <.001 ¡.051 .309 .089 Internalized heterosexism .186 .418 <.001 .009 .050 .022 .195 .424 <.001 Chronic health conditions .143 .103 <.001 (No path) .143 .103 <.001 Internalized heterosexism Disclosure ¡.354 .048 <.001 (No path) ¡.354 .048 <.001 Chronic health conditions Disclosure .032 .064 .249 ¡.021 .023 .030 .011 .060 .679 Internalized heterosexism .060 .079 .022 (No path) .060 .079 .022 Note: b � D Standardized coefficient; se D bootstrapped standard error. Aging & Mental Health 1125 HPA-axis results in allostatic load (AL) (Juster et al., 2010; McEwen, 1998). Among other negative physiologi- cal effects, AL has been linked to metabolic dysfunctions such as hyperlipidemia and insulin resistance, which are associated with diabetes, hypertension, and CVD (Juster et al., 2010; McEwen, 1998). Regions of the brain
  • 42. involved in threat appraisal processes are also negatively impacted by AL, resulting in decreased perceived coping resources and increased risk for depression (McEwen, 2006). Chronic health conditions also have an additional direct association with depression, net of all other rela- tionships. Having chronic health conditions increases the risk for developing depression or exacerbating existent depression (Chapman et al., 2005; Katon, 2011; Wolko- witz, Reus, & Mellon, 2011). There is also a direct rela- tionship between increasing numbers of chronic health conditions and increased risk of developing or worsening depression (Chapman et al., 2005). It is, thus, plausible that the heightened risk of chronic health conditions iden- tified among LGB older adults (Fredriksen-Goldsen, Kim, et al., 2013; Wallace et al., 2011) plays an important role in the disparately high rates of depression documented in this population. The relationship between chronic health
  • 43. conditions and depression is also consistent with the broader social stress literature. LGB older adults are mar- ginalized both by their sexual orientation and their age (Fredriksen-Goldsen, Hoy-Ellis, Goldsen, Emlet, & Hooyman, 2014), resulting in social exclusion and lower social standing. Findings from the Whitehall studies have advanced our understanding of the relationship between lower social standing, chronic health conditions, and poor mental health outcomes by showing that the underlying mechanism of risk is decreased control over important aspects of the social environment that accompanies lower social standing (Marmot et al., 1991; Marmot & Wilkin- son, 2006). The presence of chronic health can also limit control over key aspects of one’s life (Blazer, 2003; Katon, 2011). Implications There is a dearth of research that attends to midlife and older LGB adults as a population distinct from both mid-
  • 44. life and older heterosexual adults, and from younger adult and adolescent sexual minorities. The little research that has made such comparisons indicates that there are impor- tant differences between these respective groups (Fredrik- sen-Goldsen, Kim, et al., 2013; Kertzner, Meyer, Frost, & Stirratt, 2009; Wallace et al., 2011). Today’s LGB older adults are more likely to conceal their sexual orientation than their younger LGB counterparts (Floyd & Bakeman, 2006). Within-group differences by age are also beginning to emerge. For example, LGB adults aged 50–64 years old report higher rates of discrimination and victimization than their counterparts aged 65 and older, yet, the latter age group evidences higher levels of internalized hetero- sexism and is more likely to conceal their sexual orienta- tion than the former (Fredriksen-Goldsen, Kim, Shiu, Goldsen, & Emlet, 2014). Fearing discrimination by staff, and harassment and isolation from other clients, even LGB older adults who are open about their sexual orienta-
  • 45. tion believe that they will need to conceal their identity in order to access mainstream aging services – at the very time when advancing age increases the likelihood of need- ing such services (National Senior Citizens Law Center, 2011). Yet, these findings suggest that to do so, may place LGB older adults at increased risk for depression. This study makes a significant contribution to our knowledge regarding the health and well-being of older LGB adults by identifying how minority stress risk factors and chronic health conditions are associated with each other and with depression. Identifying that chronic health conditions play a role in the minority stress process may enhance our understanding of why rates of depression remain alarmingly high as LGB individuals get older (Fre- driksen-Goldsen, Kim, et al., 2013; Wallace et al., 2011), while rates of depression decline noticeably in the general population as it ages (Blanchflower & Oswald, 2008; Blazer, 2003; Yang, 2007). Furthermore, results may also
  • 46. contribute to clarifying the theoretical relationship between internal minority stressors of concealing LGB sexual orientation and internalized heterosexism, and depression. Identifying and understanding the complex interactions of minority stress processes as they relate to health will be central to developing culturally sensitive and effective interventions for LGB older adults living with depression. There is evidence that the relationship between chronic health conditions and depression is recursive (Chapman et al., 2005; Katon, 2011; Pinquart & Sorenson, 2007). Many chronic health conditions that begin to mani- fest around the age of 50 may be rooted in chronic stress that begins in earlier life experience (Kuzawa & Sweet, 2009; Murgatroyd & Spengler, 2011; Seeman, Singer, Ryff, Dienberg Love, & Levy-Storms, 2002; Wolkowitz et al., 2011). The corrosive effects of internalized hetero- sexism that surfaces earlier in life when one begins to
  • 47. realize a non-heterosexual orientation would fall squarely in the category of ‘chronic stress that begins in earlier life experience.’ The same array of complex neurobiological patterns found between chronic social stress and HPA- axis dysregulation and AL is found in the relationship between chronic health conditions and depression (Chap- man et al., 2005; Katon, 2011; Wolkowitz et al., 2011). Primary and secondary appraisals of threat and available coping resources are mediated by the brain (Lazarus & Folkman, 1984; McEwen, 1998). The ongoing dilemma of whether, when, where, how, and under what circum- stances one conceals or discloses sexual orientation, cou- pled with attempting to gauge potential consequences is a primary appraisal process. If the individual chooses to continue concealing her or his sexual orientation, then concealment itself may be an additional chronic stressor (Meyer, 2003). On the other hand, disclosure may over time provide additional coping resources, reduce levels of
  • 48. internalized heterosexism, and buffer the impact of stress processes on health. Still, it is possible that those with depression are more likely to report having been diag- nosed with chronic health conditions. Longitudinal 1126 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen research will be needed to clarify this relationship among LGB older adults. This study has also practice implications for address- ing depression related to sexual orientation among LGB older adults. Individual appraisals of stressors are central to social stress processes (Pearlin, Mullan, Semple, & Skaff, 1990). Subjective appraisals of stressors are more strongly related to poor health outcomes, including depression (Mittelman, Roth, Haley, & Zarit, 2004) than objective stressors (Zarit, Todd, & Zarit, 1986). Accurate assessment is foundational to effective treatment of depression among older adults (Zarit & Zarit, 2007).
  • 49. Therapeutic interventions to address the damaging effects of internalized heterosexism have typically focused on supporting the process of disclosure (Herek & Garnets, 2007). While such an approach can positively influence the stress appraisal process, it also runs the risk of blaming the individual for their poor mental health (Meyer, 2003). On the other hand, if the social environment is less threat- ening, it is likely to be appraised as less threatening, which would benefit LGB older adults with depression who do not have access to LGB-affirmative therapy. Effectively addressing depression among LGB older adults that is related to factors associated with sexual ori- entation goes beyond intervening with current depression; it also requires prevention efforts. More than two decades ago, Albee and Ryan-Finn (1993) proposed that the occur- rence of mental distress stemming from societal oppres- sion can be described as a function of elements in the social environment that promote marginalization divided
  • 50. by the capacity of individuals and groups to resist margin- alization. Taking such a social justice approach to primary prevention requires empowering LGB older adults to develop and strengthen their capacity to resist societal het- erosexism, and that researchers identify and work toward dismantling heterosexist social structures and institutions (Kenny & Hage, 2009; Matthews & Adams, 2009). Such an approach would serve to ameliorate existent depression among today’s LGB older adults, and contribute to pre- venting the development of depression among the next generation of LGB older adults. Limitations In addition to its cross-sectional design, this study has other limitations. Surveys were distributed via agency mailing lists; participants who responded may differ in important ways from those who did not. For example, LGB older adults with higher levels of internalized het- erosexism may be less likely to participate in research.
  • 51. Similarly, LGB older adults who are not connected with these service agencies may differ in significant ways from those who are, for example, differing levels of conceal- ment and disclosure. The ways in which individuals came to be on agency mailing lists may also be an issue, as the majority of respondents in this sample (70.6%) were not utilizing services at the time that surveys were distributed. While there is representation across the country, the find- ings reported here cannot be generalized. Most partici- pants were concentrated on the West Coast, Eastern Seaboard, and parts of the Central US in major metropoli- tan areas. Urban-dwelling LGB older adults likely have experiences that vary from their rural-dwelling counter- parts. These limitations may have skewed findings. It is possible that LGB older adults who are connected with agencies may differ on both mental and physical health measures, which if true, likely biases these results. The psychometric properties of the CESD-10 are well
  • 52. established; measures to assess internalized heterosexism and concealment/disclosure are less so. The Outness Inventory (Mohr & Fassinger, 2000) requires subjective interpretations of other likely perceptions, rather than whether participants have actively or passively disclosed or concealed their sexual orientation. The adapted version of the Homosexuality Stigma Scale (Liu et al., 2009) may not differentiate well between current and previous levels of internalized heterosexism. For example, ‘I have tried not to be LGB’ can refer to previous decades or current experience. Nonetheless, this study has valuable strengths. It is one of the few to specifically examine LGB older adults as a distinct population, and to apply the minority stress framework to this population. In addition to providing support for the minority stress model in general, it also suggests that internal minority stressors may play a role in physical as well as mental health outcomes (e.g.
  • 53. depression), and that it is important to attend to both. Through the use of SEM, this study provides further evidence that may help to clarify the relationships between disclosure of sexual orientation, internalized heterosexism, chronic health conditions, and depression, particularly the role of internalized heterosexism as mediator suppressor of disclosure in both physical and mental health. Conclusion We must begin to think in terms of health equity and move toward targeting interventions upstream at commu- nity and policy levels. Health equity means that every per- son, regardless of social characteristics (including sexual orientation), has a right to the best possible health, which necessitates that any barriers to health that marginalized groups experience must be addressed (Braveman & Grus- kin, 2003). Health disparities are the gauge by which progress toward health equity can be assessed; for LGB
  • 54. older adults to attain mental health equity in the form of resolving disparately high rates of depression, we must attend to the unique barriers that they experience (Fredrik- sen-Goldsen et al., 2014). Both the perceived and still all too often real need to conceal an LGB identity – it is still legal to discriminate based on sexual orientation in the majority of states (Human Rights Campaign, 2015) – and internalized heterosexism are barriers to LGB older adults’ mental health equity. Recognizing that these bar- riers are ultimately rooted in societal heterosexism requires that we must also calibrate interventions at com- munity and policy levels to address macro-level hetero- sexism that fosters internalized heterosexism and the perceived need to conceal one’s sexual orientation, which Aging & Mental Health 1127 eventually manifests downstream in disparately high rates depression.
  • 55. Acknowledgments Some research reported in this publication was supported in part by grants from the National Institute on Aging of the National Institutes of Health under Award Numbers R01AG026526 and 2R01AG026526-03A1 (Fredriksen-Goldsen, PI). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health, National Institute of Aging, the University of Utah, or the Uni- versity of Washington. Disclosure statement No potential conflict of interest was reported by the authors. Funding National Institute on Aging of the National Institutes of Health [award number R01AG026526], [award number 2R01AG026526-03A1]. References AARP Public Policy Institute. (2010). Chronic care: A call to action for health reform. Retrieved from http://assets.aarp. org/rgcenter/health/beyond_50_hcr.pdf Albee, G.W., & Ryan-Finn, K.D. (1993). An overview of pri- mary prevention. Journal of Counseling and Development, 72, 115–123. Andresen, E.M., Malmgren, J.A., Carter, W.B., & Patrick, D.L. (1994). Screening for depression in well older adults: Evalu- ation of a short form of the CES-D (Center for Epidemio- logic Studies Depression Scale). American Journal of Preventive Medicine, 10(2), 77–84.
  • 56. Aneshensel, C.S. (2009). Toward explaining mental health dis- parities. Journal of Health and Social Behavior, 50(4), 377– 394. Baron, R., & Kenny, D. (1986). The moderator–mediator vari- able distinction in social psychological research: Concep- tual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:10.1037/0022-3514.51.6.1173 Blanchflower, D.G., & Oswald, A.J. (2008). Is well-being U- shaped over the life cycle? Social Science & Medicine, 66 (8), 1733–1749. doi:10.1016/j.socscimed.2008.01.030 Blazer, D.G. (2003). Depression in late life: Review and com- mentary. Journals of Gerontology Series A: Biological Sci- ences and Medical Sciences, 58(3), 249–265. Blazer, D.G., & Hybels, C.F. (2005). Origins of depression in later life. Psychological Medicine, 35(9), 1241–1252. doi:10.1017/S0033291705004411 Boey, K.W. (1999). Cross-validation of a short form of the CES- D in Chinese elderly. International Journal of Geriatric Psy- chiatry, 14(8), 608–617. Bollen, K.A. (1989). Structural equations with latent variables. New York, NY: Wiley. Braveman, P., & Gruskin, S. (2003). Theory and methods: Defin- ing equity in health. Journal of Epidemiology and Commu- nity Health, 57, 254–258. doi:10.1136/jech.57.4.254
  • 57. Centers for Disease Control and Prevention. (2011). CDC Health disparities and inequalities report – United States, 2011. MMWR 2011, 60(Suppl), 1–116. Centers for Disease Control and Prevention. (2013). The state of aging and health in America 2013. Retrieved from http:// www.cdc.gov/features/agingandhealth/state_of_aging_and_ health_in_america_2013.pdf Centers for Disease Control and Prevention. (2015). Aging and depression. Healthy Aging. Retrieved from http://www.cdc. gov/aging/mentalhealth/depression.htm Centers for Disease Control and Prevention and National Associ- ation of Chronic Disease Directors. (2009). The state of men- tal health and aging in America – issue brief 2: Addressing depression in older adults: Selected evidence-based pro- grams, 1–12. Retrieved from http://www.cdc.gov/aging/pdf/ mental_health_brief_2.pdf Chapman, D.P., Perry, G.S., & Strine, T.W. (2005). The vital link between chronic disease and depressive disorders. Pre- venting Chronic Disease, 2(1), 1–10. Cheung, G.W., & Lau, R.S. (2008). Testing mediation and sup- pression effects of latent variables: Bootstrapping with struc- tural equation models. Organizational Research Methods, 11(2), 296–325. doi:10.1177/1094428107300343 Cole, S.W., Kemeny, M.E., Taylor, S.E., & Visscher, B.R. (1996). Elevated physical health risk among gay men who conceal their homosexual identity. Health Psychology, 15 (4), 243–251.
  • 58. David, S., & Knight, B.G. (2008). Stress and coping among gay men: Age and ethnic differences. Psychology and Aging, 23 (1), 62–69. doi:10.1037/0882-7974.23.1.62 Duncan, O.D. (1975). Recursive models. Introduction to structural equation models (pp. 25–66). New York: Academic Press. Ferraro, K.F., & Shippee, T.P. (2009). Aging and cumulative inequality: How does inequality get under the skin? The Gerontologist, 49(3), 333–343. doi:10.1093/geront/gnp034 Fiske, A., Wetherell, J.L., & Gatz, M. (2009). Depression in older adults. Annual Review of Clinical Psychology, 5, 363– 389. doi:10.1146/annurev.clinpsy.032408.153621 Floyd, F.J., & Bakeman, R. (2006). Coming out across the life course: Implications of age and historical context. Archives of Sexual Behavior, 35(3), 287–296. doi:10.1007/s10508- 006-9022-x Fredriksen-Goldsen, K.I., Cook-Daniels, L., Kim, H.-J., Ero- sheva, E.A., Emlet, C.A., Hoy-Ellis, C.P., … Muraco, A. (2013). Physical and mental health of transgender older adults: An at-risk and underserved population. The Geron- tologist, 54(3), 488–500. doi:10.1093/geront/gnt021 Fredriksen-Goldsen, K.I., Emlet, C.A., Kim, H.-J., Muraco, A., Erosheva, E.A., Goldsen, J., & Hoy-Ellis, C.P. (2013). The physical and mental health of lesbian, gay male, and bisex- ual (LGB) older adults: The role of key health indicators and risk and protective factors. The Gerontologist, 53(4), 664– 675. doi:10.1093/geront/gns123 Fredriksen-Goldsen, K.I., Hoy-Ellis, C.P., Goldsen, J., Emlet, C.
  • 59. A., & Hooyman, N.R. (2014). Creating a vision for the future: Key competencies and strategies for culturally com- petent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services. Jour- nal of Gerontological Social Work, 57, 80–107. doi:10.1080/01634372.2014.890690 Fredriksen-Goldsen, K.I., Kim, H.-J., Barkan, S.E., Muraco, A., & Hoy-Ellis, C.P. (2013). Health disparities among lesbian, gay male and bisexual older adults: Results from a popula- tion-based study. American Journal of Public Health, 103 (10), 1802–1809. doi:10.2105/AJPH.2012.301110 Fredriksen-Goldsen, K.I., Kim, H.J., Shiu, C., Goldsen, J., & Emlet, C.A. (2014). Successful aging among LGBT older adults: Physical and mental health-related quality of life by age group. The Gerontologist, 55(1), 154–168. doi:10.1093/ geront/gnu081 Fredriksen-Goldsen, K.I., Simoni, J.M., Kim, H.-J., Lehavot, K., Walters, K. L., Yang, J., … Muraco, A. (2014). The health equity promotion model: Reconceptualization of lesbian, gay, bisexual, and transgender (LGBT) health disparities. American Journal of Orthopsychiatry, 84(6), 653–663 doi:10.1037/ort0000030 Gates, G.J., & Newport, F. (2012). Special report: 3.4% of U.S. adults identify as LGBT. Inaugural gallup findings based on 1128 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen http://assets.aarp.org/rgcenter/health/beyond_50_hcr.pdf http://assets.aarp.org/rgcenter/health/beyond_50_hcr.pdf http://dx.doi.org/10.1037/0022-3514.51.6.1173 http://dx.doi.org/10.1016/j.socscimed.2008.01.030
  • 60. http://dx.doi.org/10.1017/S0033291705004411 http://dx.doi.org/10.1136/jech.57.4.254 http://www.cdc.gov/features/agingandhealth/state_of_aging_and _health_in_america_2013.pdf http://www.cdc.gov/features/agingandhealth/state_of_aging_and _health_in_america_2013.pdf http://www.cdc.gov/features/agingandhealth/state_of_aging_and _health_in_america_2013.pdf http://www.cdc.gov/aging/mentalhealth/depression.htm http://www.cdc.gov/aging/mentalhealth/depression.htm http://www.cdc.gov/aging/pdf/mental_health_brief_2.pdf http://www.cdc.gov/aging/pdf/mental_health_brief_2.pdf http://dx.doi.org/10.1177/1094428107300343 http://dx.doi.org/10.1037/0882-7974.23.1.62 http://dx.doi.org/10.1093/geront/gnp034 http://dx.doi.org/10.1146/annurev.clinpsy.032408.153621 http://dx.doi.org/10.1007/s10508-006-9022-x http://dx.doi.org/10.1007/s10508-006-9022-x http://dx.doi.org/10.1093/geront/gnt021 http://dx.doi.org/10.1093/geront/gns123 http://dx.doi.org/10.1080/01634372.2014.890690 http://dx.doi.org/10.2105/AJPH.2012.301110 http://dx.doi.org/10.1093/geront/gnu081 http://dx.doi.org/10.1093/geront/gnu081 http://dx.doi.org/10.1037/ort0000030 more than 120,000 interviews. Retrieved from http://www. gallup.com/poll/158066/special-report-adults-identify-lgbt. aspx Grzywacz, J.G., Hovey, J.D., Seligman, L.D., Arcury, T.A., & Quandt, S.A. (2006). Evaluating short-form versions of the CES-D for measuring depressive symptoms among immi- grants from Mexico. Hispanic Journal of Behavioral Scien- ces, 28(3), 404–424. doi:10.1177/0739986306290645
  • 61. Hatzenbuehler, M.L., Phelan, J.C., & Link, B.G. (2013). Stigma as a fundamental cause of population health inequalities. American Journal of Public Health, 103(5), 813–821. doi:10.2105/AJPH.2012.301069 Herek, G.M., & Garnets, L.D. (2007). Sexual orientation and mental health. Annual Review of Clininical Psychology, 3, 353–375. doi:10.1146/annurev.clinpsy.3.022806.091510 Hogg, M.A., Terry, D.J., & White, K.M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social Psychology Quarterly, 58(4), 255– 269. Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53– 60. Hoy-Ellis, C.P. (2015). Concealing concealment: The mediating role of internalized heterosexism in psychological distress among lesbian, gay, and bisexual older adults. Journal of Homosexuality, 63(4), 487–506. doi:10.1080/ 00918369.2015.1088317 Human Rights Campaign. (2015). Why the equality act? Retrieved from http://www.hrc.org//resources/entry/why- the-equality-act Iacobucci, D., Saldhana, N., & Deng, X. (2007). A meditation on mediation: Evidence that structural equations models per- form better than regressions. Journal of Consumer Psychol- ogy, 12(2), 139–153. doi:10.1016/S1057-7408(07)70020-7
  • 62. Institute of Medicine. (2011). The health of lesbian, gay, bisex- ual, and transgender people: Building a foundation for better understanding. Washington, DC: The National Acad- emies Press. Irwin, M., Artin, K.H., & Oxman, M.N. (1999). Screening for depression in the older adult: Criterion validity of the 10- item Center for Epidemiological Studies Depression Scale (CES-D). Archives of Internal Medicine, 159(15), 1701– 1174. Juster, R.-P., McEwen, B.S., & Lupien, S.J. (2010). Allostatic load biomarkers of chronic stress and impact on health and cognition. Neuroscience & Biobehavioral Reviews, 35(1), 2– 16. doi:10.1016/j.neubiorev.2009.10.002 Katon, W.J. (2011). Epidemiology and treatment of depression in patients with chronic medical illness. Dialogues in Clini- cal Neuroscience, 13(1), 7–23. Kenny, D.A. (2014). Measuring model fit. Retrieved from http:// davidakenny.net/cm/fit.htm Kenny, M.E., & Hage, S.M. (2009). The next frontier: Preven- tion as an instrument of social justice. Journal of Primary Prevention, 30(1), 1–10. doi:10.1007/s10935-008-0163-7 Kertzner, R.M., Meyer, I.H., Frost, D.M., & Stirratt, M.J. (2009). Social and psychological well-being in lesbians, gay men, and bisexuals: The effects of race, gender, age, and sexual identity. American Journal of Orthopsychiatry, 79(4), 500– 510. doi:10.1037/a0016848 Krieger, N. (1999). Embodying inequality: A review of con-
  • 63. cepts, measures, and methods for studying health conse- quences of discrimination. International Journal of Health Services, 29(2), 295–352. Kuzawa, C.W., & Sweet, E. (2009). Epigenetics and the embodi- ment of race: Developmental origins of US racial disparities in cardiovascular health. American Journal of Human Biol- ogy, 21(1), 2–15. doi:10.1002/ajhb.20822 Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and cop- ing. New York, NY: Springer. Liu, H., Feng, T., & Rhodes, A.G. (2009). Assessment of the Chinese version of HIV and homosexuality related stigma scales. Sexually Transmitted Infections, 85(1), 65–69. doi:10.1136/sti.2008.032714 Marmot, M.G., Stansfeld, S., Patel, C., North, F., Head, J., White, I., … Smith, G.D. (1991). Health inequalities among British civil servants: The Whitehall II study. The Lancet, 337(8754), 1387–1393. doi:10.1016/0140-6736(91)93068-K Marmot, M.G., & Wilkinson, R.G. (2006). Social determinants of health (2nd ed.). New York, NY: Oxford University Press. Matsueda, R.L. (2012). Key advances in the history of structural equation modeling. In R.H. Hoyle (Ed.), Handbook of struc- tural equation modeling (pp. 17–42). New York, NY: The Guilford Press. Matthews, C.R., & Adams, E.M. (2009). Using a social justice approach to prevent the mental health consequences of het- erosexism. Journal of Primary Prevention, 30(1), 11–26. doi:10.1007/s10935-008-0166-4
  • 64. McEwen, B.S. (1998). Stress, adaptation, and disease. allostasis and allostatic load. Annals of the New York Academy of Sci- ences, 840, 33–44. McEwen, B.S. (2006). Protective and damaging effects of stress mediators: Central role of the brain. Dialogues in Clinical Neuroscience, 8(4), 367–381. Meyer, I.H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674– 697. doi:10.1037/0033-2909.129.5.674 Mittelman, M.S., Roth, D.L., Haley, W.E., & Zarit, S.H. (2004). Effects of a caregiver intervention on negative caregiver appraisals of behavior problems in patients with Alzheimer’s disease: Results of a randomized trial. Journals of Gerontol- ogy Series B: Psychological Sciences and Social Sciences, 59B(1), P27–P34. Mohr, J., & Fassinger, R. (2000). Measuring dimensions of les- bian and gay male experience. Measurement and Evaluation in Counseling and Development, 33(2), 66–90. Murgatroyd, C., & Spengler, D. (2011). Epigenetic program- ming of the HPA axis: Early life decides. Stress, 14(6), 581– 589. doi:10.3109/10253890.2011.602146 National Senior Citizens Law Center. (2011). LGBT older adults in long-term care facilities: Stories from the field. Retrieved from http://www.lgbtlongtermcare.org/authors/ Pachankis, J.E. (2007). The psychological implications of con- cealing a stigma: A cognitive-affective-behavioral model.
  • 65. Psychological Bulletin, 133(2), 328–345. doi:10.1037/0033- 2909.133.2.328 Pearlin, L.I., Mullan, J.T., Semple, S.J., & Skaff, M.M. (1990). Caregiving and the stress process: An overview of concepts and their measures. The Gerontologist, 30(5), 583–594. Pinquart, M., & Sorenson, S. (2007). Correlates of physical health of informal caregivers: A meta-analysis. Journal of Gerontology, 62B(2), P126–P137. Pratt, L.A., & Brody, D.J. (2008). Depression in the United States household population, 2005–2006. NCHS Data Brief, (7), 1–8. Retrieved from http://www.ncbi.nlm.nih.gov/ pubmed/19389321 Preacher, K.J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicat- ing indirect effects. Psychological Methods, 16(2), 93–115. doi:10.1037/a0022658 Radloff, L.S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psycho- logical Measurement, 1, 385–401. Rawls, T.W. (2004). Disclosure and depression among older gay and homosexual men: Findings from the Urban Men’s Health Study. In G. Herdt & B. de Vries (Eds.), Gay and les- bian aging: Research and future directions (pp. 117–41). New York, NY: Springer. Rucker, D.D., Preacher, K.J., Tormala, Z.L., & Petty, R.E. (2011). Mediation analysis in social psychology: Current Aging & Mental Health 1129
  • 66. http://www.gallup.com/poll/158066/special-report-adults- identify-lgbt.aspx http://www.gallup.com/poll/158066/special-report-adults- identify-lgbt.aspx http://www.gallup.com/poll/158066/special-report-adults- identify-lgbt.aspx http://dx.doi.org/10.1177/0739986306290645 http://dx.doi.org/10.2105/AJPH.2012.301069 http://dx.doi.org/10.1146/annurev.clinpsy.3.022806.091510 http://dx.doi.org/10.1080/00918369.2015.1088317 http://dx.doi.org/10.1080/00918369.2015.1088317 http://www.hrc.org//resources/entry/why-the-equality-act http://www.hrc.org//resources/entry/why-the-equality-act http://dx.doi.org/10.1016/S1057-7408(07)70020-7 http://dx.doi.org/10.1016/j.neubiorev.2009.10.002 http://davidakenny.net/cm/fit.htm http://davidakenny.net/cm/fit.htm http://dx.doi.org/10.1007/s10935-008-0163-7 http://dx.doi.org/10.1037/a0016848 http://dx.doi.org/10.1002/ajhb.20822 http://dx.doi.org/10.1136/sti.2008.032714 http://dx.doi.org/10.1016/0140-6736(91)93068-K http://dx.doi.org/10.1007/s10935-008-0166-4 http://dx.doi.org/10.1037/0033-2909.129.5.674 http://dx.doi.org/10.3109/10253890.2011.602146 http://www.lgbtlongtermcare.org/authors/ http://dx.doi.org/10.1037/0033-2909.133.2.328 http://dx.doi.org/10.1037/0033-2909.133.2.328 http://www.ncbi.nlm.nih.gov/pubmed/19389321 http://www.ncbi.nlm.nih.gov/pubmed/19389321 http://dx.doi.org/10.1037/a0022658 practices and new recommendations. Social and Personality Psychology Compass, 5(6), 359–371. doi:10.1111/j.1751- 9004.2011.00355.x
  • 67. Seeman, T.E., Singer, B.H., Ryff, C.D., Dienberg Love, G., & Levy-Storms, L. (2002). Social relationships, gender, and allostatic load across two age cohorts. Psychosomatic Medi- cine, 64(3), 395–406. Soni, A. (2012). Trends in use and expenditures for depression among U.S. adults age 18 and older, civilian noninstitution- alized population, 1999 and 2009. Retrieved from http:// meps.ahrq.gov/data_files/publications/st377/stat377.pdf StataCorp. (2011). Stata: Release 12 (Vol. Stata). College Sta- tion, TX: StataCorp LP. Substance Abuse and Mental Health Services Administration. (2013). Results from the 2012 national survey on drug use and health: Mental health findings. Retrieved from http:// www.samhsa.gov/data/sites/default/files/2k12MH_Findings/ 2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3 U.S. Census Bureau. (2015). 2014 National population projec- tions: Summary tables. Table 9. Projections of the popula- tion by age and sex for the United States: 2015 to 2060. Retrieved from https://www.census.gov/population/projec tions/data/national/2014/summarytables.html U.S. Department of Health and Human Services. (2013). Les- bian, gay, bisexual, and transgender health. 2020 Topics & Objectives. Retrieved from https://www.healthypeople.gov/ 2020/topics-objectives/topic/lesbian-gay-bisexual-and-trans gender-health/objectives Un€utzer, J., Schoenbaum, M., Katon, W.J., Fan, M. Y., Pincus, H.A., Hogan, D., & Taylor, J. (2009). Healthcare costs asso- ciated with depression in medically Ill fee-for-service medi- care participants. Journal of the American Geriatric Society,
  • 68. 57(3), 506–510. doi:10.1111/j.1532-5415.2008.02134.x Uysal, A., Lin, H.L., & Knee, C.R. (2010). The role of need sat- isfaction in self-concealment and well-being. Personality and Social Psychology Bulletin, 36(2), 187–199. doi:10.1177/0146167209354518 Valanis, B.G., Bowen, D.J., Bassford, T., Whitlock, E., Charney, P., & Carter, R.A. (2000). Sexual orientation and health: Comparisons in the Women’s Health Initiative sample. Archives of Family Medicine, 9(9), 843–853. Wallace, S.P., Cochran, S.D., Durazo, E.M., & Ford, C.L. (2011). The health of aging lesbian, gay and bisexual adults in California. Los Angeles, CA: UCLA Center for Health Policy Research. Wolford, C.C., McConoughey, S.J., Jalgaonkar, S.P., Leon, M., Merchant, A.S., Dominick, J.L., … Hai, T. (2013). Tran- scription factor ATF3 links host adaptive response to breast cancer metastasis. Journal of Clinical Investigation, 123(7), 2893–2906. doi:10.1172/JCI64410 Wolkowitz, O.M., Reus, V.I., & Mellon, S.H. (2011). Of sound mind and body: Depression, disease, and accelerated aging. Dialogues in Clinical Neuroscience, 13(1), 25–39. World Health Organization. (2003). Social determinants of health: The solid facts. Retrieved from http://www.euro. who.int/en/what-we-publish/abstracts/social-determinants- of-health.-the-solid-facts World Health Organization. (2012). Depression. Mental Health. Retrieved from http://www.who.int/mediacentre/factsheets/
  • 69. fs369/en/ Yang, Y. (2007). Is old age depressing? Growth trajectories and cohort variations in late-life depression. Journal of Health & Social Behavior, 48(1), 16–32. Zarit, S.H., Todd, P.A., & Zarit, J.M. (1986). Subjective burden of husbands and wives as caregivers: A longitudinal study. The Gerontologist, 26(3), 260–266. Zarit, S.H., & Zarit, J.M. (2007). Mental disorders in older adults: Fundamentals of assessment and treatment (2nd ed.). New York, NY: The Guilford Press. Zhang, W., O’Brien, N., Forrest, J.I., Salters, K.A., Patterson, T. L., Montaner, J.S., … Lima, V.D. (2012). Validating a short- ened depression scale (10 Item CES-D) among HIV-positive people in British Columbia, Canada. PLoS One, 7(7), e40793. doi:10.1371/journal.pone.0040793 Zuckerman, M. (1999). Diathesis-stress models. Vulnerability to psychopathology: A biosocial model (pp. 3–23). Washing- ton, DC: American Psychological Association. 1130 C. P. Hoy-Ellis and K. I. Fredriksen-Goldsen http://dx.doi.org/10.1111/j.1751-9004.2011.00355.x http://dx.doi.org/10.1111/j.1751-9004.2011.00355.x http://meps.ahrq.gov/data_files/publications/st377/stat377.pdf http://meps.ahrq.gov/data_files/publications/st377/stat377.pdf http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3 http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3 http://www.samhsa.gov/data/sites/default/files/2k12MH_Findin
  • 70. gs/2k12MH_Findings/NSDUHmhfr2012.htm#sec2-3 https://www.census.gov/population/projections/data/national/20 14/summarytables.html https://www.census.gov/population/projections/data/national/20 14/summarytables.html https://www.healthypeople.gov/2020/topics- objectives/topic/lesbian-gay-bisexual-and-transgender- health/objectives https://www.healthypeople.gov/2020/topics- objectives/topic/lesbian-gay-bisexual-and-transgender- health/objectives https://www.healthypeople.gov/2020/topics- objectives/topic/lesbian-gay-bisexual-and-transgender- health/objectives http://dx.doi.org/10.1111/j.1532-5415.2008.02134.x http://dx.doi.org/10.1177/0146167209354518 http://dx.doi.org/10.1172/JCI64410 http://www.euro.who.int/en/what-we-publish/abstracts/social- determinants-of-health.-the-solid-facts http://www.euro.who.int/en/what-we-publish/abstracts/social- determinants-of-health.-the-solid-facts http://www.euro.who.int/en/what-we-publish/abstracts/social- determinants-of-health.-the-solid-facts http://www.who.int/mediacentre/factsheets/fs369/en/ http://www.who.int/mediacentre/factsheets/fs369/en/ http://dx.doi.org/10.1371/journal.pone.0040793 Copyright of Aging & Mental Health is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. AbstractIntroductionMethodsSample and
  • 71. procedureMeasuresStatistical analysesResultsDiscussionImplicationsLimitationsConclusionAc knowledgmentsFundingReferences Social Integration, Social Support and Mortality in the US National Health Interview Survey STEVEN D. BARGER, PHD Background: Social relationship quantity and quality are associated with mortality, but it is unclear whether each relationship dimension is equally important for longevity and whether these associations are sensitive to baseline health status. Methods: This study examined the individual and joint associations of relationship quantity (measured using a social integration score) and quality (measured by perceived social support) with mortality in a representative US sample (n = 30,574). The study also evaluated whether these associations were consistent across individuals with and without diagnosed chronic illness and whether they were independent of socioeconomic status (SES; education, income, employment, and wealth). Baseline data were collected in 2001 and were linked to vital status records 5 years later (1836 deaths). Results: Both social integration and social support were individually related to mortality (hazard ratios [HRs] = 0.83 [95% confidence interval {CI} = 0.80Y0.85] and HR = 0.94 [95% CI = 0.89Y0.98], respectively). However, in multivariate models including demographic and SES
  • 72. variables, social integration (HR = 0.86, 95% CI = 0.83Y0.89) but not social support (HR = 1.03, 95% CI = 0.98Y1.08) was associated with mortality. The social integration association was linear and consistent across baseline health status and men and women. Conclusions: Social integration but not social support was independently asso- ciated with mortality in the US sample. This association was consistent across baseline health status and not accounted for by SES. Key words: mortality determinants, population, social networks, social support, socioeconomic factors, NHIS. SES = socioeconomic status; NHIS = National Health Interview Survey; HR = hazard ratio. INTRODUCTION Having and maintaining social relationships are fundamental human motives (1). Higher-quality relationships and more frequent social contacts are associated with better health. Re- lationship quality, broadly labeled functional social relation- ships, reflects the social and emotional resources that people have or perceive to have available to them (2). Relationship quantity, or structural social relationships, reflects participation in a broad range of social relationships (3). A meta-analytic review of 148 studies reported that both functional and structural relationships were inversely associ- ated with mortality, with effect sizes comparable with health risks such as smoking (4). Meta-analysis is considered a high- quality research design (5), and this evidence has been cited in support of the claim that social relationships, particularly functional relationships, are important for health (6). However, there are theoretical and empirical reasons to reexamine
  • 73. whether functional and structural dimensions are equally im- portant for mortality. For example, some theoretical models assert that the physical health benefits of structural social re- lationships are a consequence of social participation itself, not the supportive functions that social relationships may provide (7). Other theories exclude supportive functions altogether (8), instead emphasizing the importance of structural social re- lationships (e.g., social contact frequency) for health. Thus, several perspectives suggest that functional relationships may From the Department of Psychology, Northern Arizona University, Flagstaff, Arizona. Address correspondence and reprint requests to Steven D. Barger, PhD, Department of Psychology, Northern Arizona University, PO Box 15106, Flagstaff, AZ 86011. E-mail: [email protected] Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.psychosomaticmedicine.org). Received for publication July 26, 2012; revision received January 25, 2013. DOI: 10.1097/PSY.0b013e318292ad99 not represent the social relationship dimension most relevant to mortality. These theoretical assertions can be evaluated by concurrently comparing these social relationship dimensions in studies that included both functional and structural relationships. Such
  • 74. studies show a consistent association for structural relation- ships, whereas the association seems to be sample size depen- dent for functional relationships. For example, smaller studies (averaging G60 mortality events) find that both structural and functional relationships are inversely associated with mortality (9,10), whereas larger studies (averaging 9700 events) show no association with functional relationships when structural social relationship measures are included (11Y14). This inverse asso- ciation between effect size and study size for functional re- lationships signals a statistical artifact, that is, inflated effect estimates caused by small sample sizes (15Y18). Alternatively, the association of functional relationships with mortality could be dependent on initial health status, in that the association occurs only among patient groups or those who have experienced a serious medical event.1 Patient sam- ples comprise most studies (18/24) that include only functional relationship measures (4) and thus can more directly address whether the apparent survival benefit is restricted to initially unhealthy samples. These studies also are consistent with the statistical artifact hypothesis (e.g., an inverse association between effect size and sample size) rather than the hypothesis that these associ- ations are limited to unhealthy samples. Among the 24 studies in the meta-analysis, 14 found no association of functional relationships with mortality. For the remaining 10 studies (9 with patient samples, the 10th was an elderly sample averaging 85 years old), the largest 2 (with 9250 events) (19,20) reported the smallest effects, consistent with the statistical artifact ex- planation (15,17,21). Moreover, age adjustment eliminated the association in one study (19), and the other study (20) was ambiguous because structural social relationship content was 1 The author is grateful to an anonymous reviewer for making this
  • 75. suggestion. Psychosomatic Medicine 75:510Y517 (2013) 0033-3174/13/7505Y0510 Copyright * 2013 by the American Psychosomatic Society Copyright © 2013 by the American Psychosomatic Society. Unauthorized reproduction of this article is prohibited. 510 http://www.psychosomaticmedicine.org mailto:[email protected] http:0.98Y1.08 http:0.83Y0.89 http:0.89Y0.98 http:0.80Y0.85 SOCIAL RELATIONSHIPS AND MORTALITY included in the functional support measure (e.g., ‘‘I regularly meet or talk with members of my family or friends’’) (22). The strong inverse association between effect size and sample size in these 10 studies (Spearman r = j0.77, p = .009) is consistent with the statistical artifact interpretation (16,23). The remaining seven studies also examined initially un- healthy samples, but effect estimates in those studies are likely to be biased because of model overfitting (the eighth (24) in- cluded SES as part of the social relationship assessment and is not considered further). Overfit regression models have an in- sufficient number of events relative to the number of covariates (25). In mortality studies, the limiting sample size is determined by the number of events rather than by the total number of
  • 76. participants (25,26), and a ratio of 10 to 15 events per predictor is the minimum necessary to produce unbiased estimates (27). For five of these seven studies (averaging G60 events), the event per predictor ratio was 4 or less (28Y32), indicating substantial unreliability in the estimates (27). In the remaining two studies (averaging 174 events), the ratio was less than 15 (33,34). Es- timates derived from a small event to predictor ratio are unlikely to replicate (18,25), an expectation confirmed by the 60% of studies in the meta-analysis detecting no association between functional social relationships and mortality. In sum, these sta- tistical artifacts undermine confidence in the putative associa- tion of functional relationships with mortality, and these artifacts persist when considering baseline health status. Al- though meta-analytic summaries cannot overcome these limi- tations (15,16,23), large, preferably representative samples should provide stable and less biased effect estimates (15Y18). The present study evaluated the association of functional and structural social relationships with 5-year mortality in a nationally representative US sample. This sample has a large number of participants with (95000) and without (925,000) diagnosed illness, permitting comparison of these social rela- tionship dimensions across baseline health status. Multivariate evaluation of other important mortality determinants, such as socioeconomic status (SES), is facilitated by the large number of mortality events (91800). SES is particularly important because it is inversely associated with mortality (35) and positively associated with social relationships (36,37). SES was assessed using education and a number of indicators of material resources (income, wealth [home ownership], and employment status) (38). Wealth and employment status measures are rarely included in this literature, but both are associated with mortality (39,40) and employment status is particularly relevant because employment provides both eco-
  • 77. nomic and social interaction opportunities. The primary re- search questions were as follows: (1) do functional and structural social relationships predict mortality individually and/ or independently? and (2) are these associations modified by initial health status or SES? Functional and structural relation- ships were measured by perceived social support and social in- tegration, respectively. This study also evaluated whether the form of the social relationshipYmortality association is linear or threshold (41) in addition to whether the association is consistent for men and women (11,12). METHODS Data Source The National Health Interview Survey (NHIS) is an annual, in- person cross- sectional interview of US households. It is the primary source of health infor- mation for the noninstitutionalized US population (42). Analyses are based on NHIS sample adult participants (n = 33,326; response rate, 73.8%; aged 18Y85+ years) interviewed in 2001 who were eligible for mortality follow-up in 2006 (n = 31,358; see below). All participants provided informed consent and completed the interview in their residence. This study was exempt from human subjects review because it involved secondary analysis of publicly available data lacking identifying information. Mortality The NHIS submitted survey records to the National Death Index
  • 78. for matching and subsequent vital status ascertainment (43). This procedure cor- rectly matches 98.5% of those eligible for mortality follow-up (44). In 2001, 94% (n = 31,358) of sample adult participants were eligible for mortality follow-up. The remaining 6% did not have the minimal identification data requirements for reliable matching and thus were ineligible for vital status ascertainment (43). New sample weights were created for the eligible subsample to represent the noninstitutionalized US population. Death was coded by year and quarter and included vital status follow-up through December 31, 2006. During the follow-up, 1937 people died. Social Relationship Assessments Social support, reflecting the social resources that people perceive to be available or are actually provided to them (2), represented the functional social relationship dimension. Social support was assessed with the question ‘‘How often do you get the social and emotional support you needValways, usually, sometimes, rarely, or never?’’ Participants with missing social support re- sponses (G2%; n = 534) were excluded. Social integration, which reflects participation in a broad range of social
  • 79. relationships (3), represented structural social relationships. Eight binary questions, scored 0 being no and 1 being yes, were summed to create an overall social integration score. Four questions assessed recent contacts with friends or relatives, either over the telephone or in person, excluding persons living with the respondent. Three other questions assessed attending a group social activity, a religious service, or going out to eat. All seven questions referred to activity in the past 2 weeks. The final social integration item was marital status, defined as whether respondents were married/cohabiting or not. Although marital status by itself is associated with mortality (12,45), it was included in the social inte- gration score to parallel prior work showing an inverse association between social integration and mortality (40,46,47). Owing to low frequencies in the zero and one social integration categories, these two categories were combined. Thus, social integration scores could range from 0/1 to 8. Participants received a social integration score if they had six or more valid values on the eight itemsVotherwise, they were excluded (n = 263). Missing social support and social integration values reduced the number of deaths to 1849. SES and Demographic Variables Indicator variables were used to code years of education (less
  • 80. than high school, high school diploma or equivalent, some college, college graduate or higher), household income in 2001 (US$ 0Y$24,999, $20,000Y$34,999, $35,000Y $64,999, 9$65,000), and employment (working, retired, out of work, or never worked). Wealth was indicated by home ownership (own versus renting or some other arrangement). All SES variables were retained in models regardless of sta- tistical significance. Demographic variables included age, sex, and race/ethnicity (non-Hispanic white, non-Hispanic black, Hispanic, other non- Hispanic). Household income had a large number of missing values (21%). A large proportion of missing predictors reduce the effective sample size and may result in biased and/or inefficient estimates (48,49). To overcome these potential limitations, the author used five multiply imputed family income values pro- vided by the data producer (50) for SES analyses. These imputations accom- modate the complex survey design, add stochastic error variability to estimates, and incorporate specialized, nonpublic survey information in the imputation Psychosomatic Medicine 75:510Y517 (2013) Copyright © 2013 by the American Psychosomatic Society. Unauthorized reproduction of this article is prohibited.
  • 81. 511 S. D. BARGER procedure (e.g., income mean and standard deviation within small household TABLE 1. Baseline Demographic, Economic, and Social Characteristics area sampling units) (50). Imputed income restored the effective sample size for of 2001 US National Health Interview Survey Participants With 5-year fully adjusted regression models to 30,574 (97.5% of those eligible for mor- tality follow-up, 94.8% [n = 1836] of those with ascertained vital status). Statistical Analysis Survival time was defined as time since birth. This time scale is preferable to one based on follow-up time (i.e., time from the baseline survey to mortality or censoring) because it provides less biased regression coefficients (51) and is preferred when age confounding is a concern (52). Analyses were stratified by 5-year birth intervals to control for cohort effects (53), and baseline age was included as a covariate. In Step 1, social support and social integration were entered individually into Cox regression models predicting survival. In Step 2, both social relationship variables were entered together. Models
  • 82. were adjusted for demographics in Step 3 and then SES in Step 4. To address whether the social relationshipYmortality association is dependent on initial health status, analyses were repeated for healthy and unhealthy subgroups (participants who reported at least one chronic disease at baseline). Ancillary analyses of social support only were also conducted across the healthy and unhealthy groups. All analyses in- corporated the complex survey design (strata, clusters, and weights). Statistical tests were two tailed, were considered statistically significant if p e .05, and were conducted with Stata 11.2 (Stata Corp., College Station, TX). Model adequacy was evaluated statistically and graphically. Nonlinear (squared) predictors were evaluated and discarded because they did not sig- nificantly improve prediction. The proportional hazards assumption (incorpo- rating clustering and weighting but not strata) for the full model was satisfied ( p = .50), and graphical inspection of social relationship residuals confirmed slopes at or very near zero. Social support and social integration were modestly correlated (r = 0.25, p G .001) and were of similar magnitude to values reported previously (4). High tolerance values (the reciprocal of the variance inflation factor) for social integration (0.85) and social support (0.92) denote the large amount of unique variance in mortality explained by these
  • 83. measures relative to all other predictors in multivariate models. Regression coefficients and statistical conclusions were similar to Cox models when analyzing mortality using a person/ time metric with complementary log-log regression (data not shown). The primary outcome was all-cause mortality. To address the possibility that poor health status increases both social isolation and early mortality, sensitivity analyses were conducted, (1) excluding participants who died within 1 year after the interview and (2) including only participants free of reported disease at baseline (i.e., stroke, myocardial infarction, other coronary heart disease, or cancer, excluding nonmelanoma skin cancer). Additional analyses were re- stricted to participants of working age (G65 years). Both social relationship variables met an interval assumption, and thus, each was used as single variables in the regressions (54). However, to illustrate the form of the association, hazard ratios (HRs) are presented using indicator variables for both social support and social integration. RESULTS Participant characteristics are presented in Table 1. Unad- justed death rates per 10,000 person-years by social support and social integration are presented in Table 2, with rates for educa- tion and income provided for comparison. Social support, social
  • 84. integration, and SES were each inversely associated with mor- tality. As expected (36,37), social relationship resources were greater at higher levels of each SES marker (see Table, Supple- mental Digital Content 1, http://links.lww.com/PSYMED/A70). When analyzed individually, social support and social in- tegration were inversely associated with mortality. When both social relationship variables were entered together, social inte- gration but not social support was inversely associated with mortality risk. These findings were unaffected by adjustment for age at study entry (dummy categories in addition to stratification by birth cohort), sex, and race/ethnicity and by additional ad- Vital Status Ascertainment (n = 31,358) Participant Characteristic M (SD) No. Weighteda % Age, y 46.3 (17.8) 18Y24 3311 13.2 25Y34 6131 18.2 35Y44 6641 21.8 45Y54 5622 18.8 55Y64 3849 11.9 Q65 5804 16.1 Sex Women 17,694 52.0 Men 13,664 48.0 Race/Ethnicity Hispanic 5266 10.8 Non-Hispanic white 20,662 73.6 Non-Hispanic black 4324 11.3 Other non-Hispanic 1106 4.3
  • 85. Educational level Less than high school 6411 17.6 High school 8905 29.3 Some college 8903 29.1 College graduate or higher 6942 23.4 Missing 197 0.6 Annual household income $0Y$19,999 6712 14.9 $20,000Y$34,999 5259 15.0 $35,000Y$64,999 6795 23.3 Q$65,000 6019 25.2 Missing 6573 21.6 Employment status Employed 20,094 66.3 Retired 5054 14.4 Not currently working 4717 14.9 Has never worked 1453 4.1 Unknown 40 0.1 Home tenure Own home 19,502 70.2 Rent/Other arrangement 11,784 29.6 Missing 72 0.2 Social support Never 861 2.4 Rarely 1114 3.0 Sometimes 4214 12.1 Usually 10,544 33.9 Always 14,091 46.9 Missing 534 1.6 Social integration score 0/1 589 1.6
  • 86. 2 841 2.3 3 1581 4.5 4 2912 8.2 5 5066 15.0 6 7571 23.9 7 7993 26.2 8 4542 17.6 Missing 9 2 items 263 0.8 SD = standard deviation. a Percentages are weighted to represent the noninstitutionalized US population. Psychosomatic Medicine 75:510Y517 (2013) Copyright © 2013 by the American Psychosomatic Society. Unauthorized reproduction of this article is prohibited. 512 http://links.lww.com/PSYMED/A70 SOCIAL RELATIONSHIPS AND MORTALITY TABLE 2. Crude Mortality Rates (per 10,000) by Social Support, Social Integration, Education, and Income in the 2001 US National Health Interview Survey Rate 95% CI
  • 87. Social support Never 3.57 2.80Y4.63 Rarely 3.04 2.41Y3.90 Sometimes 2.83 2.50Y3.23 Usually 2.29 2.09Y2.51 Always 2.67 2.49Y2.88 Social integration score 0/1 7.39 5.99Y9.23 2 6.35 5.30Y7.68 3 5.12 4.44Y5.95 4 4.79 4.28Y5.39 5 3.28 2.95Y3.66 6 2.18 1.95Y2.45 7 1.67 1.48Y1.90 8 1.32 1.10Y1.59 Years of education Less than high school 5.17 4.80Y5.58 High school 2.59 2.37Y2.84