RESEARCH PROPOSAL Why Does African American Mothers Use More Intense Disciplinary Practice Than African American Fathers? Both paternal and maternal parent usually apply several disciplinary methods such as restriction and physical punishments to their children to enhance ethical behaviors. However, there are factors such as personal perspective, authoritarian levels, culture, permissiveness, emotional factors, ethnicity, and family conflict that influence and impact how either of the two parents fosters discipline in a given family (Ilie, 2017). Due to changes in different areas such as culture, economic status, and government regulation policies parenting roles and disciplinary actions have gradually changed. Additionally to the changes, Africa American parents have the extra role for preparing their children to survive and thrive in the environment that, for a long time, has been characterized by unfair and hostile conditions (O’Rourke, 2017). This article is an annotated bibliography focus on five sources for a research proposal about different factors/ why maternal Africa American disciplinary practices are more intense as compared to paternal disciplinary practices. This is a unique area of study that will provide additional information on parenting discipline-oriented students that already exists. The research questions include find out the factors that promote maternal parenting and foster for more disciplinary practices, what external changes or social changes that lead to intense maternal disciplinary practices and environmental change that influence parenting roles in the Africa American society. The research hypothesis will include maternal disciplinary practice are more intense than paternal disciplinary practice in an Africa American community. The null hypothesis for this research will include parental disciplinary practices are more intense than maternal disciplinary practices rationale (Ganeshpurkar et al., 2018). The total population of black Americans in the U.S in 2017 was 41.4million citizens representing 13.4% of the total U.S population ("U.S. Census Bureau QuickFacts," 2019). Give this kind to a considerable community and their life under a sophisticated environment. This influences how they speed their daily life and a clear understanding of their parenting practices such as discipline children is a crucial factor for sociology and psychology (Perkins-Mangulabnan & Flynn, n.d). This research will provide counselors and psychologist with essential information that help to implement non-judgment suggestion during counseling and hence improve their efficiency in their practices. References Ganeshpurkar, A., Maheshwari, R., Tekade, M., & Tekade, R. K. (2018). Concepts of hypothesis testing and types of errors. Dosage Form Design Parameters, 257-280. doi:10.1016/b978-0-12-814421-3.00007-5 Ilie, C. (2017). Cross-disciplinary perspectives on context-specific argumentation practices. Argumentation across ...

1. RESEARCH PROPOSAL
Why Does African American Mothers Use More Intense
Disciplinary Practice Than African American Fathers?
Both paternal and maternal parent usually apply several
disciplinary methods such as restriction and physical
punishments to their children to enhance ethical behaviors.
However, there are factors such as personal perspective,
authoritarian levels, culture, permissiveness, emotional factors,
ethnicity, and family conflict that influence and impact how
either of the two parents fosters discipline in a given family
(Ilie, 2017). Due to changes in different areas such as culture,
economic status, and government regulation policies parenting
roles and disciplinary actions have gradually changed.
Additionally to the changes, Africa American parents have the
extra role for preparing their children to survive and thrive in
the environment that, for a long time, has been characterized by
unfair and hostile conditions (O’Rourke, 2017).
This article is an annotated bibliography focus on five sources
for a research proposal about different factors/ why maternal
Africa American disciplinary practices are more intense as
compared to paternal disciplinary practices. This is a unique
area of study that will provide additional information on
parenting discipline-oriented students that already exists.

2. The research questions include find out the factors that promote
maternal parenting and foster for more disciplinary practices,
what external changes or social changes that lead to intense
maternal disciplinary practices and environmental change that
influence parenting roles in the Africa American society.
The research hypothesis will include maternal disciplinary
practice are more intense than paternal disciplinary practice in
an Africa American community. The null hypothesis for this
research will include parental disciplinary practices are more
intense than maternal disciplinary practices rationale
(Ganeshpurkar et al., 2018).
The total population of black Americans in the U.S in 2017 was
41.4million citizens representing 13.4% of the total U.S
population ("U.S. Census Bureau QuickFacts," 2019). Give this
kind to a considerable community and their life under a
sophisticated environment. This influences how they speed their
daily life and a clear understanding of their parenting practices
such as discipline children is a crucial factor for sociology and
psychology (Perkins-Mangulabnan & Flynn, n.d). This research
will provide counselors and psychologist with essential
information that help to implement non-judgment suggestion
during counseling and hence improve their efficiency in their
practices.
References
Ganeshpurkar, A., Maheshwari, R., Tekade, M., &
Tekade, R. K. (2018). Concepts of hypothesis testing and types
of errors. Dosage Form Design Parameters, 257-280.
doi:10.1016/b978-0-12-814421-3.00007-5
Ilie, C. (2017). Cross-disciplinary perspectives on context-
specific argumentation practices. Argumentation across
Communities of Practice, 1-17. doi:10.1075/aic.10.01ile
O’Rourke, M. (2017). Comparing methods for cross-disciplinary
research. Oxford Handbooks Online.
doi:10.1093/oxfordhb/9780198733522.013.23
Perkins-Mangulabnan, J., & Flynn, R. J. (n.d.). Foster parenting

3. practices and foster youth outcomes. Promoting Resilience in
Child Welfare, 231-247. doi:10.2307/j.ctt1ckpc6v.18
U.S. Census Bureau QuickFacts. (2019). Retrieved from
https://www.census.gov/quickfacts/fact/table/US#
IO002: Professionalism: Assess organizational policies and the
promotion of ethical practice in addressing healthcare
issues/stressors.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email hereInstructions
Write your responses where it reads “Enter your response here.”
Write as much as is needed to satisfy the requirements
indicated. Each item contains the rubric, which will be used to
evaluate your responses.Item 1
· Select a healthcare issue/stressor relevant to your own
organization.
· Identify and review two evidence-based, scholarly resources
that focus on proposed policies/practices to apply to this
healthcare issue/stressor.
Describe at least two competing organizational needs
surrounding your selected healthcare issue/stressor. (2–3
paragraphs)Your Response
Enter your response here.Rubric
0
Not Present

4. 1
Needs Improvement
2
Meets Expectations
Module 1: Ethical Implications of Organizational Policies
Describe at least two competing needs surrounding your
selected healthcare issue/stressor.
Learning Objective 1.1 – Analyze competing organizational
needs for healthcare issues/stressors
Response is missing.
The response inaccurately or vaguely identifies at least two
competing organizational needs impacting the healthcare
issue/stressor selected.
The response accurately and clearly describes at least two
competing organizational needs impacting the healthcare
issue/stressor selected.Item 2
Describe a relevant policy or practice in your organization that
may influence your selected healthcare issue/stressor. (2–3
paragraphs)Your Response
Enter your response here.Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Module 1: Ethical Implications of Organizational Policies
Describe a relevant policy in your organization that may
influence your selected healthcare issue/stressor.
Learning Objective 1.2 – Analyze organizational policies and
practices related to healthcare issues/stressors
Response is missing.
The response inaccurately or vaguely describes a relevant

5. policy in an organization that may influence the healthcare
issue/stressor selected.
The response accurately and thoroughly describes in detail a
relevant policy or practice in an organization that may influence
the healthcare issue/stressor selected.Item 3
Critique the policy for ethical considerations and explain the
policy’s strengths and challenges in promoting ethics. (2–3
paragraphs)Your Response
Enter your response here.Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Module 2: Critiquing Existing Organizational Policies for
Ethical Considerations
Critique the policy for ethical considerations and explain the
policy’s strengths and challenges in promoting ethics.
Learning Objective 2.1 – Evaluate organizational policies for
promotion of ethics
Response is missing.
The response inaccurately or vaguely critiques the policy for
ethical considerations and explains the policy's strengths and
challenges in promoting ethics.
The response accurately and thoroughly critiques in detail the
policy for ethical considerations and explains in detail the
policy's strengths and challenges in promoting ethics.Item 4
Recommend one or more policy or practice changes designed to
balance the competing needs of resources, workers, and patients
while addressing any ethical shortcomings of the existing
policies. Be specific and provide examples. (2–3
paragraphs)Your Response
Enter your response here.Rubric

6. 0
Not Present
1
Needs Improvement
2
Meets Expectations
Module 2: Critiquing Existing Organizational Policies for
Ethical Considerations
Recommend one or more policy or practice changes designed to
balance the competing needs of resources, workers, and patients
while addressing any ethical shortcomings of the existing
policies. Be specific and provide examples.
Learning Objective 2.2 – Recommend organizational policy and
practice changes
Response is missing.
The response provides one or more inaccurate or vague
recommendations for policy or practice changes designed to
balance the competing needs of resources, workers, and patients
while addressing any ethical shortcomings of the existing
policies.
Some examples may be provided.
The response provides one or more accurate, clear, and
thorough recommendations for policy or practice changes
designed to balance the competing needs of resources, workers,
and patients while addressing any ethical shortcomings of the
existing policies.
Specific and accurate examples are provided.
Item 5
Cite evidence that informs the healthcare issue/stressor and/or
the policies and provide two scholarly resources in support of
your policy or practice recommendations. (2–3 paragraphs)Your
Response

7. Enter your response here.Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
Module 2: Critiquing Existing Organizational Policies for
Ethical Considerations
Cite evidence that informs the healthcare issue/stressor and/or
the policies and provide two scholarly resources in support of
your policy or practice recommendations.
Learning Objective 2.3 – Recommend appropriate evaluation
tools for healthcare programs
Response is missing.
Inaccurate or vague evidence is cited from two or three
resources that informs the healthcare issue/stressor selected and
may support the policy or practice recommendations provided.
The response minimally synthesizes and integrates resources
that may support the responses provided.
Accurate and detailed evidence is cited that informs the
healthcare issue/stressor selected and a specific synthesis of at
least two outside scholarly resources in full support of the
policy or practice recommendations is provided.
The response synthesizes and integrates at least two outside
resources and two competency-specific resources that fully
support the responses provided.
References

8. Provide a citation for each resource you used to write your
response to this Assessment. The following citation has been
provided as an example:
· Marshall, E. S., & Broome, M. E. (Eds.). (2017).
Transformational leadership in nursing: From expert clinician to
influential leader (2nd ed.). New York, NY: Springer.
Mastery Rubric
In order to achieve mastery of this Competency, you must
achieve a “2” on every rubric row in addition to meeting the
additional expectation indicated in the Mastery Rubric.
Mastery Rubric
No
Yes
Exceeds Expectations: Professionalism
Learning Objective – Assess organizational policies and the
promotion of ethical practice in addressing healthcare
issues/stressors.
Responses do not include in-depth analyses and detailed
evidence supporting the assessment of organizational policies
and do not comprehensively explain how the policies lead to the
effective promotion of ethical practice in addressing healthcare
issues/stressors.
Responses include in-depth analyses and detailed evidence
supporting the assessment of organizational policies and
comprehensively explains how the policies lead to the effective
promotion of ethical practice in addressing healthcare
issues/stressors.

9. Professional Skill Building
The faculty Assessor will provide feedback based on the
following Professional Skill(s): Written Communication and
Critical Thinking and Problem Solving. Although the feedback
is here to inform the development of your skills, it is not a
barrier to achieving the Competency, unless the writing is too
poor to be able to score the content of the Assessment. Review
the rubric and check your work based on the learning objectives
listed. If you are concerned that your writing will not meet
these expectations yet, reach out to your Faculty Subject Matter
Expert (SME) so he or she can work with you to further develop
this important professional skill.
It is highly recommended that you use this opportunity to
practice these important skills in the context of this Competency
Assessment in order to receive feedback about your current
level of proficiency.
Professional Skills Building
0
Not Present
1
Needs Improvement
2
Meets Expectations
PS001: Written Communication: Demonstrate graduate-level
writing skills.
Learning Objective
PS 1.1:
Use proper grammar, spelling, and mechanics.

10. Multiple major and minor errors in grammar, spelling, and/or
mechanics are highly distracting and seriously impact
readability.
Multiple minor errors in grammar, spelling, and/or mechanics
are distracting and negatively impact readability.
Writing reflects competent use of standard edited American
English.
Errors in grammar, spelling, and/or mechanics do not negatively
impact readability.
Learning Objective
PS 1.2:
Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions,
transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions,
transitions, and conclusions provides partial continuity.
Writing is generally well-organized. Introductions, transitions,
and conclusions provide continuity and a logical progression of
ideas.
Learning Objective
PS 1.3:
Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure,
formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure,
formatting, etc., are generally applied correctly in most
instances. Sources are generally cited appropriately and
accurately.
Learning Objective
PS 1.4:
Use appropriate vocabulary and tone for the audience and
purpose.

11. Vocabulary and tone are inappropriate and negatively impact
clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience
and support communication of key concepts.
PS005:Critical Thinking and Problem Solving: Use critical-
thinking and problem-solving skills to analyze professional
issues and inform best practice.
Learning Objective
PS 5.1:
Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of
assumptions in a given argument.
Response does not adequately identify and discuss the
implications of fallacies or logical weaknesses in a given
argument.
Response generally assesses the reasonableness of assumptions
in a given argument.
Response identifies and discusses the implications of fallacies
and/or logical weaknesses in a given argument.
0
Not Present
1
Needs Improvement
2
Meets Expectations
Learning Objective
PS 5.2:
Generate reasonable and appropriate assumptions.
Assumptions are missing.
Response does not adequately present and discuss key

12. assumptions in an original argument.
Response presents and discusses key assumptions in an original
argument.
Learning Objective
PS 5.3:
Assess multiple perspectives and alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple
perspectives or alternatives.
Response identifies and considers multiple perspectives and
alternatives.
©2019 Walden University 6
COUC 515
Proposal Paper: Methods Instructions
The methods sections of the proposal is a description of what
will be done to conduct the study.
The methods section addresses the following topics:
Why Does African American Mothers Use More Intense
Disciplinary Practice Than African American Fathers?
Population and Sampling
This section is used to discuss the population that will be
studied, and how a sample will be obtained from that
population.
· Describe the population to be studied (attributes, diagnoses,
demographics, etc.).
· What sampling method will be used?
· Rationale for choosing that sampling method (cite the course
textbook or relevant peer reviewed literature for rationale).
· Inclusion and exclusion criteria for becoming a participant.
· Screening of participants.

13. · Briefing of participants.
· What was the setting for the research (i.e. classroom,
counseling agency, etc.)?
· Any other procedures or processes related to obtaining a
sample.
Instrumentation
The assessment instruments that will be used to measure the
variable(s) of interest in the proposed study must be described
in detail. In addition, the reliability and validity of each
assessment instrument must be included, as well as support from
the peer-reviewed literature for using the proposed assessment
instruments. The assessment instruments must be on the public
domain. You cannot make up your own assessment instrument
for this assignment. The proposed study must have at least 1
assessment instrument, but no more than 2. This portion of the
paper addresses the following:
· What kind of reliability has been established for each
instrument (test re-test? Split-half? Etc.)?
· What kind of validity has been established for each
instrument?
· What are the numerical values for reliability and validity (as
appropriate) for each instrument?
· How does peer-reviewed literature support this instrument?
· What is the rationale for your selection of this instrument,
based on the peer-reviewed literature?
· What are some of the sample questions on each instrument?
· What type of data does the instrument yield (nominal, ordinal,
interval, or ratio)?
· How is the assessment instrument consistent with the
operational definition of the variable under investigation? (For
example: If ability-based emotional intelligence is the variable
of interest, then it is important to identify an assessment that
evaluates ability-based emotional intelligence rather than trait-
based emotional intelligence.)
· Include a copy of the instrument in the appendix of the paper.
You must also include a citation for permission to reuse the

14. instrument (if you cannot locate information regarding
permissions, then your appendix must include a copy of the
email that you sent to the author of the assessment requesting
permission to include it in your research Proposal Paper).
Hint: One of the best sources for finding instruments is the
library database, “Pro-Quest Digital Dissertations” because all
students writing a dissertation or thesis must to include a copy
of the instrument in the appendix. Information about obtaining
permission must also be included.
Hint: The Jerry Falwell Library includes a database called The
Mental Measurements Yearbook. This is a good source for
learning what instruments are available at no charge, and to find
details about the assessment instrument.
Procedures
The procedures describe the details of how the study itself will
be conducted and what participants will experience. This
section will be based on the design of the research study.
· Describe and name the design of the proposed study (single
case design, between groups design, pre-test/post, test design,
etc.).
· What is the theoretical support for using this study design to
test the hypotheses? (For example, Smith (2016) studied the
impact of Cognitive Behavioral Analysis of Systems
Psychotherapy (CBASP) using a group comparison design
comparing CBASP to Treatment As Usual (TAU), so the present
study replicates this design…)
· What are the treatment protocols (if treatments are included)?
· What variables will be measured? Include operational
definitions consistent with the assessments discussed above.
· When will data be collected?
· What controls will be used?
· How do those controls impact the internal and external
validity of the study?
Analysis
The analysis section discusses how the data will be collected
during the proposed study and how that data will be analyzed.

15. · What type of data will be generated (nominal, ordinal, interval
or ratio)?
· What statistical test will be used for analysis?
· What is the rationale for using this statistical test for analysis?
· How will the results of the analysis be used to evaluate the
hypotheses?
The completed paper must be 4–5 pages and written in current
APA format.
Proposal Methods
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Population and Sampling
(70%; 105 points)
24 - 26 points
Mastery is demonstrated through a clear presentation of…
· A description of the studied population is given (attributes,
diagnoses, demographics, etc.)
· The sampling method is included
· Rationale for choosing that sampling method
· Inclusion and exclusion criteria for becoming a participant
· Screening of participants
· Briefing of participants
· Any other procedures or processes related to obtaining a
sample
· Setting of the research is included

16. 21 - 23 points
Understanding is demonstrated through a clear presentation of…
· A description of the studied population is given (attributes,
diagnoses, demographics, etc.)
· The sampling method is included
· Rationale for choosing that sampling method
· Inclusion and exclusion criteria for becoming a participant
· Screening of participants
· Briefing of participants
· Any other procedures or processes related to obtaining a
sample
1 – 20 points
Significant issues were noted with one or more of the
following…
· Population is not fully described
· Sampling method is not stated
· Rationale for choice sampling method not fully presented
· Inclusion and exclusion criteria for participation not fully
presented
· Briefing and screening of participants not fully presented
0 points
Not present
Instrumentation
24 - 26 points
Mastery is demonstrated through a clear presentation of…
· Each instrument is described in detail
· Reliability discussed, type with data, supported by peer-
reviewed article(s) with citations

17. · Validity discussed, type with data, supported by peer-reviewed
article(s) with citations
· Rationale for selecting instrument(s), supported by peer-
reviewed article(s) with citations
· Type of data generated by the instrument is specified
(nominal, ordinal, interval, or ratio)
· Operational definition of variable(s) is consistent with
instrument(s) (i.e., ability-based emotional intelligence is
measured by an ability-based emotional intelligence instrument
rather than a trait-based instrument)
· Sample questions on each instrument are provided
· A copy of the instrument with permissions information (such
as an email from the author) is included in the appendix of the
paper
21 - 23 points
Understanding is demonstrated through a clear presentation of…
· Each instrument is described in detail
· Reliability discussed, type with data, supported by peer-
reviewed article(s) with citations
· Validity discussed, type with data, supported by peer-reviewed
article(s) with citations
· Rationale for selecting instrument(s), supported by peer-
reviewed article(s) with citations
· Type of data generated by the instrument is specified
(nominal, ordinal, interval, or ratio)
· Operational definition of variable(s) is consistent with
instrument(s) (i.e., ability-based emotional intelligence is
measured by an ability-based emotional intelligence instrument
rather than a trait-based instrument)
1 – 20 points
Significant issues were noted with one or more of the

18. following…
· Instrument(s) are not described in detail
· Reliability is not fully discussed and supported by data and
published sources.
· Validity is not fully discussed and supported by data and
published sources.
· Rationale for selecting instrument(s), supported by peer-
reviewed article(s) with citations not fully presented
· Type of data generated by the instrument is not specified
(nominal, ordinal, interval, or ratio)
· Operational definition of variable(s) is not consistent with
instrument(s) (i.e., ability-based emotional intelligence is
measured by an ability-based emotional intelligence instrument
rather than a trait-based instrument)
0 points
Not present
Procedures (27)
25 - 27 points
Mastery is demonstrated through a clear presentation of…
· Description and name of the design of the proposed study
· The theoretical support for using this study design to test the
hypotheses
· The treatment protocols (if treatments are included)
· The measured variables and how they were measured.
· When the data was collected
· The controls used
· How the controls impact the internal and external validity of
the study
22-24 points
Understanding is demonstrated through a clear presentation of…
· Description and name of the design of the proposed study

19. · The theoretical support for using this study design to test the
hypotheses
· The treatment protocols (if treatments are included)
· The measured variables and how they were measured.
· When the data was collected
· The controls used
· How the controls impact the internal and external validity of
the study
1 – 21 points
Significant issues were noted regarding clarity of presentation
or content not presented per the following…
· Description and name of the design of the proposed study
· The theoretical support for using this study design to test the
hypotheses
· The treatment protocols (if treatments are included)
· The measured variables and how they were measured.
· When the data was collected
· The controls used
· How the controls impact the internal and external validity of
the study
0 points
Not present
Analysis
24 - 26 points
Mastery is demonstrated through a clear presentation of…
· The statistical test(s) used for analysis
· The rationale for using this statistical test for analysis
· How the results of the analysis are used to evaluate the
hypotheses
· Type of data that will be generated
21 - 23 points

20. Understanding is demonstrated through a clear presentation of…
· The statistical test(s) used for analysis
· The rationale for using this statistical test for analysis
· How the results of the analysis are used to evaluate the
hypotheses
1 – 20 points
Significant issues were noted regarding clarity of presentation
or content not presented per the following…
· The statistical test(s) used for analysis
· The rationale for using this statistical test for analysis
· How the results of the analysis are used to evaluate the
hypotheses
0 points
Not present
Structure
Advanced
Proficient
Developing
Not present
(30%; 45 points)
41 - 45 points
· Writing is clear, concise, and has a logical flow
· Grammar, sentence structure, and spelling are correct
· Current APA guidelines are followed
· All assertions and statements of fact are supported by citations
of course texts or peer-reviewed sources.
· Paper is 4-5 pages in length
· All assertions are supported by citations from the course
materials or peer-reviewed literature
37 - 40 points
· Some issues with writing being clear, concise, and having a

21. logical flow
· Some issues with grammar, sentence structure, and spelling
· Some issues with APA style
· Most assertions and statements of fact are supported by
citations of course texts or peer-reviewed sources.
· Paper is 4-5 pages in length
· All assertions are supported by citations from the course
materials or peer-reviewed literature
1 – 36 points
· Significant issues with writing being clear, concise, and
having a logical flow
· Significant issues with grammar, sentence structure, and
spelling
· Significant issues with APA style
· Most assertions and statements of fact are not supported by
citations of course texts or peer-reviewed sources.
· Paper is 4-5 pages in length
· All assertions are supported by citations from the course
materials or peer-reviewed literature
0 points
Not present
Total (150)
Advanced 137 – 150 points
Proficient 122 – 138 points
Developing 1 – 121 points
Not Present
Professor
Comments