Adolescent Depression and Attachment: How Insecure Attachments Relate to Higher Symptoms

Adolescent Depression 1
Running Head: ADOLESCENT DEPRESSION
Adolescent Depression and Attachment
Ima G. Student
Purdue University
Heading (on all pages): running head
plus page number
Running head (a shortened
version of the title is defined on
the title page and used in the
heading of your paper.
Title of paper
Author’s name(s)
Institutional affiliation (your college,
university, institution)
Title, name and affiliation are centered. Heading is right
justified. Running head is left justified.

Adolescent Depression and Attachment
Depression affects over 20% of adolescents. It is a disorder that
disturbs their mood,
causes a loss of interest or pleasure in activities they should
enjoy, and makes them
irritable. Several things are thought to be correlated with
depression in adolescents.
Some examples include, a failure to individuate, insecure
attachments, negative parental
representations, etc (Milne & Lancaster, 2001; Olsson,
Nordstrom, Arinell, & Knor-
ring, 1999). In the present paper, the role of attachment plays in
adolescent depression
is investigated. It is hypothesized that insecurely attached
adolescents, (ambivalent or
avoidant), will display higher levels of depression related
symptoms and behaviors than
securely attached adolescents. The following five literature
review attempt to demon-
strate and support this hypothesis.
In a research article by Salzman (1996), two specific questions
were addressed for guid-
ing the study. First, would the age group (18-21) being
investigated correspond in fre-

quency and quality to attachment patterns reported by other
researchers? Second, would
personality characteristics of secure adolescent attachments
correlate with personality
characteristics of infant and child studies? The focus of the
investigation was on
late adolescent female attachment patterns, specifically
maternal, using a semi
structured interview. It is hypothesized that secretly attached
females will have a
strong positive identification with their mother, higher self-
esteem ratings, and lower
depression scores, wile ambivalent and avoidant females will
have a more negative
identification with their mother, lower self-esteem ratings, and
higher depressions scores.
The sample consisted originally of 1001 random psychology
students at a college, but
through screening procedures and the importance to have
approximately equal numbers
in all categories of attachment, it was reduced to 28 who were
used in the study.
Explains
why topic is

important
This is
considered
jargon and
needs to be
explained.
Studies are
listed in
alphabetical
order.
Gives read-
er an idea
of what the
paper will
cover.
Focuses only on reviewing literature that
supports hypothesis.
Descriptions
of the prior
studies should
always be in
the past tense
because the
study has
already oc-
curred.
Notice that not a lot of detail is given about how the study was
conducted. Instead, the
description focuses on the rationale behind the study.

Gives read-
er an idea
of what the
paper will
cover.
The results in this study supported the hypothesis that relative
percentages of the at-
tachments (secure, ambivalent, avoidant) would correspond to
those reported by infant
researchers. The current study percentages were; 73% had a
secure attachment, 16% had
an ambivalent attachment, and 10% had an avoidant
attachment. This has significance
when looking a what infant researchers report, which is &0%
secure, 20% ambivalent
and 10% avoidant (Salzman, 1996). The results also indicated
that there was a signifi-
cant difference in personality characteristics between the secure
and ambivalent groups
. Ambivalently attached females were significantly more
depress and reported signifi-
cantly lower rates of self-esteem than securely attached female
adolescents. The avoid-

ant attachment group was in the middle of the secure and
ambivalent groups in relation
to depression and self-esteem, but wasn’t significantly different
from either group. It is
also reported that securely attached female adolescents have a
significantly more posi-
tive maternal identification than ambivalently attached
adolescents and avoidant female
adolescents fall in the middle.
All of these results combined confirm the hypothesis that
personality characteristics like
positive affect, interpersonal skills, and self-esteem, of securely
attached adolescents cor-
relates to infant child personality characteristics of secure
attachments (Salzman, 1996).
One limitation to the study is that it is not longitudinal. It rests
on he here and now rather
than beginning at childhood and following the females as they
were developing. Another
limitation to the study is the sample consisted of all females.
The correlations may have
been significantly different had adolescent boys been involved.
All citations

come before
punctuation
Notice that the author focuses on the main findings
that related to the hypothesis stated earlier.
Author points out relevant methodological issues that may have
affected findings.
Next, the topic of attachment in relation to adolescent
depression is addressed according
to social networks. In a research article by Olsson et al. (1999),
two questions were ad-
dressed. First, do depressed adolescents have a more limited and
insufficient social net-
work? Second, do depressed adolescents view the emotional
condition of their family as
more negative? The focus of the study is to investigate the
social networks of depressed
adolescents, with and without conduct disorder comorbidity,
and compare the results
with the social networks of the control group (non-depressed
adolescents). A sample of
177 pairs, ages 16-17, female and male were used in the study.
Five subgroups were cre-

ated out of these 177 pairs through initial screening processes.
The results indicate than an adolescent with an episode of major
depression does not
differ significantly from the controls. They do not have
deficiencies in social interac-
tions, attachment, or family climate. This finding is not easily
explained other than these
individuals are less affected by the depressive thinking. On the
other hand, adolescents
with double depression or dysthmia feel their primary caregiver
is available but more
inadequate than controls. Also, they view their family condition
as more negative than
controls. These results confirm the hypothesis that depressed
adolescents have an insuffi-
cient, limited social network and that they view their family
conditions as more negative
(Olsson, et al., 1999). One limitation to this study is the
information is from the adoles-
cents themselves. Parents had no involvement. Another
limitation is that the controls
were chosen from the whole group after screening by having a
score below moderate

depression. The controls themselves may not be absolutely free
from depression.
There isn’t much transition between description of the different
studies (here and throughout the
paper). It would be better to show the connections between the
ideas of the different studies. This
would make the organization of the paper clearer to the reader
and would stress the similarities
and differences between the studies.
With more
than two
authors, use
all of the
names in the
first citation.
Afterwards
just use the
last name
of the first
author fol-
lowed by “et
al.”
More jargon;
most readers
won’t know
what this
means.
Points out
limitations
that affect
the study’s
validity.

Discusses
findings and
how they
relate to the
hypothesis.
Doesn’t quote from the article; provides a summary instead.
This is much more common in APA style.
This
sentence
would be
clearer
as two
separate
sentence
Explains
how the
findings
contradict
the
hypothesis.
depression is addressed using a
hypothetical model. In the research article by Milne and
Lancaster (2001), they investi-
gate the processes that are related to depression. The main focus

was to create a model
that included parent representations, parent attachment, peer
attachment, separation-indi-
viduation, interpersonal concerns, and self-critical concerns and
demonstrate how, when
combined, they can predict symptoms of depression in
adolescents. The sample consisted
of 59 females, ages 14-16, from secondary schools. It is
predicted that past parenting will
be related to attachment felt to parent currently, that maternal
control and care will be
related to attachment and the process of separation-
individuation, that adolescent attach-
ment will be directly related to parent attachment
The results indicate that female adolescent symptoms of
depression are explained by
interpersonal concerns, self-critical concerns, parent and peer
attachment, perceived
parenting, and separation-individuation. The results indicate
that female adolescents are
more vulnerable to depressive symptoms if the have low levels
of maternal care, expe-
rience feelings of guilt, dependence, and self-criticism, and
have poor parent and peer

attachments. Both maternal care and control predicted parent
attachment. In regards to
this finding, too much maternal care predicts high levels of
depression. This is contrary
to what is hypothesized and believe to be true because there is a
point where too much
maternal care can have negative effects (Milne & Lancaster,
2001). One limitation of this
study is that shorter versions of some measure had to be used
due to the time constraints
mandated by the school. Another limitation to the study is that
the focus is on females
and the relationships they have with their mothers.
Good
connection
with other
study that was
discussed
earlier. More
of this would
make the
paper flow
better and be
easier to see
the
connections

between ideas.
In this
sentence,
the commas
are not
necessary.
depression is addressed by
testing factors related to attachment. In the research article by
Muris, Messters,
Melick, and Zwambag (2001), it is hypothesized that
adolescents who considered
themselves securely attached on the initial measure would have
higher scores of
trust and communication and lower scores of alienation than
ambivalent or avoidant
attached adolescents. Also, it is predicted that adolescents who
identify themselves
as insecurely attached will display higher levels of depressive
symptoms and anxiety
disorders than securely attached adolescents. Furthermore, trust
and communication
would be negative correlated with depression and anxiety and
positively correlated

alienation. The sample consisted of 155, female and male, 12-14
years old. The tests
were administered during class time with a teacher or research
assistant always pres-
ent.
The percentages yielded of the attachments (secure, ambivalent,
avoidant) are con-
sistent with infant child studies, but also with Salzman’s (1996)
research. The cur-
rent study’s percentages were 72.9% secure 16.8% ambivalent,
and 10.3% avoidant.
The results support both predictions made by the authors, with
the exception that
communication was only correlated with adolescent depression
scores (Muris, et al.,
2001). One limitation to the study is that it is assumed that
attachment later in life is
a direct result of early attachment. Another limitation to the
study is whether or not
categorical test like the attachment questionnaire for children is
as precise as a di-
mensional measure might be. With this measure, the extent to
which the adolescent

displays an attachment can be measured.
An
apostrophe
is needed
here.
Makes
explicit
connection
between
literature
being
reviewed
and thesis.
Finally, the topic of attachment in relation to adolescent
depression is addressed using a
longitudinal study. In a research article by Allen, Hauser, and
Borman-Spurrell (1996),
a longitudinal study investigates the effects of adolescent
psychopathology on future
attachment patterns. Two questions that were addressed in this
study are relevant to the
main topic of this paper. First, does adolescent psychopathology
that results in hospi-
talization predict future insecure attachments in young

adulthood? Second, are young
adults’ attachment styles reflective of their current state of
mind and does this link have
a direct effect from adolescent psychopathology? The sample
consisted of 142, upper
middle class females and males, ages 14-17. Seventy-six of the
adolescents were re-
cruited from a public high school; the other 66 were adolescents
who had been admitted
to a psychiatric hospital for severe psychopathology. Eleven
years after the adolescents
ere initially interviewed and tested they were reevaluated and
data was compared. At the
initial assessment, parents were integrated into the process.
The results indicate a significant difference between high
school and previously hospi-
talized young adults attachment style. Almost 50% of high
school adolescents in young
adulthood had a secure attachment style, compared to only
approximately 8% of the
previously hospitalized young adults. Also, previously
hospitalized young adults showed
a lack of resolution of previous trauma and were not able to
explain attachment experi-

ences clearly or consistently. These results give conclusions to
the import questions in
the study (Allen, et al., 1996). One limitation to the study is the
question of reliability of
the trauma information reported by the adolescents. Another
limitation to the study is the
fact that all the individuals involved were from the same socio-
economic status.
A comma
is needed
here.
This
sentence
could be
phrased
more
clearly.
Taken together, the results indicate that attachment plays an
important role adolescent
depression, significantly ambivalent or avoidant (Allen, et al.,
1996; Milne & Lancaster,
2001; Muris, et al.; Olsson, et al.; Salzman, 1996). Adolescents
that are secure attached

to their primary care giver tend to have lower rates of
depression related symptoms and
behaviors. It can be assumed from these five literature reviews
that infant attachment
styles influence future attachments, behaviors, and
psychological well-being. More lon-
gitudinal studies should be done. It is important to understand
the actual though process
over several years of individuals who have different attachment
styles. Also, parents and
other individuals who play a major role in the individuals’ lives
who are involved in the
study should be included more. This would help with testimony
reliability and better as-
sessment of the severity of the disorder.
Conclusion sums up the main findings of the lit. review, and
gives suggestions as to what
future research should focus on.
Notice that references are listed in alphabetical order, not order
they appear in the paper.
References

Allen, J.P., Hauser, S.T., & Borman-Spurrell, E. (1996).
Attachment theory as a
framework for understanding sequelae of severe adolescent
psychopathology:
An 11-year follow-up study. Journal of Consulting and Clinical
Psychology, 64,
254-263
Milne, L. C. & Lancaster, S. (2001). Predictors of depression in
female adoles-
cents. Adolescence, 36, 207-223.
Muris, P., Meesters, C., Melick, M., & Zwambag, L. (2001).
Self-reported at-
tachment style, attachment quality, and symptoms of anxiety
and depression in
young adolescents. Personality and Individual Differences, 30,
809-818.
Olsson, G. I., Nordstrom, M., Arinell, H., & Knorring, A.
(1999). Adolescent
depression: Social network and family climate—a case-control
study. Journal of
Child Psychology Psychiatry and Allied Disciplines, 40, 227-
237.
Salzman, J. P. (1996). Primary attachment in female
adolescents: Association with

depression, self-esteem, and maternal identification. Psychiatry:
Interpersonal &
Biological Processes, 59, 20-23.
Journal title and
volume number (or
underlined).
All lines
after the first
line of each
reference
are indented
(this is called
a hanging
indent).
Running head: SHAPING CULTURES AND ETHICS OF THE
ORGANZATION 1
SHAPING CULTURES AND ETHICS OF THE
ORGANZATION 2
Topic: Shaping Cultures and Ethics of the Organization
Student’s Name
Institution
Date
Topic: Shaping Cultures and Ethics of the Organization
Abstract

An ethical business culture is vital in any contemporary
organization. Business ethics and culture provide a guideline for
all employees and other company stakeholders to follow when
they perform any kind of actions in the organization. Every
organization must understand the importance of maintaining a
positive and ethical business culture. An ethical business
culture boosts employee satisfaction, productivity, and
consumers’ attraction to a company’s products. Therefore, it is
important for an organization to work on shaping its ethics and
culture. One way in which this can be achieved is by
maintaining positive leadership in the organization. The leaders
should be an example to all the employees as what they do is
what the junior employees emulate. An organization must also
have some ethical guidelines and values that can act as the
guide for all employees to competently perform their roles.
Annotated Bibliography
Alvesson, M. (2012).Understanding organizational culture. New
York, NY: Sage.
“Understanding Organizational Culture”is a book that takes a
deep analysis into the issue of organizational culture and its
importance to the success of any business organization. The
book explains business culture and its importance to the
identity, performance, leadership, and marketing in an
organization. From this book, one gets a clearer understanding
of what makes up the culture of an organization and the
different levels of organizational culture that the management
of each business organization should work to achieve.
According to this book, organizational culture has a lot of
power in shaping how management is done since managers work
according to their understanding of the organizational culture.
Therefore, the author’s main aim in writing this book is to
change how people conduct their cultural studies in their
various organizations and to help them see culture as a means of
promoting their organizational effectiveness.
Ardichvili, A., Jondle, D., Kowske, B., Cornachione, E., Li, J.,

&Thakadipuram, T. (2012).Ethical cultures in large business
organizations in Brazil, Russia, India, and China.Journal of
Business Ethics, 105(4), 415-428.
This is a research study that compares the perceptions of ethics
and business culture in four major emerging economies namely
Russia, Brazil, China, and India from the United States. The
study uses data from over 13,000 managers in all the five
countries mentioned above to study their ethical standards and
cultures. The study showed that Indian and Brazilian
respondents paid more attention to their ethical organizational
culture than the respondents from the other countries.
However, the study proves that generally, an ethical culture is
given a significant level of importance in an organization
regardless of its location. Business ethics and a positive
organizational culture are always important regardless of the
type of business and where it is located.
Ardichvili, A., Mitchell, J. A., &Jondle, D.
(2009).Characteristics of ethical business cultures.Journal of
business ethics, 85(4), 445-451.
Ardichvili, Mitchell, &Jondle (2009) seek to find out some of
the attributes that make up an ethical organizational culture in
this article. The study included executives from a number of
executives in various industries who contributed to the
qualitative study that sought to understand the characteristic of
ethical organizational cultures. There are five types of
characteristics that the study identifies as the main components
of a good organizational culture. These characteristics include
stakeholders balance, mission and vision, leadership
effectiveness, long-term perspective, and process integrity. The
authors recommend that the characteristics identified in this
study be used by organizations to create a comprehensive model
of organizational practices that can help to build and sustain an
ethical organizational culture.
Berson, Y., Oreg, S., &Dvir, T. (2008). CEO values,
organizational culture and firm outcomes. Journal of
Organizational Behavior, 29(5), 615-633.

This is a journal article that seeks to understand the relationship
between organizational culture and the values of the companies’
CEOs. According to this study the principles and values of the
CEOs are translated in form of their actions in the organization
and this affects its overall outcome. To prove this argument, the
study involved a qualitative study with the participants being
CEOs and other senior executives from various organizations.
The data was collected from more than 200 organizational
members. The study results prove the research hypothesis that
the values of the executives in an organization have an impact
on the overall culture of the organization. Therefore,
organizational managers can use the information from this study
in the process of shaping their organizational cultures.
Schein, E. H. (2010). Organizational culture and leadership
(Vol. 2).John Wiley & Sons.
Leadership has a great impact on the kind of organizational
culture maintained in any business organization. This is a
management book that puts focus on the current complex
business environment. The author puts together a variety of
contemporary research study to show the impact that leadership
has on the culture of an organization. The book begins by
explaining the concept of an organizational culture to help the
reader to understand why it is important to have one. Various
case studies have been used in the book to help gain more
insight into the concepts and understand the main impact that
leadership can have on an organization. This book helps to learn
some of the ways in which an organization can adjust its
leadership styles in order to create an ethical business culture.
Gregory, B. T., Harris, S. G., Armenakis, A. A., & Shook, C. L.
(2009). Organizational culture and effectiveness: A study of
values, attitudes, and organizational outcomes. Journal of
Business Research, 62(7), 673-679.
Organizational culture has a great impact on a business’s
effectiveness. This study provides a detailed insight into the
relationship between organizational culture and business
effectiveness. The study examines some of the organizational

aspects that are likely to have been influenced by its culture in
order for it to influence effectiveness. Some of the aspects of an
organization that are influenced by its culture include the
employee attitudes and the values of the organization. If the
employees are positively influenced then they are likely to
increase their productivity and vice versa. Similarly, positive
organizational value affect the output produced by the business.
Johnson, C. E. (2011). Organizational ethics: A practical
approach. Sage Publications.
All organizations are faced with ethical dilemmas and the
decisions they make may make or break the organization.
Organizational ethics play a big role in the decision making
process of any business. Therefore, Johnson (2011) seeks to
help the readers to understand more about the concept of
organizational ethics and how to apply it is any kind of
organization. The book uses different ethical theories such as
the utilitarian theory, Confucianism, and Altruism to help
explain different ethical perspectives and how they should be
applied in a business. The book also explains how ethical
decision making can be applied in different organizational
scenarios such as in team playing, during times of conflict, and
in performing leadership roles. Therefore, this book gives a
great insight on how an organization can shape its culture and
ethics.
Kaptein, M. (2011).Understanding unethical behavior by
unraveling ethical culture.Human relations, 64(6), 843-869.
In this article, the author acknowledges that unethical behavior
has become very common in many business organizations. The
study weeks to prove that altering an organization’s culture can
help to reduce the rate of unethical practices that are performed
in that organization. There are eight different dimensions that
can be used to explain unethical behavior in businesses. Six of
these dimensions were proven to have an impact on the
unethical behaviors of the employees. These dimensions include
ethical role modeling of the management, ethical behaviors
from the supervisors, the ability to be ethical, commitment to

ethical behavior, reinforcement of ethical behavior, and
openness in talking about business ethics. By understanding the
factors that affect ethical behaviors in organizations the
managements of various businesses can understand the various
aspects that need to be enforced or changed completely to
promote an ethical culture.
Linnenluecke, M. K., & Griffiths, A. (2010).Corporate
sustainability and organizational culture.Journal of world
business, 45(4), 357-366.
This article seeks to explain the link between organizational
culture and corporate sustainability. There is still a great gap in
explaining the link between organizational culture and corporate
sustainability. This study explains the factors that make up a
sustainable corporate culture and the principles that need to be
applied for such a culture to be maintained. Specifically, this
study analyses whether it is possible for an organization to have
a negative culture and still manage to maintain sustainability.
The study results show that a negative culture influences the
functioning of the organization hence it is almost impossible to
have organizational sustainability in such a setting.
Sekerka, L. E., Comer, D. R., & Godwin, L. N. (2014). Positive
organizational ethics: Cultivating and sustaining moral
performance. Journal of Business Ethics, 119(4), 435-444.
This article focuses on explaining the ways in which an
organization can build positive ethics. Positive organizational
ethics can only be achieved if the organization focuses on
cultivating ethical attributes in the individuals and groups and
promoting positive and ethical practices in the company. There
is still a lot that needs to be learned on the ways in which
positive ethics can be influenced in people. This article offers
some important insight into how organizations may promote
ethical behavior in its employees and all organizational
practices. In conclusion the article shows that ethical behavior
can only be achieved when all organizational members make an
effort regardless of their position in the organization.
Stevens, B. (2008). Corporate ethical codes: Effective

instruments for influencing behavior. Journal of Business
Ethics, 78(4), 601-609.
This is a study on the corporate ethical codes that were
published in 2000 and the manner in which they shape
organizational behavior. This study shows that organizational
culture and effective communication are the most important
codes in shaping organizational behavior. Organizational
culture affects the way people act and perform their roles in the
organization hence it affects their level of productivity.
Therefore, by understanding how to alter the ethical codes, the
organization may know the effective instruments that can be
applied to improve the general effectiveness of the organization.
Thorne, D. M., Ferrell, O. C., & Ferrell, L. (2010).Business and
society: A strategic approach to social responsibility and ethics.
South-Western Cengage Learning.
This is a book that links business ethics and the society. Great
business ethics are not only applied in the organizational setting
but also to the society. A business can maintain sustainable
ethics by enhancing its corporate social responsibility.
Corporate social responsibility is the initiative taken by a
company to ensure that they promote environmental
sustainability and the general well-being of the people in the
society. A company that does not care about its social
responsibility reflects negative business ethics. This book
explains the importance of corporate social responsibility in
shaping the corporate culture and ethics of an organization.
Treviño, L. K., Weaver, G. R., & Brown, M. E. (2008). It’s
lovely at the top: Hierarchical levels, identities, and perceptions
of organizational ethics. Business Ethics Quarterly, 18(02),
233-252.
The people’s perceptions of organizational ethics have an
impact on the kind of ethical culture that is implemented in an
organization. This article focuses on showing the importance of
hierarchical perceptions of ethical culture on the kind of culture
that is implemented in an organization. An organization’s
management has the power to influence the organization’s

culture through its perception of business ethics. The kind of
perception they have helps them to live by example and the
junior employees tend to follow what they do. No matter what
culture the managers promote, if they do not live by example it
can be impossible for the rest of the employees to maintain
ethical attitudes. Therefore, this article explains the importance
of maintaining positive attitudes about business ethics.
Toor, S. U. R., &Ofori, G. (2009). Ethical leadership:
Examining the relationships with full range leadership model,
employee outcomes, and organizational culture. Journal of
An organization’s leadership model can either be constructive
or destructive. His article is an empirical study on ethical
leadership and the influence it has on employee behaviors and
outcomes. The study specifically examines the relationship
between ethical leadership and transformational leadership,
employee willingness to work harder, leadership effectiveness
and employee satisfaction with the leader and their job. The
study shows that these factors have a directly proportional
relationship. When the leader is ethical, then they transform
their positive ethical behaviors to the employees thus increasing
their productivity and their satisfaction with their jobs.
Similarly, when a leader has negative ethical values, the
employees tend to reflect the leader’s behaviors. This reduces
their productivity and affects the general organizational
effectiveness. Therefore, this study helps to explain that in
order to change the ethics and culture of the entire organization,
it is necessary to make sure that there are positive leadership
techniques implemented.
Verbos, A. K., Gerard, J. A., Forshey, P. R., Harding, C. S., &
Miller, J. S. (2007). The positive ethical organization: Enacting
a living code of ethics and ethical organizational identity.
Journal of Business Ethics, 76(1), 17-33.
Every business organization needs to have an ethical identity
that guides its activities. This article focuses on the importance
of building an ethical identity and the techniques that can be

used to sustain this identity. An ethical organizational culture
helps to create a harmonious interaction between all employees
and motivate them to perform their roles competently. Creating
a code of ethics is the best way in which an organization can
create a guideline to which every employee can refer to
whenever they encounter an ethical dilemma. A code of ethics
includes a set of rules and guidelines that al company
stakeholders must abide by in order to uphold the ethical
organizational culture.
References
Alvesson, M. (2012).Understanding organizational culture.Sage.
Ardichvili, A., Jondle, D., Kowske, B., Cornachione, E., Li, J.,
&Thakadipuram, T. (2012).Ethical cultures in large business
organizations in Brazil, Russia, India, and China.Journal of
Ardichvili, A., Mitchell, J. A., &Jondle, D.
(2009).Characteristics of ethical business cultures.Journal of
business ethics, 85(4), 445-451.
Berson, Y., Oreg, S., &Dvir, T. (2008). CEO values,
organizational culture and firm outcomes. Journal of
Organizational Behavior, 29(5), 615-633.
Schein, E. H. (2010). Organizational culture and leadership
(Vol. 2).John Wiley & Sons.
Gregory, B. T., Harris, S. G., Armenakis, A. A., & Shook, C. L.
(2009). Organizational culture and effectiveness: A study of
values, attitudes, and organizational outcomes. Journal of
Business Research, 62(7), 673-679.
Johnson, C. E. (2011). Organizational ethics: A practical
approach. Sage Publications.
Kaptein, M. (2011).Understanding unethical behavior by
unraveling ethical culture.Human relations, 64(6), 843-869.
Linnenluecke, M. K., & Griffiths, A. (2010).Corporate
sustainability and organizational culture.Journal of world
business, 45(4), 357-366.
Sekerka, L. E., Comer, D. R., & Godwin, L. N. (2014). Positive

organizational ethics: Cultivating and sustaining moral
performance. Journal of Business Ethics, 119(4), 435-444.
Stevens, B. (2008). Corporate ethical codes: Effective
instruments for influencing behavior. Journal of Business
Ethics, 78(4), 601-609.
Thorne, D. M., Ferrell, O. C., & Ferrell, L. (2010).Business and
society: A strategic approach to social responsibility and ethics.
South-Western Cengage Learning.
Treviño, L. K., Weaver, G. R., & Brown, M. E. (2008). It’s
lovely at the top: Hierarchical levels, identities, and perceptions
of organizational ethics. Business Ethics Quarterly, 18(02),
233-252.
Toor, S. U. R., &Ofori, G. (2009). Ethical leadership:
Examining the relationships with full range leadership model,
employee outcomes, and organizational culture. Journal of
Verbos, A. K., Gerard, J. A., Forshey, P. R., Harding, C. S., &
Miller, J. S. (2007). The positive ethical organization: Enacting
a living code of ethics and ethical organizational identity.
Journal of Business Ethics, 76(1), 17-33.
Literature Review Instructions
What Is a Literature Review?
A literature review is a survey and a discussion of the literature
in a given area of study. It is a concise overview of what has
been studied, argued, and established about a topic; it is
generally organized chronologically or thematically. A
literature review is also written in essay format.
A literature review is not an annotated bibliography because it
groups related works together and discusses trends and
developments rather than focusing on one item at a time. It is
also not a summary; rather, a literature review evaluates
previous and current research in regards to how relevant and/or
useful it is and how it relates to your own research. Therefore, a

literature review is more than an annotated bibliography or a
summary because you are organizing and presenting your
sources in terms of their overall relationship to your problem
statement.
A literature review is written to highlight specific arguments
and ideas in a field of study. By highlighting these arguments,
the writer attempts to show what has been studied in the field
and also where there are weaknesses, gaps, or areas needing
further study. The literature review must also demonstrate to the
reader why the writer’s research is useful, necessary, important,
and valid.
Literature reviews can have different types of audiences, so
consider why and for whom you are writing your review. For
example, many literature reviews are written as a chapter for a
thesis or dissertation in order to support a proposal or are
written in order to help the writer develop a base of knowledge
in a particular business area.
Asking the following questions will assist you in sifting through
your sources and organizing your literature review. Remember,
your Literature Review organizes the previous research in light
of what you are planning to do in your own project.
· What's been done in this topic area to date? What are the
significant discoveries, key concepts, arguments, and/or
theories that scholars have put forward? Which are the
important works?
· On which particular areas of the topic has previous research
concentrated? Have there been developments over time? What
methodologies have been used?
· Are there any gaps in the research? Are there areas that have
not been looked at closely yet but should be? Are there new
ways of looking at the topic?

· Are there improved methodologies for researching this
subject?
· What future directions should research in this subject take?
· How will your research build on or depart from current and
previous research on the topic? What contribution will your
research make to the field?
How Do I Organize and Structure the Literature Review?
There are several ways to organize and structure a literature
review. Two common ways are chronologically and
thematically. You will be using the thematic structure in this
review. In a thematic review, you will group and discuss your
sources in terms of the themes or topics they cover. This
method is often a stronger one organizationally, and it can also
assist you in resisting the urge to summarize your sources. By
grouping themes or topics of research together, you will be able
to demonstrate the types of topics that are important to your
research. For example, if the topic of the literature review is
improving productivity in organizations, then there might be
separate sections of research involving service-oriented
businesses, production-oriented businesses, non-profit
organizations, governmental organizations, etc. Within each
section of a thematic literature review, it is important to discuss
how the research relates to other studies (how is it similar or
different, what other studies have been done, etc.) as well as to
demonstrate how it relates to your own work. This is what the
review is for; do not leave this connection out!
What is the Final Format?
As previously stated, the paper will be written in current APA
format, must be a minimum of 16 pages (not including the title
page, abstract, and references), and must utilize at least 15
scholarly references. The final format must include the
following:
· Title page;

· Abstract;
· Outline;
· Introduction (no longer than 1 page);
· Findings (a minimum of 13 pages);
· Conclusions, recommendations, and suggestions for further
study (a minimum of 2 pages); and
· References that are current (less than 3 years) or important for
historical background.
What is the Process?
During the first module/week, the student will choose a topic to
research from the list provided by the instructor. After the topic
has been chosen/provided, you will begin your project. Listed
below is a recommended outline of steps that will assist you in
writing a thematically organized literature review.
1. Annotated bibliography: Write a brief critical synopsis of
each as you read articles, books, etc. on your topic. After going
through your reading list, you will have an abstract or
annotation of each source you read. Later annotations are likely
to include more references to other works since you will have
your previous readings to compare, but, at this point, the
important goal is to get accurate critical summaries of each
individual work.
2. Thematic organization: Write some brief paragraphs outlining
your categories that state how, in general, the works in each
category relate to each other, how the categories relate to each
other, and how the categories relate to your overall theme. Find
common themes in the works you read and organize the works
into categories. Typically, each work you include in your
review can fit into 1 category or sub-theme of your main theme;
occasionally, a work can fit in more than 1 category (if each
work you read can fit into all the categories you list, you
probably need to rethink your organization).
3. More reading: Due to the knowledge that you have gained in
your readings, you now have a better understanding of your
topic and of the literature related to it. Perhaps you have
discovered specific researchers who are important to the field or

research methodologies you were not aware of. Look for more
literature by those authors, on those methodologies, etc. You
may also be able to set aside some less relevant areas or articles
that you pursued initially. Integrate the new readings into your
Literature Review draft. Reorganize your themes and read more
as appropriate.
4. Write individual sections: For each thematic section, use your
draft annotations (it is recommended to reread the articles and
revise annotations, especially those you read first) to write a
section that discusses the articles relevant to that theme. Rather
than focusing your writing on each individual article, focus
your writing on the theme of that section and show how the
articles relate to each other and to the theme. Use the articles as
evidence to support your critique of the theme rather than using
the theme as an angle to discuss each article individually.
5. Integrate sections: Now that you have the thematic sections,
tie them together with an introduction, conclusion, and some
additions/ revisions in the individual sections in order to
demonstrate how they relate to each other and to your overall
theme.
What Additional Points Must I Consider?
The following are some points to address when writing about
specific works you are reviewing. In dealing with a
paper/argument/theory, you need to assess it (clearly understand
and state the claim) and analyze it (evaluate its reliability,
usefulness, and validity). Look for the following points as you
assess and analyze the readings. You do not need to state them
all explicitly, but keep them in mind as you write your review:
· Be specific and be succinct. Briefly state specific findings
listed in an article, specific methodologies used in a study, or
other important points. Literature reviews are not the place for
long quotes or an in-depth analysis of each point.

· Be selective. You are attempting to reduce a lot of information
into a small space. Mention just the most important points
(those most relevant to the review's focus) in each work you
review.
· Is it a current article? How old is it? Have its claims,
evidence, or arguments been superseded by more recent work?
If it is not current, is it important for historical background?
· What specific claims are made? Are they stated clearly?
· What support is given for those claims?
· What evidence and what type (experimental, statistical,
anecdotal, etc.) are offered? Is the evidence relevant?
Sufficient?
· What arguments are given? What assumptions are made and
are they warranted?
· A word of caution: It is absolutely essential that you
understand your article. If you do not understand the article, do
not use it. Also, do not depend on the abstract or the conclusion
for a full understanding of what the article says; you can often
be misled.
How Do I Find the Literature?
Just as there are many avenues for the literature to be published
and disseminated, there are many avenues for searching for and
finding the literature. There are, for example, a variety of
general and subject-specific indexes that list citations to
publications (books, articles, conference proceedings,
dissertations, etc.). The Liberty University Online Student
Library Services website has links to the library catalog as well
as many indexes and databases in which to search for resources;
it also provides you with subject guides that list resources
appropriate for specific academic disciplines. When you find
appropriate books, articles, etc., look in its bibliographies for

other publications and also for other authors writing about the
same topics. For research assistance tailored to your topic,
please email the Liberty University Online Librarian.
Tips on Identifying and Organizing Your Findings
There is no way to predict what themes you will find. The
themes could include definitions, topics, theories, agreements,
and even disagreements in the literature. Design a descriptive
code word or a few phrases to define each theme (some people
even use different colored highlighters to assist them in
organization). With 15 articles and 16 pages of content, you
will likely have anywhere between 4–6 major themes for your
Literature Review: Final. However, it is highly unlikely that
each of the 15 articles that you read will contain all the themes
that you have identified. Below is an example of 10
hypothetical articles with 4 hypothetical themes.
Article
Theme
1
A
2
A, B
3
D
4
B
5
A, D
6
A, C
7
B, C
8
A, B, C
9
A, B, C, D
10

B, C
The chart is not very helpful except as a prelude to further
organization. Your Literature Review must be written
thematically, not chronologically. You will not be reviewing
one article after another in your Literature Review; rather, you
will be investigating the themes contained in those articles.
Therefore, the organization of your articles will look similar to
the following example:
Theme
Articles Cited
A
1, 2, 5, 8, 9
B
2, 4, 7, 8, 9, 10
C
6, 7, 8, 9, 10
D
3, 5, 9
You may be pondering as to which theme will go first.
Ultimately, the order of the themes is your decision, but keep
the thematic organization logical. The themes provide the
subheadings for the content of your Literature Review;
therefore, this is an efficient way to organize and write your
paper.
Submit the Literature Review: Final by 11:59 p.m. (ET) on
Friday of Module/Week 8.
Page 3 of 4
Academic Level: Postgraduate
Deadline: 24 hours
Instructions: Need a graduate level literature review completed
by tomorrow. Attached file contains abstract and annotated

bibliography. 16 pages do not include provided references, title
page or abstract.
Work must be original, APA format and use 15 scholarly peer
reviewed articles at a minimum. Thank you

Adolescent Depression and Attachment: How Insecure Attachments Relate to Higher Symptoms

Recommended

Recommended

More Related Content

Similar to Adolescent Depression and Attachment: How Insecure Attachments Relate to Higher Symptoms

Similar to Adolescent Depression and Attachment: How Insecure Attachments Relate to Higher Symptoms (20)

More from nettletondevon

More from nettletondevon (20)

Recently uploaded

Recently uploaded (20)

Adolescent Depression and Attachment: How Insecure Attachments Relate to Higher Symptoms