Article Review Final Paper
This week, you will research and create an annotated bibliography of five peer-reviewed articles that were published within the last 10 years and relate to the article you selected in Week Two for your Article Review. The peer-reviewed articles you select should be researched in the Ashford University Library and represent a variety of viewpoints on the subject matter. They may support or refute the information presented in your chosen article for review. Each of the peer-reviewed articles must include a complete reference that is correctly formatted in APA style as outlined by the Ashford Writing Center and an annotation of five to six well-developed sentences in your own words that summarize the source and describe its applicability to your selected topic. Please note that no sections from the abstracts of the articles should be included in your annotation.
In your annotation for each peer-reviewed article, analyze psychology as a science as it is presented in the article and explain how it relates to this particular topic. Assess the professional roles presented in the article and describe how they relate to the roles as presented in the article you have chosen for review. Explain any psychological theoretical perspectives presented in the article and how they either support or refute the information provided in the review article. Evaluate contemporary applications of psychology as they are described in the article and compare these to the descriptions within the article for review.
For more in-depth assistance with your annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your online course.
The Annotated Bibliography:
- Must be two to three double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
- Must include a title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least five peer-reviewed sources.
- Must provide a well-developed summary for each source used.
- Must document all sources in APA style as outlined in the Ashford Writing Center.Developmental Psychology is the Article My references must come from my school library so I have look some up that I feel could be used for this. Please let me know if these references want work. You oonly need 5 of them to complete
1. Gerardy, H., Mounts, N. S., Luckner, A. E., & Valentiner, D. P. (2015). Mothers’ Management of Adolescent Peer Relationships: Associations With Aggressive, Prosocial, and Playful Behavior. Journal of Genetic Psychology, 176(5), 299–314. https://doi-org.proxy-library.ashford.edu/10.1080/00221325.2015.1066746
2. Kapetanovic, S., Skoog, T., Bohlin, M., & Gerdner, A. (2018). Aspects of the parent– adolescent relationship and associations with adolescent risk behaviors over time. Journal of Family Psychology. doi.org/10.1037/fam0000436
3. Singh, S. (2017). Parenting style in relation to children’s mental health and self-esteem: A review of literature. Indian Journal of Health & Wellbeing, 8(12), 1522–1527. Retrieved from http://library.ashford.edu/EzProxy.aspx?url=http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&AuthType=ip,cpid&custid=s8856897&db=a9h&AN=127255141&site=ehost-live
4. Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., Peetsma, T. T. D., & Van Den Wittenboer, G. L. H. (2008). Parenting Style as a Mediator Between Children’s Negative Emotionality and Problematic Behavior in Early Childhood. Journal of Genetic Psychology, 169(3), 209–226. Retrieved from http://library.ashford.edu/EzProxy.aspx?url=http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&AuthType=ip,cpid&custid=s8856897&db=a9h&AN=34043158&site=ehost-live
5. Yurduşen, S., Erol, N., & Gençöz, T. (2013). The Effects of Parental Attitudes and Mothers’ Psychological Well-Being on the Emotional and Behavioral Problems of Their Preschool Children. Maternal & Child Health Journal, 17(1), 68–75. https://doi-org.proxy-library.ashford.edu/10.1007/s10995-012-0946-6
6. Porta, S., & Howe, N. (2012). Assessing Mothers’ and Children’s Perceptions of Power Through Personal, Conventional, and Prudential Conflict Situations. Merrill-Palmer Quarterly, 58(4), 507-529. Retrieved from http://www.jstor.org.proxy-library.ashford.edu/stable/41851016
7. Winter, M., Davies, P., & Cummings, E. (2010). Children’s Security in the Context of Family Instability and Maternal Communications. Merrill-Palmer Quarterly, 56(2), 131-142. Retrieved from http://www.jstor.org.proxy-library.ashford.edu/stable/23098038
8. Keijsers, L., Branje, S. J. T., Frijns, T., Finkenauer, C., & Meeus, W. (2010). Gender differences in keeping secrets from parents in adolescence. Developmental Psychology, 46(1), 293–298. https://doi-org.proxy-library.ashford.edu/10.1037/a0018115
9. ZHIWEN XIAO, XIAOMING LI, & STANTON, B. (2011). Perceptions of parent-adolescent communication within families: It is a matter of perspective. Psychology, Health & Medicine, (1), 53. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edsfra&AN=edsfra.23747176&site=eds-live&sco
Annotated Bibliography Total: 4.50
Distinguished – Uses a minimum of five peer reviewed articles published within the last 10 years with each source appropriately selected, correctly cited, and includes a paragraph containing at least five- to-six well developed sentences for each one.
Analyzes Psychology As a Science as it is Presented in the Article and Explains how it Relates to the Topic of the Review Article Total: 4.50
Distinguished – Each annotation clearly and comprehensively analyzes psychology as a science as it is presented in the article and explains how it relates to the topic of the review article.
Assesses the Professional Roles Presented in the Article and Describes How it Relates to the Roles as Presented in the Article Chosen for Review Total: 3.50
Distinguished – Provides a thorough assessment of the professional roles presented in each article and describes how it relates to the roles as presented in the article chosen for review.
Explains Any Psychological Theoretical Perspectives Presented in the Article and How They Either Support or Refute the Information Provided in the Review Article Total: 3.50
Distinguished – Thoroughly and accurately explains the psychological theoretical perspectives presented in each article and how they either support or refute the information provided in the review article.
Evaluates Contemporary Applications of Psychology as They are Described in Each of the Articles and Compares These to the Descriptions Within the Article Chosen for Review Total: 3.50
Distinguished – Each annotation clearly and comprehensively evaluates contemporary applications of psychology as they are described in each of the articles and thoroughly compares these to the descriptions within the article chosen for review.
Critical Thinking: Explanation of Issues Total: 2.00
Distinguished – Clearly and comprehensively explains the issue to be considered, delivering all relevant information necessary for a full understanding.
Written Communication: Content Development Total: 2.00
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Written Communication: Control of Syntax and Mechanics Total: 0.50
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Article Review List
Each article is listed under their respective field. Please select one of the articles below:
Keijsers, L., & Poulin, F. (2013, March 11). Developmental changes in parent–child communication throughout adolescence. Developmental Psychology, 49(12), 2301-2308. doi:10.1037/a0032217
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined how parent–child communication regarding adolescent unsupervised activities develops over the course of adolescence.
Applied Social Psychology
Westaby, J. D., Pfaff, D. L., & Redding, N. (2014). Psychology and social networks: A dynamic network theory perspective. American Psychologist, 69(3), 269-284. doi:10.1037/a0036106
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Authors of this article demonstrate how a dynamic network theory perspective explains the way in which social networks influence processes and related outcomes such as goal achievement, performance, learning, and emotional contagion at the interpersonal level of analysis.
Van den Akker, A. L., Prinzie, P., Deković, M., De Haan, A. D., Asscher, J. J., & Widiger, T. (2013). The development of personality extremity from childhood to adolescence: Relations to internalizing and externalizing problems. Journal of Personality and Social Psychology, 105(6), 1038-1048. doi:10.1037/a0034441
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Authors of this study investigated the development of personality extremity across childhood and adolescence as well as relations between personality extremity and adjustment problems.
Learning and Cognition
Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning. College Student Journal, 47(2), 312-325. Retrieved from the EBSCOhost database.
• Researchers examined fatigue, stress, and executive functioning’s effect on learning and various cognitive functions in college-aged students with learning challenges.
Biological Bases of Behavior
Elam, K. K., Harold, G. T., Neiderhiser, J. M., Reiss, D., Shaw, D. S., Natsuaki, M. N., & … Leve, L. D. (2014). Adoptive parent hostility and children’s peer behavior problems: Examining the role of
genetically informed child attributes on adoptive parent behavior. Developmental Psychology, 50(5), 1543-1552. doi:10.1037/a0035470
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined the effect of genetic influences underlying toddler low social motivation on mother–child and father–child hostility and the subsequent influence of parent hostility on disruptive peer behavior during the preschool period.
Psychological Testing and Assessment
van der Put, C. E., Stams, G. J. J. M. (2013). Youth Offender Care Needs Assessment Tool (YO-CNAT): An actuarial risk assessment tool for predicting problematic child-rearing situations in juvenile offenders on the basis of police records. Psychological Assessment, 25(4), 1167-1178. doi: 10.1037/a0033453
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Researchers developed an actuarial care needs assessment screening instrument for juvenile offenders, the Youth Offender Care Needs Assessment Tool (YO-CNAT), to predict the probability of a future supervision order imposed by the child welfare agency, a future entitlement to care indicated by the youth care agency, and future incidents involving child abuse, domestic violence, and/or sexual norm trespassing behavior at the juvenile’s address. This instrument was designed to assist a police officer without clinical expertise in making a quick assessment and decision to refer a juvenile offender to the youth care agency for further assessment.
Resick, P. A., Bovin, M. J., Calloway, A. L., Dick, A. M., King, M. W., Mitchell, K. S., & … Wolf, E. J. (2012). A critical evaluation of the complex PTSD literature: Implications for DSM-5. Journal of Traumatic Stress, 25(3), 241-251. doi:10.1002/jts.21699
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. Researchers conduct a critical evaluation of the literature on complex posttraumatic stress disorder within the framework of construct validity to evaluate diagnosis criteria.
Clinical & Counseling Psychology
Neimeyer, G. J., Taylor, J. M., Wear, D. M., & Buyukgoze-Kavas, A. (2011). How special are the specialties? Workplace settings in counseling and clinical psychology in the United States. Counseling Psychology Quarterly, 24(1), 43-53. doi:10.1080/09515070.2011.558343
• The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This study examined the similarities and differences between clinical and counseling workplace settings during early-, mid-, and late-career phases to explore the distinctiveness of the two specialties.