Essay Instructions: Request writer 'rbwpenn'
Description of assignment
Choose a topic of interest to you.
Part 1. Worksheet: to be completed by filling in topic, Key words, and databases searched.
Part 2. The five segments of the final assignment are:
01 Title page
• Each line is centered
• The title is all in capital letters
• Course name and number
• Instructors name
• Student name, and date
02 Topic Statements
• A complete and full description of your research topic
• 1 page or less
03 Search Strategies
• A complete and full description of the search strategy explaining in detail how you went about researching the topic, including your research strategy and databases searched. Include reflections/insights garnered from the readings (Mann, Brem, Tutorials, etc).
• 1-2 pages
04 Annotated Bibliography
• 13 items in APA format. In the annotations describe the content of the publication, explain why you think that the item is of value to your research, and why included it in the bibliography.
The annotated bibliography consists of the following items:
1. Overview article from an encyclopedia
2. 2 Books
3. 3 Articles from scholarly journals
4. Article from a newspaper or the popular press
5. Review article
6. Dissertation
7. Psycholosocial instrument or case study
8. Web site
9. Web page
10. New type of media (Blog, Podcast, etc)
• Arrange the list alphabetically by author, if there is no author by title.
• Single space your reference (as per Saybrook Style)
• Double space your annotations (your text, firs line indent for paragraph format)
05 Evaluation of learning experience
• A description of what in the course was benefit and what was not.
• 1 Page or less
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Saybrook University library database
1. dessertation
Retreave ProQuest Database
ProQuest (database) / dissertation
1. Title: Acculturative stress and post-traumatic stress disorder among Latino and Asian immigrants
Reference
http://proquest.umi.com.ezproxy.humanisticpsychology.org:2048/pqdweb?index=0&sid=5&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=20668&vname=PQD&RQT=309&did=2383635061&scaling=FULL&pmid=66569&ts=1328586262&vtype=PQD&rqt=309&TS=1328586330&clientId=20668
Villeda, Y.. Acculturative stress and post-traumatic stress disorder among Latino and Asian immigrants. M.S. dissertation, The University of Texas at Arlington, United States -- Texas. Retrieved February 6, 2012, from Dissertations & Theses: Full Text.(Publication No. AAT 1494073).
Abstract (Summary)
Acculturative stress and post-traumatic stress disorder among Latino and Asian immigrants
by Villeda, Yajaira, M.S., The University of Texas at Arlington, 2011 , 51 pages; AAT 1494073
Mental health needs for immigrants are complicated by previous trauma and living in a new country. This study examined acculturative stress (AS) and post-traumatic stress disorder (PTSD) among immigrants by conducting a secondary data analysis of the 2002 to 2003 National Latino American and Asian American Study (N=3,259). The primary acculturative stressors identified were limited contact with family and friends, difficulties interacting with others due to language limitations and not receiving the same respect as in the country of origin. Latinos experienced more acculturative stress than Asians. Measures of sex, age, race, education, age of immigration, length of stay in the U.S. were used as independent variables to assess differences between Latinos and Asians in both PTSD and AS. Latinos experienced more AS factors than Asians and Asians experienced more PTSD than Latinos. Implications and recommendations for social work practice and policy are discussed along with recommendations for future research.
2. Title: Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?
Reference
Feldman, E.. Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting? Ph.D. dissertation, The University of Wisconsin - Madison, United States -- Wisconsin. Retrieved February 6, 2012, from Dissertations & Theses: Full Text.(Publication No. AAT 3261445).
Implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) with Spanish-speaking, immigrant middle-school students: Is effective, culturally competent treatment possible within a public school setting?
by Feldman, Elizabeth S., Ph.D., The University of Wisconsin - Madison, 2007 , 147 pages; AAT 3261445
Abstract (Summary)
The central purpose of this study was to evaluate the acceptability, feasibility and effectiveness of The Cognitive Behavioral Intervention for Trauma in Schools (CBITS; Jaycox, 2002) as implemented in Spanish with Latino immigrant students in an Englishdominant, suburban public school in the Midwest United States. The study also attempted to identify rates of exposure to traumatic events and rates of symptomology related to Post Traumatic Stress Disorder (PTSD) in a population of Spanish-speaking students enrolled in an English Language Learner program in the school. As secondary points of interest, the study aimed to pinpoint some of the challenges inherent in the implementation of a school-based intervention with this group and to identify specific measures that could be taken to address these challenges and maintain program efficacy. Questions regarding observed challenges to program implementation and related modifications were considered discussion topics rather than specific research questions, primarily due to the constraints on researchers' ability to examine these points empirically. Throughout the study, researchers documented ways in which the students' (and their parents') linguistic and cultural backgrounds may have limited the ability of CBITS to be appropriate, meaningful, and effective; and also attempted to delineate ways in which modifications were made to the program structure and delivery so as to maximize treatment acceptability and effectiveness with this population in particular.
Twenty-nine sixth- and seventh-grade Spanish-speaking, immigrant students were screened to determine their history of exposure to traumatic events and the presence of symptoms related to PTSD. Of those 29 screened, eight students qualified for program participation. Results suggested that rates of exposure to trauma and resulting PTSD symptoms were quite common. Nearly 80 percent of students screened had experienced at least one traumatic event and approximately half reported having multiple symptoms of PTSD. Data collected indicated that the CBITS program could be implemented in a suburban, English-dominant, public middle school with Spanish-speaking immigrant students and that the program could be modified so as to be highly acceptable to students and their parents. Results also suggested that the program may have contributed to a significant reduction in participants' anxiety-related symptoms both immediately following the group implementation and at a four-month follow up. Implications of these findings for future research and for practice are discussed including recommendations for surmounting likely challenges to program delivery with similar student populations.
Saybrook University Library
2.Books
Retreave: Retrieved from PsycBOOKS database and EBSCO host
(American Psychological Assoc.)
http://web.ebscohost.com.ezproxy.humanisticpsychology.org:2048/ehost/pdfviewer/pdfviewer?vid=3&hid=110&sid=01785471-281c-452a-9fe0-00c0677ab9e0%40sessionmgr113
References
Inclán, J. (2003). Class, culture, and gender in immigrant families. In L. B. Silverstein, T. Goodrich, L. B. Silverstein, T. Goodrich (Eds.) , Feminist family therapy: Empowerment in social context (pp. 333-347). American Psychological Association. doi:10.1037/10615-025
2. Retreave: Retrieved from PsycBOOKS database and EBSCO host
http://web.ebscohost.com.ezproxy.humanisticpsychology.org:2048/ehost/pdfviewer/pdfviewer?vid=3&hid=110&sid=01785471-281c-452a-9fe0-00c0677ab9e0%40sessionmgr113
Reference
References
Boutakidis, I., Guerra, N. G., & Soriano, F. (2006). Youth Violence, Immigration, and Acculturation. In N. G. Guerra, E. Smith, N. G. Guerra, E. Smith (Eds.) , Preventing youth violence in a multicultural society (pp. 75-99). American Psychological Association. doi:10.1037/11380-003
Saybrook University Library
3. Journal
1. Retrieve Eric journals
References.
Hall, M., Greenman, E., & Farkas, G. (2010). Legal Status and Wage Disparities for Mexican Immigrants. Social Forces, 89(2), 491-513.
http://web.ebscohost.com.ezproxy.humanisticpsychology.org:2048/ehost/pdfviewer/pdfviewer?vid=4&hid=110&sid=cd44e030-2085-42d7-bf51-5377af8ed2be%40sessionmgr114
2. Retrieve Eric Journals
Reference
References
Kandel, W., Henderson, J., Koball, H., & Capps, R. (2011). Moving up in Rural America: Economic Attainment of Nonmetro Latino Immigrants. Rural Sociology, 76(1), 101-128.
http://web.ebscohost.com.ezproxy.humanisticpsychology.org:2048/ehost/pdfviewer/pdfviewer?vid=5&hid=110&sid=cd44e030-2085-42d7-bf51-5377af8ed2be%40sessionmgr114
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