Category: Psychology

  • [Solved] Discussion question

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  • [Solved] Psych Eval 2

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    **files (3)** – ## Soap2Example2.docx – PsychiatricEvaluationsandPsychiatricCase.pdf – PsychiatricEvaluationInstructions.EX113.docx **## Soap2Example2.docx** Demographics: 56-year-old female, married, employed part-time, lives with spouse. Visit Type: Initial psychiatric evaluation via secure audio/…

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    **files (3)**

    – ## Soap2Example2.docx

    – PsychiatricEvaluationsandPsychiatricCase.pdf
    – PsychiatricEvaluationInstructions.EX113.docx

    **## Soap2Example2.docx**

    Demographics: 56-year-old female, married, employed part-time, lives with spouse.

    Visit Type: Initial psychiatric evaluation via secure audio/video telemedicine.

    Reason for Visit: Worsening depressive symptoms in the setting of bipolar disorder and multiple medical comorbidities.

    Chief Complaint: “My mood has been really low again, and I’m having trouble sleeping and getting motivated.”

    Psychiatric Diagnosis: Bipolar I disorder, current episode depressed, moderate (F31.32).

    Medical Comorbidities: Type 2 diabetes mellitus, hypertension, and hyperlipidemia.

    Social Problems Addressed: Work stress, financial strain related to medical expenses, decreased social activity, and family stress.

    Current Medications:

    · Metformin 1000 mg PO BID

    · Losartan 50 mg PO daily

    · Atorvastatin 40 mg PO nightly

    · No current psychiatric medications

    Psychiatric History: Reports prior manic episodes characterized by approximately 7–10 days of decreased need for sleep, increased energy, rapid speech, excessive goal-directed activity, irritability, and impulsive spending that caused significant family and financial problems. Most recent manic episode was approximately 1 year ago. Currently reports several weeks of depressed mood, anhedonia, fatigue, poor concentration, decreased motivation, and insomnia. Denies current manic symptoms, psychosis, or SI/HI.

    Procedures: Comprehensive psychiatric evaluation, MSE, mood-disorder assessment, medication reconciliation, metabolic-risk review, PHQ-9, suicide risk assessment, substance-use screening, and functional assessment.

    Clinical Note: Patient presents with current bipolar depressive symptoms without evidence of active mania or psychosis. Medical history is significant for T2DM, HTN, and HLD, making metabolic adverse effects an important consideration when selecting treatment. She denies substance misuse and reports no current suicidal or homicidal ideation.

    SOAP Note

    S: Reports depressed mood, loss of interest, low energy, poor concentration, insomnia, and reduced motivation. Confirms history of distinct manic episodes with decreased sleep, increased energy, impulsivity, and functional impairment. Denies current mania, psychosis, SI, or HI.

    O: Telemedicine MSE: A&O ×4, cooperative. Mood depressed; affect constricted and congruent. Speech normal rate and volume. Thought process linear and goal directed. No delusions or hallucinations observed. Insight and judgment fair.

    A: Bipolar I disorder, current episode depressed, moderate. T2DM, HTN, and HLD increase concern for medication-related metabolic effects.

    P: Start lamotrigine 25 mg PO daily for 2 weeks, then increase to 50 mg daily for 2 weeks, with continued gradual titration based on response and tolerability. Counsel patient to stop medication and seek prompt medical evaluation for any new rash, mucosal lesions, or systemic symptoms because of the risk of serious hypersensitivity reactions. Avoid antidepressant monotherapy due to bipolar I diagnosis. Consider an evidence-based bipolar depression agent if additional symptom control is needed, while weighing metabolic risk. Coordinate with PCP for A1c, lipid profile, BP, weight/BMI, and general medical monitoring. Encourage psychotherapy, regular sleep schedule, mood tracking, and relapse-prevention education. Safety plan reviewed.

    New Psychiatric Medication: Lamotrigine 25 mg PO daily with gradual titration.

    Psychotherapy during visit: No
    Telemedicine: Yes – audio/video
    Activity Time: 60 minutes
    Complexity: High
    CPT: 90792
    ICD-10-CM: F31.32, E11.9, I10, E78.5

    **PsychiatricEvaluationsandPsychiatricCase.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationsandpsychiatriccase-pdf-10606871)

    **PsychiatricEvaluationInstructions.EX113.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationinstructions-ex113-docx)

    **PsychiatricEvaluationInstructions.EX113.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationinstructions-ex113-docx)

    **## Soap2Example2.docx**

    Demographics: 56-year-old female, married, employed part-time, lives with spouse.

    Visit Type: Initial psychiatric evaluation via secure audio/video telemedicine.

    Reason for Visit: Worsening depressive symptoms in the setting of bipolar disorder and multiple medical comorbidities.

    Chief Complaint: “My mood has been really low again, and I’m having trouble sleeping and getting motivated.”

    Psychiatric Diagnosis: Bipolar I disorder, current episode depressed, moderate (F31.32).

    Medical Comorbidities: Type 2 diabetes mellitus, hypertension, and hyperlipidemia.

    Social Problems Addressed: Work stress, financial strain related to medical expenses, decreased social activity, and family stress.

    Current Medications:

    · Metformin 1000 mg PO BID

    · Losartan 50 mg PO daily

    · Atorvastatin 40 mg PO nightly

    · No current psychiatric medications

    Psychiatric History: Reports prior manic episodes characterized by approximately 7–10 days of decreased need for sleep, increased energy, rapid speech, excessive goal-directed activity, irritability, and impulsive spending that caused significant family and financial problems. Most recent manic episode was approximately 1 year ago. Currently reports several weeks of depressed mood, anhedonia, fatigue, poor concentration, decreased motivation, and insomnia. Denies current manic symptoms, psychosis, or SI/HI.

    Procedures: Comprehensive psychiatric evaluation, MSE, mood-disorder assessment, medication reconciliation, metabolic-risk review, PHQ-9, suicide risk assessment, substance-use screening, and functional assessment.

    Clinical Note: Patient presents with current bipolar depressive symptoms without evidence of active mania or psychosis. Medical history is significant for T2DM, HTN, and HLD, making metabolic adverse effects an important consideration when selecting treatment. She denies substance misuse and reports no current suicidal or homicidal ideation.

    SOAP Note

    S: Reports depressed mood, loss of interest, low energy, poor concentration, insomnia, and reduced motivation. Confirms history of distinct manic episodes with decreased sleep, increased energy, impulsivity, and functional impairment. Denies current mania, psychosis, SI, or HI.

    O: Telemedicine MSE: A&O ×4, cooperative. Mood depressed; affect constricted and congruent. Speech normal rate and volume. Thought process linear and goal directed. No delusions or hallucinations observed. Insight and judgment fair.

    A: Bipolar I disorder, current episode depressed, moderate. T2DM, HTN, and HLD increase concern for medication-related metabolic effects.

    P: Start lamotrigine 25 mg PO daily for 2 weeks, then increase to 50 mg daily for 2 weeks, with continued gradual titration based on response and tolerability. Counsel patient to stop medication and seek prompt medical evaluation for any new rash, mucosal lesions, or systemic symptoms because of the risk of serious hypersensitivity reactions. Avoid antidepressant monotherapy due to bipolar I diagnosis. Consider an evidence-based bipolar depression agent if additional symptom control is needed, while weighing metabolic risk. Coordinate with PCP for A1c, lipid profile, BP, weight/BMI, and general medical monitoring. Encourage psychotherapy, regular sleep schedule, mood tracking, and relapse-prevention education. Safety plan reviewed.

    New Psychiatric Medication: Lamotrigine 25 mg PO daily with gradual titration.

    Psychotherapy during visit: No
    Telemedicine: Yes – audio/video
    Activity Time: 60 minutes
    Complexity: High
    CPT: 90792
    ICD-10-CM: F31.32, E11.9, I10, E78.5

    **PsychiatricEvaluationsandPsychiatricCase.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationsandpsychiatriccase-pdf-10606871)

    **PsychiatricEvaluationInstructions.EX113.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationinstructions-ex113-docx)

    **## Soap2Example2.docx**

    Demographics: 56-year-old female, married, employed part-time, lives with spouse.

    Visit Type: Initial psychiatric evaluation via secure audio/video telemedicine.

    Reason for Visit: Worsening depressive symptoms in the setting of bipolar disorder and multiple medical comorbidities.

    Chief Complaint: “My mood has been really low again, and I’m having trouble sleeping and getting motivated.”

    Psychiatric Diagnosis: Bipolar I disorder, current episode depressed, moderate (F31.32).

    Medical Comorbidities: Type 2 diabetes mellitus, hypertension, and hyperlipidemia.

    Social Problems Addressed: Work stress, financial strain related to medical expenses, decreased social activity, and family stress.

    Current Medications:

    · Metformin 1000 mg PO BID

    · Losartan 50 mg PO daily

    · Atorvastatin 40 mg PO nightly

    · No current psychiatric medications

    Psychiatric History: Reports prior manic episodes characterized by approximately 7–10 days of decreased need for sleep, increased energy, rapid speech, excessive goal-directed activity, irritability, and impulsive spending that caused significant family and financial problems. Most recent manic episode was approximately 1 year ago. Currently reports several weeks of depressed mood, anhedonia, fatigue, poor concentration, decreased motivation, and insomnia. Denies current manic symptoms, psychosis, or SI/HI.

    Procedures: Comprehensive psychiatric evaluation, MSE, mood-disorder assessment, medication reconciliation, metabolic-risk review, PHQ-9, suicide risk assessment, substance-use screening, and functional assessment.

    Clinical Note: Patient presents with current bipolar depressive symptoms without evidence of active mania or psychosis. Medical history is significant for T2DM, HTN, and HLD, making metabolic adverse effects an important consideration when selecting treatment. She denies substance misuse and reports no current suicidal or homicidal ideation.

    SOAP Note

    S: Reports depressed mood, loss of interest, low energy, poor concentration, insomnia, and reduced motivation. Confirms history of distinct manic episodes with decreased sleep, increased energy, impulsivity, and functional impairment. Denies current mania, psychosis, SI, or HI.

    O: Telemedicine MSE: A&O ×4, cooperative. Mood depressed; affect constricted and congruent. Speech normal rate and volume. Thought process linear and goal directed. No delusions or hallucinations observed. Insight and judgment fair.

    A: Bipolar I disorder, current episode depressed, moderate. T2DM, HTN, and HLD increase concern for medication-related metabolic effects.

    P: Start lamotrigine 25 mg PO daily for 2 weeks, then increase to 50 mg daily for 2 weeks, with continued gradual titration based on response and tolerability. Counsel patient to stop medication and seek prompt medical evaluation for any new rash, mucosal lesions, or systemic symptoms because of the risk of serious hypersensitivity reactions. Avoid antidepressant monotherapy due to bipolar I diagnosis. Consider an evidence-based bipolar depression agent if additional symptom control is needed, while weighing metabolic risk. Coordinate with PCP for A1c, lipid profile, BP, weight/BMI, and general medical monitoring. Encourage psychotherapy, regular sleep schedule, mood tracking, and relapse-prevention education. Safety plan reviewed.

    New Psychiatric Medication: Lamotrigine 25 mg PO daily with gradual titration.

    Psychotherapy during visit: No
    Telemedicine: Yes – audio/video
    Activity Time: 60 minutes
    Complexity: High
    CPT: 90792
    ICD-10-CM: F31.32, E11.9, I10, E78.5

    **PsychiatricEvaluationsandPsychiatricCase.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationsandpsychiatriccase-pdf-10606871)

    **PsychiatricEvaluationInstructions.EX113.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricevaluationinstructions-ex113-docx)

  • [Solved] Qualitative Residency Defense

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    I have attached serveral atachments and files. use those files to complete the complete chapter one of the Qualitative Dissertation Template V.10.2. Chapter one only. Also complete the 2025 Qualitative Residency Defense Presentation template. The other attached files are completed things I have alre…

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    Assignment Prompt & Instructions

    I have attached serveral atachments and files. use those files to complete the complete chapter one of the Qualitative Dissertation Template V.10.2. Chapter one only.

    Also complete the 2025 Qualitative Residency Defense Presentation template.

    The other attached files are completed things I have already completed. Use them to complete the chapter one of the Qualitative Dissertation Template V.10.2 and the 2025 Qualitative Residency Defense Presentation template

    The screenshot provided give additional details of what should be done. Also be sure to review the rubrics.

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    QualitativeDissertationTemplateV.10.22026.08.20.docx](https://www.sweetstudy.com/files/qualitativedissertationtemplatev-10-22026-08-20-docx-10606621 "QualitativeDissertationTemplateV.10.22026.08.20.docx")
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    TheAppropriatenessofQualitativeMethodologyforExploringthePerceivedInfluenceofBlackMaleEducatorsonBlackStudents.docx](https://www.sweetstudy.com/files/theappropriatenessofqualitativemethodologyforexploringtheperceivedinfluenceofblackmaleeducatorsonblackstudents-docx "TheAppropriatenessofQualitativeMethodologyforExploringthePerceivedInfluenceofBlackMaleEducatorsonBlackStudents.docx")
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  • [Solved] CMA POST 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## CMAPOST6.docx **## CMAPOST6.docx** Access the Symptom Media Library: [Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/) Go to film library section of the Symptom Media platform and review the Psychotherapy/Cognitive Therapy film. How…

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    **files (1)**

    – ## CMAPOST6.docx

    **## CMAPOST6.docx**

    Access the Symptom Media Library:
    [Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/)

    Go to film library section of the Symptom Media platform and review the Psychotherapy/Cognitive Therapy film. How does Cognitive Behavioral Therapy (CBT) address the cognitive distortions commonly associated with depression, and what evidence supports its effectiveness compared to other therapeutic approaches for treating this condition?

    Post your initial discussion by 11:59 PM ET on Wednesday. Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).

    **## CMAPOST6.docx**

    Access the Symptom Media Library:
    [Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/)

    Go to film library section of the Symptom Media platform and review the Psychotherapy/Cognitive Therapy film. How does Cognitive Behavioral Therapy (CBT) address the cognitive distortions commonly associated with depression, and what evidence supports its effectiveness compared to other therapeutic approaches for treating this condition?

    Post your initial discussion by 11:59 PM ET on Wednesday. Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook).

  • [Solved] Discussion question

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    Executive Solution Overview

    Write a **200–300-word scholarly section** presenting **humanistic psychology as the fourth theoretical lens** for understanding women in abusive relationships. Use **Bugental (1964), Maslow (1943), Rogers (1951, 1957, 1961), Elliott et al. (2018), Farber et al. (2018), and Kolden et al. (2018)**. B…

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    Assignment Prompt & Instructions

    Write a **200–300-word scholarly section** presenting **humanistic psychology as the fourth theoretical lens** for understanding women in abusive relationships. Use **Bugental (1964), Maslow (1943), Rogers (1951, 1957, 1961), Elliott et al. (2018), Farber et al. (2018), and Kolden et al. (2018)**.

    Briefly address **self-determination, safety, self-actualization, unconditional positive regard, empathy, congruence, and agency**, and explain their relevance to women experiencing abuse. Connect humanistic psychology to the **evolutionary, feminist, and social role frameworks** and its relevance to evaluating responses to abuse in Chapter II. Use **APA 7th edition citations**.

  • [Solved] LP762-L2 WEEK 7

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    Executive Solution Overview

    https://www.ted.com/talks/itay_talgam_lead_like_the_great_conductors https://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders TEXTBOOKS / READINGS Required Textbooks: Bennis, W. (2009). On becoming a leader (4th edition). New York, NY: Basic Books. Burns, J.M. (2010)…

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    Assignment Prompt & Instructions

    https://www.ted.com/talks/itay_talgam_lead_like_the_great_conductors

    https://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders

    TEXTBOOKS / READINGS

    Required Textbooks:

    Bennis, W. (2009). On becoming a leader (4th edition). New York, NY: Basic Books.

    Burns, J.M. (2010). Leadership (Harper Perennial Political Classics). New York, NY:

    HarperPerennial.

    Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New

    York, NY: HarperBusiness.

    Kellerman, B. (2012). The end of leadership. New York, NY: HarperBusiness.

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  • [Solved] Social change and Mental health in the Community

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    Answer each question in 150-200 words. Use two resources to support your explanations. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA 1.Explore the Community Psychology’s Social Justice …

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    Assignment Prompt & Instructions

    Answer each question in 150-200 words. Use two resources to support your explanations.

    While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA

    1.Explore the Community Psychology’s Social Justice through Collaborative Research and Action website and read through some current research and issues under the “issues” tab [https://www.communitypsychology.com/category/issues/](https://www.communitypsychology.com/category/issues/). What are some prevalent social issues today? Chose an article that aligns with your interests and summarize the key findings. Explain why social change in this area is so important, as well as ongoing research.

    2.How has the mental health system changed over time? How can the principles of community psychology assist in better serving individuals’ needs? Use scholarly sources to support your explanations, as well as specific examples from this week’s readings and/or outside research.

    3.Discuss ways in which those employed in a community setting can enhance their multicultural awareness, knowledge, and skills in order to better serve that community. Choose a population of your choice and describe five ways in which a counselor or advocate might establish a safe environment and convey cultural empathy.

  • [Solved] treatment plan

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    **Fictional Treatment Plan Instructions** Create TWO DIFFERENT comprehensive, clinically appropriate treatment plan using entirely fictional client information. The case details, diagnoses, symptoms, history, goals, and clinical circumstances may be created as needed, but they should be realistic, i…

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    Assignment Prompt & Instructions

    **Fictional Treatment Plan Instructions**

    Create TWO DIFFERENT comprehensive, clinically appropriate treatment plan using entirely fictional client information. The case details, diagnoses, symptoms, history, goals, and clinical circumstances may be created as needed, but they should be realistic, internally consistent, and representative of an actual behavioral-health case.

    The treatment plan should demonstrate expert-level clinical reasoning and should be written in objective, professional, person-centered language. Avoid generic or repetitive statements. Every component should connect logically to the client’s presenting concerns, functional impairment, strengths, identified needs, and level of care.

    ### **1. Client and Clinical Information**

    Include fictional:

    – Client name or initials
    – Age and relevant demographic information
    – Date of assessment/treatment-plan initiation
    – Presenting concerns
    – Relevant psychosocial and clinical history
    – Current level of care or treatment setting
    – Relevant diagnoses, using appropriate diagnostic terminology
    – Current symptoms and their frequency, severity, and duration when clinically appropriate
    – Areas of functional impairment, such as occupational, academic, interpersonal, behavioral, emotional, or daily-living functioning

    Do not include unnecessary identifying information.

    ### **2. Presenting Problems and Clinical Needs**

    Identify the primary clinical problems requiring treatment. Describe each problem in behavioral and clinically observable terms rather than relying solely on diagnostic labels.

    For each problem, explain:

    – What the client is experiencing
    – How frequently or intensely it occurs
    – Relevant precipitating or maintaining factors
    – How it affects functioning
    – Why intervention is clinically indicated
    – Relevant strengths, resources, and protective factors

    Prioritize the problems according to clinical significance rather than simply listing symptoms.

    ### **3. Treatment Goals**

    Develop individualized long-term treatment goals that directly correspond to the identified clinical problems.

    Goals should:

    – Be client-centered
    – Reflect meaningful improvement in functioning
    – Be realistic for the client’s circumstances and level of care
    – Be measurable whenever possible
    – Avoid vague language such as “feel better,” “improve mental health,” or “work on issues”
    – Clearly describe the desired clinical outcome

    Goals should reflect what the client is working toward rather than merely describing what the clinician will do.

    ### **4. Objectives**

    Under each treatment goal, create specific measurable objectives.

    Objectives should establish:

    – What the client will do or demonstrate
    – The expected frequency or measurable criterion
    – The timeframe for achievement
    – How progress will be evaluated

    Use observable outcomes whenever possible. Objectives should be sufficiently specific that another clinician reviewing the chart could determine whether the objective has been met, partially met, or not met.

    Examples of measurable criteria may include:

    – Frequency of symptoms
    – Self-reported distress ratings
    – Completion of coping strategies
    – Attendance or participation
    – Behavioral changes
    – Use of identified skills
    – Reduction in maladaptive behaviors
    – Completion of assignments
    – Improved functioning in a specified domain

    Do not make every objective dependent solely on self-report. When appropriate, incorporate behavioral or functional indicators.

    ### **5. Clinical Interventions**

    For each goal and objective, identify evidence-informed interventions the treating clinician will use.

    Interventions should be specific rather than generic. Where clinically appropriate, incorporate approaches such as:

    – Cognitive Behavioral Therapy
    – Dialectical Behavior Therapy skills
    – Motivational Interviewing
    – Trauma-informed interventions
    – Behavioral activation
    – Psychoeducation
    – Problem-solving interventions
    – Emotion-regulation strategies
    – Relapse-prevention interventions
    – Mindfulness-based techniques
    – Interpersonal interventions
    – Solution-focused interventions
    – Safety planning
    – Family or collateral interventions

    Explain how each intervention relates to the client’s identified problem and treatment objective.

    Avoid simply listing therapy modalities. Describe the clinical action, such as identifying cognitive distortions, challenging maladaptive beliefs, rehearsing coping skills, monitoring symptom patterns, developing behavioral experiments, or strengthening relapse-prevention strategies.

    ### **6. Frequency and Duration**

    Specify an appropriate treatment frequency, modality, and anticipated duration based on the fictional clinical presentation.

    Consider:

    – Individual therapy frequency
    – Group therapy when appropriate
    – Family/collateral sessions when clinically indicated
    – Psychiatric evaluation or medication-management coordination when applicable
    – Case management or care coordination when appropriate
    – Reassessment intervals

    The treatment intensity should be clinically consistent with the severity of the presenting concerns.

    ### **7. Progress Measurement**

    Identify how treatment progress will be monitored.

    Include appropriate combinations of:

    – Clinical observation
    – Client self-report
    – Behavioral indicators
    – Goal/objective completion
    – Symptom tracking
    – Standardized screening instruments when appropriate
    – Functional improvement
    – Attendance and participation
    – Reduction in risk behaviors

    When standardized measures are used, identify the measure and explain what domain it evaluates. Do not fabricate scores unless they are clearly identified as fictional baseline data.

    ### **8. Strengths and Protective Factors**

    Identify realistic client strengths that can support treatment. Examples may include:

    – Insight
    – Motivation
    – Supportive relationships
    – Employment or educational engagement
    – Previous treatment success
    – Coping abilities
    – Willingness to seek help
    – Stable housing
    – Spiritual or personal values
    – Problem-solving abilities

    Strengths should be clinically relevant rather than generic compliments.

    ### **9. Barriers to Treatment**

    Identify realistic barriers that could interfere with treatment, such as:

    – Limited insight
    – Transportation
    – Financial stress
    – Housing instability
    – Family conflict
    – Avoidance
    – Anxiety
    – Substance use
    – Difficulty with emotional regulation
    – Scheduling limitations
    – Limited social support

    For significant barriers, identify corresponding clinical strategies for addressing them.

    ### **10. Risk and Safety Considerations**

    When clinically relevant, include a fictional assessment of:

    – Suicidal ideation
    – Self-harm
    – Homicidal ideation
    – Substance-related risk
    – Impulsivity
    – Abuse or exploitation concerns
    – Other safety concerns

    Clearly distinguish current risk from historical risk and document relevant protective factors.

    If risk is present, include appropriate clinical actions such as safety planning, increased monitoring, crisis-resource education, means-safety counseling when applicable, collateral involvement, or referral to a higher level of care.

    Do not automatically assign “low risk” without providing a clinical rationale.

    ### **11. Coordination of Care**

    When appropriate, address coordination with:

    – Psychiatric providers
    – Primary-care providers
    – Family/support systems
    – Case managers
    – Other behavioral-health professionals
    – Community resources
    – Specialty providers

    Specify the purpose of coordination rather than merely stating that coordination will occur.

    ### **12. Client Participation**

    Document the client’s role in developing the treatment plan. Include whether the client participated in identifying goals, demonstrated understanding of the recommendations, expressed agreement or reservations, and identified personally meaningful priorities.

    Treatment should be presented as collaborative rather than solely clinician-directed.

    ### **13. Discharge and Transition Criteria**

    Establish clinically meaningful criteria for reducing or ending treatment.

    Discharge criteria should be based on demonstrated improvement rather than simply the passage of time. Consider:

    – Sustained reduction in target symptoms
    – Improved functioning
    – Achievement of treatment objectives
    – Independent use of coping skills
    – Increased stability
    – Reduced risk
    – Ability to maintain gains outside of treatment
    – Completion of an appropriate aftercare or continuing-care plan

    When appropriate, include step-down or transition recommendations.

    ### **14. Overall Clinical Coherence**

    Before finalizing the treatment plan, verify that the entire document is internally consistent.

    The:

    **presenting problems → symptoms → functional impairments → diagnoses → goals → objectives → interventions → progress measures → discharge criteria**

    should form a logical clinical sequence.

    Do not introduce an intervention, objective, diagnosis, or treatment target that is unrelated to the client’s documented presentation.

    Use clinically appropriate terminology while maintaining a person-centered approach. Avoid stigmatizing, judgmental, or unnecessarily pathologizing language.

    The completed treatment plan should read as though it were prepared by an experienced behavioral-health clinician and reviewed for clinical quality, specificity, measurable outcomes, medical necessity, and continuity of care.

    This structure will produce a **much stronger treatment plan than a basic diagnosis/goals/objectives template**, particularly because it forces the clinical formulation and interventions to align rather than simply filling in disconnected fields.

  • [Solved] Literature Review & Purpose

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    Instruction in documents **files (3)** – ## InstructionLRP.docx – ## LiteratureReviewgraded.pdf – LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx **## InstructionLRP.docx** **Research Question:** Is there a relationship between anxiety and shyness among college students? Please pay at…

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    Instruction in documents

    **files (3)**

    – ## InstructionLRP.docx

    – ## LiteratureReviewgraded.pdf

    – LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx

    **## InstructionLRP.docx**

    **Research Question:**

    Is there a relationship between anxiety and shyness among college students?

    Please pay attention to each note she given back to me and correct them as stated. I need references only for American students; please update them and replace the overseas ones. I need at least 7 references, and they have to be current dated, I would say at least 5 to 10 years peer-reviewed articles from the U.S.

    **## LiteratureReviewgraded.pdf**

    Literature Review
    by Candi Jackson

    Submission date: 25-Sep-2026 04:54PM (UTC-0500)
    Submission ID: 3042122771

    File name: 52930_Candi_Jackson_Literature_Review_3527156_1675435438.docx (25.95K)

    Word count: 1322

    Character count: 7852

    1

    1

    The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Your research question previously approved is the guide for your title.

    The Relationship Between Generalized Anxiety and Shyness in College Students

    Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant
    amount of research done outside the United States. This does not translate to American students. There should be some
    acknowledgement in the Purpose paragraph of this fact and your effort to confirm the relationship between shyness and
    anxiety in American students. The format for the assignment requires the literature review first and then Purpose
    paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the
    purpose paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    1

    1

    6

    9

    10

    12

    13

    15

    16

    corrected

    This is an explaination of your proposed study not literature review.

    according to what source?

    too much space here

    1

    1

    14

    This section should explain what we know about shyness in
    college students. You are explaining the measurement tool.

    Talk about your study in the purpose paragraph.

    what does this mean?

    what patterns of behavior?

    Explain what the study found out about shyness in college students. How does it impact
    them?

    what is interpersonal communication anxiety?

    1

    11

    11

    17

    Just explain in more detail what the study found specific to college
    student functioning.

    (2026)

    what is this term?

    use your own words

    1

    1

    6

    8

    18

    college students are generally over 18

    is

    The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1.
    operationalized research question 2. operationalized research hypothesis 3. connection to 1 or 2 past research
    students and discussion on how your study is different from past related studies. 4. objective of the study – how this is
    different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in
    the research? 5. adherence to APA format.

    1

    2

    3

    4

    5

    7

    This entire document should be double spaced

    This should be double spaced.

    40%
    SIMILARITY INDEX

    23%
    INTERNET SOURCES

    22%
    PUBLICATIONS

    35%
    STUDENT PAPERS

    1 21%

    2 3%

    3 3%

    4 2%

    5 1%

    6 1%

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    Literature Review
    ORIGINALITY REPORT

    PRIMARY SOURCES

    Submitted to Northwestern State University
    Student Paper

    Submitted to Curtin University LTI
    Student Paper

    Submitted to University of Edinburgh
    Student Paper

    repository.essex.ac.uk
    Internet Source

    Submitted to University of Western Australia
    Student Paper

    psycnet.apa.org
    Internet Source

    www.jurnalp4i.com
    Internet Source

    Submitted to Monmouth University
    Student Paper

    Submitted to Capella University
    Student Paper

    Submitted to Newman College
    Student Paper

    www.ncbi.nlm.nih.gov
    Internet Source

    trepo.tuni.fi
    Internet Source

    link.springer.com
    Internet Source

    research.bangor.ac.uk
    Internet Source

    www.frontiersin.org
    Internet Source

    16 1%

    17 1%

    18 <1%

    Exclude quotes Off

    Exclude bibliography Off

    Exclude matches Off

    Submitted to University of New England
    Student Paper

    bmcpsychology.biomedcentral.com
    Internet Source

    Yue Wang, Yuan Zhao. "The impact of shyness on social anxiety among college
    students: Mediating role of regulatory emotional self-efficacy and resilience",
    PLOS One, 2026
    Publication

    FINAL GRADE

    50/70

    Literature Review
    GRADEMARK REPORT

    GENERAL COMMENTS

    PAGE 1

    Strikethrough.

    Text Comment. The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Text Comment. Your research question previously approved is the guide for your title.

    Strikethrough.

    Text Comment. The Relationship Between Generalized Anxiety and Shyness in College Students

    Text Comment. Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant amount of
    research done outside the United States. This does not translate to American students. There should be some acknowledgement in the Purpose paragraph of
    this fact and your effort to confirm the relationship between shyness and anxiety in American students. The format for the assignment requires the literature
    review first and then Purpose paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the purpose
    paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    PAGE 2

    Strikethrough.

    Text Comment. corrected

    Strikethrough.

    Text Comment. This is an explaination of your proposed study not literature review.

    Text Comment. according to what source?

    Strikethrough.

    Text Comment. too much space here

    PAGE 3

    Strikethrough.

    Text Comment. This section should explain what we know about shyness in college students. You are explaining the measurement tool.

    Text Comment. Talk about your study in the purpose paragraph.

    Strikethrough.

    Strikethrough.

    Text Comment. what does this mean?

    Strikethrough.

    Text Comment. what patterns of behavior?

    Text Comment. Explain what the study found out about shyness in college students. How does it impact them?

    Strikethrough.

    Strikethrough.

    Text Comment. what is interpersonal communication anxiety?

    Strikethrough.

    PAGE 4

    Strikethrough.

    Strikethrough.

    Text Comment. Just explain in more detail what the study found specific to college student functioning.

    Text Comment. (2026)

    Strikethrough.

    Strikethrough.

    Text Comment. what is this term?

    Text Comment. use your own words

    Strikethrough.

    Strikethrough.

    PAGE 5

    Strikethrough.

    Text Comment. college students are generally over 18

    Strikethrough.

    Strikethrough.

    Text Comment. is

    Strikethrough.

    Strikethrough.

    Text Comment. The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1. operationalized research
    question 2. operationalized research hypothesis 3. connection to 1 or 2 past research students and discussion on how your study is different from past related
    studies. 4. objective of the study – how this is different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in the research? 5. adherence to APA format.

    PAGE 6

    Strikethrough.

    Text Comment. This entire document should be double spaced

    Text Comment. This should be double spaced.

    GRADING FORM: PP & LIT REVIEW SPRING 25 JHC

    CANDI JACKSON 50
    ARTICLES (6)

    information gathered from multiple research based sources

    6

    SUMMARY: THEME (10)

    Well organized, demonstrates logical sequencing and structure.

    7

    PAST RESEARCH INCLUDED (10)

    detailed conclusions or results of past research are reached or discussed from the evidence offered

    8

    TITLE PAGE (4)

    Information is in APA format and title adheres to the hypothesis & research design.

    3

    REFERENCES (8)

    Information is cited properly and in APA format. In-text citations are provided to match the references.

    Some sequencing and structure issues noted in the text.

    Some research included. Further explaination of results encouraged.

    Formatting concerns noted.

    inconsistent formatting

    7

    PRESENTATION: LENGTH (4)

    Adheres to at least 3 pages of narrative requirements

    4

    FORMAT (4)

    Font, spacing, and APA format are correct

    3

    GRAMMAR (4)

    There is 3 or less grammatical errors

    4

    PP: OR QUESTION (2.5)

    There is a operationalized research question that clearly identifies the sample as college students above the age of 18

    2.5

    PP: OR HYPOTHESIS (2.5)

    There is a clear operationalized research hypothesis stated correctly for the question.

    2.5

    PP: PAST RESEARCH (5)

    There is connection to 1 or 2 past research studies and discussion of how your study is different from those past
    related studies.

    0

    adequate

    Deviations from APA formatting noted

    not included

    PP: STUDY OBJECTIVE (5)

    Objective of the study is clearly stated.

    0

    PP: APA FORMAT (5)

    Is the purpose paragraph in APA format including future tense.

    3

    not included

    deviations noted

    **LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewandpurposeofthecurrentstudygradingrubric3-docx-10607413)

    **LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewandpurposeofthecurrentstudygradingrubric3-docx-10607413)

    **## InstructionLRP.docx**

    **Research Question:**

    Is there a relationship between anxiety and shyness among college students?

    Please pay attention to each note she given back to me and correct them as stated. I need references only for American students; please update them and replace the overseas ones. I need at least 7 references, and they have to be current dated, I would say at least 5 to 10 years peer-reviewed articles from the U.S.

    **## LiteratureReviewgraded.pdf**

    Literature Review
    by Candi Jackson

    Submission date: 25-Sep-2026 04:54PM (UTC-0500)
    Submission ID: 3042122771

    File name: 52930_Candi_Jackson_Literature_Review_3527156_1675435438.docx (25.95K)

    Word count: 1322

    Character count: 7852

    1

    1

    The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Your research question previously approved is the guide for your title.

    The Relationship Between Generalized Anxiety and Shyness in College Students

    Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant
    amount of research done outside the United States. This does not translate to American students. There should be some
    acknowledgement in the Purpose paragraph of this fact and your effort to confirm the relationship between shyness and
    anxiety in American students. The format for the assignment requires the literature review first and then Purpose
    paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the
    purpose paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    1

    1

    6

    9

    10

    12

    13

    15

    16

    corrected

    This is an explaination of your proposed study not literature review.

    according to what source?

    too much space here

    1

    1

    14

    This section should explain what we know about shyness in
    college students. You are explaining the measurement tool.

    Talk about your study in the purpose paragraph.

    what does this mean?

    what patterns of behavior?

    Explain what the study found out about shyness in college students. How does it impact
    them?

    what is interpersonal communication anxiety?

    1

    11

    11

    17

    Just explain in more detail what the study found specific to college
    student functioning.

    (2026)

    what is this term?

    use your own words

    1

    1

    6

    8

    18

    college students are generally over 18

    is

    The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1.
    operationalized research question 2. operationalized research hypothesis 3. connection to 1 or 2 past research
    students and discussion on how your study is different from past related studies. 4. objective of the study – how this is
    different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in
    the research? 5. adherence to APA format.

    1

    2

    3

    4

    5

    7

    This entire document should be double spaced

    This should be double spaced.

    40%
    SIMILARITY INDEX

    23%
    INTERNET SOURCES

    22%
    PUBLICATIONS

    35%
    STUDENT PAPERS

    1 21%

    2 3%

    3 3%

    4 2%

    5 1%

    6 1%

    7 1%

    8 1%

    9 1%

    10 1%

    11 1%

    12 1%

    13 1%

    14 1%

    15 1%

    Literature Review
    ORIGINALITY REPORT

    PRIMARY SOURCES

    Submitted to Northwestern State University
    Student Paper

    Submitted to Curtin University LTI
    Student Paper

    Submitted to University of Edinburgh
    Student Paper

    repository.essex.ac.uk
    Internet Source

    Submitted to University of Western Australia
    Student Paper

    psycnet.apa.org
    Internet Source

    www.jurnalp4i.com
    Internet Source

    Submitted to Monmouth University
    Student Paper

    Submitted to Capella University
    Student Paper

    Submitted to Newman College
    Student Paper

    www.ncbi.nlm.nih.gov
    Internet Source

    trepo.tuni.fi
    Internet Source

    link.springer.com
    Internet Source

    research.bangor.ac.uk
    Internet Source

    www.frontiersin.org
    Internet Source

    16 1%

    17 1%

    18 <1%

    Exclude quotes Off

    Exclude bibliography Off

    Exclude matches Off

    Submitted to University of New England
    Student Paper

    bmcpsychology.biomedcentral.com
    Internet Source

    Yue Wang, Yuan Zhao. "The impact of shyness on social anxiety among college
    students: Mediating role of regulatory emotional self-efficacy and resilience",
    PLOS One, 2026
    Publication

    FINAL GRADE

    50/70

    Literature Review
    GRADEMARK REPORT

    GENERAL COMMENTS

    PAGE 1

    Strikethrough.

    Text Comment. The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Text Comment. Your research question previously approved is the guide for your title.

    Strikethrough.

    Text Comment. The Relationship Between Generalized Anxiety and Shyness in College Students

    Text Comment. Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant amount of
    research done outside the United States. This does not translate to American students. There should be some acknowledgement in the Purpose paragraph of
    this fact and your effort to confirm the relationship between shyness and anxiety in American students. The format for the assignment requires the literature
    review first and then Purpose paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the purpose
    paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    PAGE 2

    Strikethrough.

    Text Comment. corrected

    Strikethrough.

    Text Comment. This is an explaination of your proposed study not literature review.

    Text Comment. according to what source?

    Strikethrough.

    Text Comment. too much space here

    PAGE 3

    Strikethrough.

    Text Comment. This section should explain what we know about shyness in college students. You are explaining the measurement tool.

    Text Comment. Talk about your study in the purpose paragraph.

    Strikethrough.

    Strikethrough.

    Text Comment. what does this mean?

    Strikethrough.

    Text Comment. what patterns of behavior?

    Text Comment. Explain what the study found out about shyness in college students. How does it impact them?

    Strikethrough.

    Strikethrough.

    Text Comment. what is interpersonal communication anxiety?

    Strikethrough.

    PAGE 4

    Strikethrough.

    Strikethrough.

    Text Comment. Just explain in more detail what the study found specific to college student functioning.

    Text Comment. (2026)

    Strikethrough.

    Strikethrough.

    Text Comment. what is this term?

    Text Comment. use your own words

    Strikethrough.

    Strikethrough.

    PAGE 5

    Strikethrough.

    Text Comment. college students are generally over 18

    Strikethrough.

    Strikethrough.

    Text Comment. is

    Strikethrough.

    Strikethrough.

    Text Comment. The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1. operationalized research
    question 2. operationalized research hypothesis 3. connection to 1 or 2 past research students and discussion on how your study is different from past related
    studies. 4. objective of the study – how this is different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in the research? 5. adherence to APA format.

    PAGE 6

    Strikethrough.

    Text Comment. This entire document should be double spaced

    Text Comment. This should be double spaced.

    GRADING FORM: PP & LIT REVIEW SPRING 25 JHC

    CANDI JACKSON 50
    ARTICLES (6)

    information gathered from multiple research based sources

    6

    SUMMARY: THEME (10)

    Well organized, demonstrates logical sequencing and structure.

    7

    PAST RESEARCH INCLUDED (10)

    detailed conclusions or results of past research are reached or discussed from the evidence offered

    8

    TITLE PAGE (4)

    Information is in APA format and title adheres to the hypothesis & research design.

    3

    REFERENCES (8)

    Information is cited properly and in APA format. In-text citations are provided to match the references.

    Some sequencing and structure issues noted in the text.

    Some research included. Further explaination of results encouraged.

    Formatting concerns noted.

    inconsistent formatting

    7

    PRESENTATION: LENGTH (4)

    Adheres to at least 3 pages of narrative requirements

    4

    FORMAT (4)

    Font, spacing, and APA format are correct

    3

    GRAMMAR (4)

    There is 3 or less grammatical errors

    4

    PP: OR QUESTION (2.5)

    There is a operationalized research question that clearly identifies the sample as college students above the age of 18

    2.5

    PP: OR HYPOTHESIS (2.5)

    There is a clear operationalized research hypothesis stated correctly for the question.

    2.5

    PP: PAST RESEARCH (5)

    There is connection to 1 or 2 past research studies and discussion of how your study is different from those past
    related studies.

    0

    adequate

    Deviations from APA formatting noted

    not included

    PP: STUDY OBJECTIVE (5)

    Objective of the study is clearly stated.

    0

    PP: APA FORMAT (5)

    Is the purpose paragraph in APA format including future tense.

    3

    not included

    deviations noted

    **LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewandpurposeofthecurrentstudygradingrubric3-docx-10607413)

    **## InstructionLRP.docx**

    **Research Question:**

    Is there a relationship between anxiety and shyness among college students?

    Please pay attention to each note she given back to me and correct them as stated. I need references only for American students; please update them and replace the overseas ones. I need at least 7 references, and they have to be current dated, I would say at least 5 to 10 years peer-reviewed articles from the U.S.

    **## LiteratureReviewgraded.pdf**

    Literature Review
    by Candi Jackson

    Submission date: 25-Sep-2026 04:54PM (UTC-0500)
    Submission ID: 3042122771

    File name: 52930_Candi_Jackson_Literature_Review_3527156_1675435438.docx (25.95K)

    Word count: 1322

    Character count: 7852

    1

    1

    The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Your research question previously approved is the guide for your title.

    The Relationship Between Generalized Anxiety and Shyness in College Students

    Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant
    amount of research done outside the United States. This does not translate to American students. There should be some
    acknowledgement in the Purpose paragraph of this fact and your effort to confirm the relationship between shyness and
    anxiety in American students. The format for the assignment requires the literature review first and then Purpose
    paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the
    purpose paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    1

    1

    6

    9

    10

    12

    13

    15

    16

    corrected

    This is an explaination of your proposed study not literature review.

    according to what source?

    too much space here

    1

    1

    14

    This section should explain what we know about shyness in
    college students. You are explaining the measurement tool.

    Talk about your study in the purpose paragraph.

    what does this mean?

    what patterns of behavior?

    Explain what the study found out about shyness in college students. How does it impact
    them?

    what is interpersonal communication anxiety?

    1

    11

    11

    17

    Just explain in more detail what the study found specific to college
    student functioning.

    (2026)

    what is this term?

    use your own words

    1

    1

    6

    8

    18

    college students are generally over 18

    is

    The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1.
    operationalized research question 2. operationalized research hypothesis 3. connection to 1 or 2 past research
    students and discussion on how your study is different from past related studies. 4. objective of the study – how this is
    different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in
    the research? 5. adherence to APA format.

    1

    2

    3

    4

    5

    7

    This entire document should be double spaced

    This should be double spaced.

    40%
    SIMILARITY INDEX

    23%
    INTERNET SOURCES

    22%
    PUBLICATIONS

    35%
    STUDENT PAPERS

    1 21%

    2 3%

    3 3%

    4 2%

    5 1%

    6 1%

    7 1%

    8 1%

    9 1%

    10 1%

    11 1%

    12 1%

    13 1%

    14 1%

    15 1%

    Literature Review
    ORIGINALITY REPORT

    PRIMARY SOURCES

    Submitted to Northwestern State University
    Student Paper

    Submitted to Curtin University LTI
    Student Paper

    Submitted to University of Edinburgh
    Student Paper

    repository.essex.ac.uk
    Internet Source

    Submitted to University of Western Australia
    Student Paper

    psycnet.apa.org
    Internet Source

    www.jurnalp4i.com
    Internet Source

    Submitted to Monmouth University
    Student Paper

    Submitted to Capella University
    Student Paper

    Submitted to Newman College
    Student Paper

    www.ncbi.nlm.nih.gov
    Internet Source

    trepo.tuni.fi
    Internet Source

    link.springer.com
    Internet Source

    research.bangor.ac.uk
    Internet Source

    www.frontiersin.org
    Internet Source

    16 1%

    17 1%

    18 <1%

    Exclude quotes Off

    Exclude bibliography Off

    Exclude matches Off

    Submitted to University of New England
    Student Paper

    bmcpsychology.biomedcentral.com
    Internet Source

    Yue Wang, Yuan Zhao. "The impact of shyness on social anxiety among college
    students: Mediating role of regulatory emotional self-efficacy and resilience",
    PLOS One, 2026
    Publication

    FINAL GRADE

    50/70

    Literature Review
    GRADEMARK REPORT

    GENERAL COMMENTS

    PAGE 1

    Strikethrough.

    Text Comment. The running head is a shortened version of the title. For example Generalized anxiety and Shyness in College Students.

    Text Comment. Your research question previously approved is the guide for your title.

    Strikethrough.

    Text Comment. The Relationship Between Generalized Anxiety and Shyness in College Students

    Text Comment. Hi Candi, This is a good start for the assignment. There is feedback provided throughout the paper. There is a significant amount of
    research done outside the United States. This does not translate to American students. There should be some acknowledgement in the Purpose paragraph of
    this fact and your effort to confirm the relationship between shyness and anxiety in American students. The format for the assignment requires the literature
    review first and then Purpose paragraph with discussion of the proposed study. There is guidance provided at the end of the document for the purpose
    paragraph. Review the grading rubric for more information. Dr. Hodges-Crowder

    PAGE 2

    Strikethrough.

    Text Comment. corrected

    Strikethrough.

    Text Comment. This is an explaination of your proposed study not literature review.

    Text Comment. according to what source?

    Strikethrough.

    Text Comment. too much space here

    PAGE 3

    Strikethrough.

    Text Comment. This section should explain what we know about shyness in college students. You are explaining the measurement tool.

    Text Comment. Talk about your study in the purpose paragraph.

    Strikethrough.

    Strikethrough.

    Text Comment. what does this mean?

    Strikethrough.

    Text Comment. what patterns of behavior?

    Text Comment. Explain what the study found out about shyness in college students. How does it impact them?

    Strikethrough.

    Strikethrough.

    Text Comment. what is interpersonal communication anxiety?

    Strikethrough.

    PAGE 4

    Strikethrough.

    Strikethrough.

    Text Comment. Just explain in more detail what the study found specific to college student functioning.

    Text Comment. (2026)

    Strikethrough.

    Strikethrough.

    Text Comment. what is this term?

    Text Comment. use your own words

    Strikethrough.

    Strikethrough.

    PAGE 5

    Strikethrough.

    Text Comment. college students are generally over 18

    Strikethrough.

    Strikethrough.

    Text Comment. is

    Strikethrough.

    Strikethrough.

    Text Comment. The purpose paragraph has a specific structure as identified in the grading rubric and review discussion. 1. operationalized research
    question 2. operationalized research hypothesis 3. connection to 1 or 2 past research students and discussion on how your study is different from past related
    studies. 4. objective of the study – how this is different from other research. Investigating the relationship between shyness and anxiety in this college student
    population at a mid-sized university in the Southern United States to see if the same patterns are seen as reported in the research? 5. adherence to APA format.

    PAGE 6

    Strikethrough.

    Text Comment. This entire document should be double spaced

    Text Comment. This should be double spaced.

    GRADING FORM: PP & LIT REVIEW SPRING 25 JHC

    CANDI JACKSON 50
    ARTICLES (6)

    information gathered from multiple research based sources

    6

    SUMMARY: THEME (10)

    Well organized, demonstrates logical sequencing and structure.

    7

    PAST RESEARCH INCLUDED (10)

    detailed conclusions or results of past research are reached or discussed from the evidence offered

    8

    TITLE PAGE (4)

    Information is in APA format and title adheres to the hypothesis & research design.

    3

    REFERENCES (8)

    Information is cited properly and in APA format. In-text citations are provided to match the references.

    Some sequencing and structure issues noted in the text.

    Some research included. Further explaination of results encouraged.

    Formatting concerns noted.

    inconsistent formatting

    7

    PRESENTATION: LENGTH (4)

    Adheres to at least 3 pages of narrative requirements

    4

    FORMAT (4)

    Font, spacing, and APA format are correct

    3

    GRAMMAR (4)

    There is 3 or less grammatical errors

    4

    PP: OR QUESTION (2.5)

    There is a operationalized research question that clearly identifies the sample as college students above the age of 18

    2.5

    PP: OR HYPOTHESIS (2.5)

    There is a clear operationalized research hypothesis stated correctly for the question.

    2.5

    PP: PAST RESEARCH (5)

    There is connection to 1 or 2 past research studies and discussion of how your study is different from those past
    related studies.

    0

    adequate

    Deviations from APA formatting noted

    not included

    PP: STUDY OBJECTIVE (5)

    Objective of the study is clearly stated.

    0

    PP: APA FORMAT (5)

    Is the purpose paragraph in APA format including future tense.

    3

    not included

    deviations noted

    **LiteratureReviewandPurposeoftheCurrentStudyGradingRubric3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/literaturereviewandpurposeofthecurrentstudygradingrubric3-docx-10607413)

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    **files (1)** – ## apapaper.docx **## apapaper.docx** My topic is: Transformational Leadership and Employees Mental Well-Being Individual APA style Research Paper with literature review on Leadership topic. (Critical thinking of Peer-reviewed Journal Articles) The paper needs to have a Title page, a…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## apapaper.docx

    **## apapaper.docx**

    My topic is:
    Transformational Leadership and Employees Mental Well-Being

    Individual APA style Research Paper with literature review on Leadership topic.

    (Critical thinking of Peer-reviewed Journal Articles)

    The paper needs to have a Title page, abstract page, three to four pages body, and a References page for a minimum total of six pages.

    Go to the sample paper in the APA manual pages 50 – 67 for review. Include research citations (author's last name, date of publication), a title page, abstract, double spaced, hanging indented references. Also, you can introduce research findings with author's name. For example, Smith (2025) found evidence….

    Note that the research methodology section needs to be how you would set up a research study on a leadership topic. Research design is a very creative process. Think about how many participants (usually 30 or more) to survey or observe or rate. Look up measures (use APA Psych Tests) or textbook surveys to use within the methodology section. Even consider if several leader types need to be studied across different organizations and/or institutions.

    Hope this helps with your planning of the methodology section.

    **## apapaper.docx**

    My topic is:
    Transformational Leadership and Employees Mental Well-Being

    Individual APA style Research Paper with literature review on Leadership topic.

    (Critical thinking of Peer-reviewed Journal Articles)

    The paper needs to have a Title page, abstract page, three to four pages body, and a References page for a minimum total of six pages.

    Go to the sample paper in the APA manual pages 50 – 67 for review. Include research citations (author's last name, date of publication), a title page, abstract, double spaced, hanging indented references. Also, you can introduce research findings with author's name. For example, Smith (2025) found evidence….

    Note that the research methodology section needs to be how you would set up a research study on a leadership topic. Research design is a very creative process. Think about how many participants (usually 30 or more) to survey or observe or rate. Look up measures (use APA Psych Tests) or textbook surveys to use within the methodology section. Even consider if several leader types need to be studied across different organizations and/or institutions.

    Hope this helps with your planning of the methodology section.