annotated biblio

·Annotated Bibliography Assignment Template
(see article summary template on page 2)

**To open this Google Doc in MS Word – select “File” from the menu, “Download As”, “Microsoft Word”.

Add the annotated bibliographies alphabetized beneath each subtheme using the exact format I provided so all required content is clearly and consistently included. Be sure to number your summaries 1-24 so I can easily see that you have included the required 24.

Some examples of how to start your paper title – The review of X, An examination of X, The impact of X on X,

The Overarching Theme/Title of my Paper is (one concise sentence):
**Your studies should be equally organized under your 3-4 headings. Be sure to include both quantitative and qualitative research (interviews and case studies)

Subtheme 1: Name
Associated summaries below

Subtheme 2: Name

Associated summaries below

Add additional subthemes as needed (no more than 4)

Study Summary Template
Annotated bibliographies are one short concise paragraph, about 250 words.

Use only single study research articles (if you do not see the words purpose, participants, data collection/analysis, findings etc – you have not selected single study research). Do not use meta-analysis, systematic review, data-set studies, discussion, commentary type articles, PhD dissertations, or books. All research should be currently published in the last 10 years (5- 7 years preferred) , unless it is seminal research (milestone, key findings, very important to the field). Send the study to me for approval if you would like to use an older study.

*** Please send one or two of your bibliographies to me for review prior to submitting your week 3 assignment to ensure that you are on track.

Use the template below when writing your annotated bibliographies. For your own use, you can also

create a table and plug the information into the table

. Organizing the study information in a table is helpful when comparing and contrasting methodologies, sample size, results, etc, to support your unifying theme. Open the link to the table and then use the Make a Copy option so you have a document that you can edit.

Add completed reference with DOI number above each summary

In paragraph format (without the questions), provide the following information using 250 words or less. Use past tense when discussing the research process and findings.

There are no citations in an annotated bibliography.

Researcher last name (year) examined, evaluated, investigated, explored, studied, etc what topic for what purpose? (one sentence)

What was the

gap in the research

that the study addressed – meaning what was still unknown or understood about this topic based on previous research? AND why is it important to examine this gap (two sentences)

(Do not use the words the unknown, gap or why it is important…. Just state the information)

The participants included- list the number of individuals (and if noted both genders, age range in parentheses after number of individuals) (one sentence)
**Example – The participants included 100 individuals (66 male, 34 female, age range 18 – 44 years)

How was the data collected? (two -three sentences depending on methodology)

How was the data analyzed? (one -two sentences)

What were the findings? (two- three sentences)

What are the implications?

(two – three sentences) Do not use the word Implication – just state how the findings are applied outside of the research setting to help others. Example: Results added new information to the field, extended previous findings, additional research needed. Findings can be used to help others in what way – create interventions, psychoeducation programs, treatment protocols, inform policy makers, inform insurance providers, etc

*Finally, note in one concise sentence, how the results or the findings provide support for subtheme X (state the subtheme name) the study is aligned with (which is a helpful reminder for you when reviewing multiple studies). You will only remind the reader at the end of each study of the subtheme in this assignment, not when you move the content to the capstone template

**Use Double Spacing In Your Document

Researcher last name (year) examined (analyzed, evaluated, investigated, etc) what topic? (what is already known about this topic? What is new about this study? Why is it important to examine this topic?). The participants included total # of individuals (# male, # female, age range if noted in study). Using (survey, experiment, case study, interviews, etc) methodology (include both quantitative or qualitative methodologies in your paper) the researchers (describe/summarize how the study was conducted). How was the data collected? How was the data analyzed? What were the findings? The results indicated (showed, provided support for, highlighted, did not support, contradicted etc., and add what the implications of the findings are (how are finding applied outside of the research setting? (Results added new information to the field, extended previous findings, additional research needed, findings can be used to help others in what way – create interventions, treatment protocols, inform policy makers, etc).

*Finally, note in one concise sentence how the results provide support for your identified subtheme the studies are aligned with (which is a helpful reminder for you when reviewing multiple studies). This content will not be moved into your paper as you are adding it here as a reminder for yourself of how the findings are aligned with your subtheme

Example 1

Di Nicola, M., Ferri, V. R., Moccia, L., Panaccione, I., Strangio, A. M., Tedeschi, D.,
Grandinetti, P., Callea, A., De-Giorgio, F., Martinotti, G., & Janiri, L. (2017). Gender
differences and Psychopathological features associated with addictive behaviors in
adolescents. Frontiers in Psychiatry, 8, 256. https://doi.org/10.3389/fpsyt.2017.00256

Di Nicola et al. (2017) explored the prevalence of gender differences and psychopathological factors in addictive behaviors, both substance and non-substance, within the high school adolescent population. With adolescence being a fundamental period of development, as the neurodevelopmental changes that occur often leads to emotional and cognitive imbalances, substance and non-substance addictive behaviors are said to be prevalent within this age group more so than others. Despite this being the case, there still lacks sufficient evidence surrounding occurrences, related factors, and the overall impact of addictive behaviors on the adolescent population. The participants included 996 individuals (240 male, 756 female) who completed a survey. For non-substance at-risk behaviors, researchers used the Italian versions of Internet Addiction Test, South Oaks Gambling Screen-revised Adolescent questionnaire, and the Exercise Addiction Inventory-Short Form. For assessing psychopathological factors, the Italian versions of the Barratt Impulsiveness Scale (Adolescent Version), Snaith-Hamilton Pleasure Scale, Dissociative Experience Scale for Adolescence, and Toronto Alexithymia Scale was utilized. The data was analyzed using the statistical package SPSS 21.0. Frequent alcohol use and lifetime substance consumption were most common in adolescent males. There was also an association between addictive behaviors and psychopathology. With addictive behaviors having a negative impact on quality of life for adolescents, more studies are imperative for further defining psychopathological factors of these behaviors. The results in this study are pertinent to the subtheme biological approach on addiction because the findings provided insight on gender differences in addictive behaviors.

Example 2

Estévez, A., Jáuregui, P., Sánchez-Marcos, I., López-González, H., & Griffiths, M. D. (2017).
Attachment and emotion regulation in substance addictions and behavioral addictions.
Journal of Behavioral Addictions, 6(4), 534-544.
https://doi.org/10.1556/2006.6.2017.086

Estévez et al. (2017) explored the correlation of emotional regulation and attachment in adolescents and young adults, with substance and non-substance addictive behaviors and the gender differences of said predictors. Risky behaviors are often associated with emotional regulation and attachment, potentially resulting in risk factors contributing to the development of addictive behaviors. However, further research is pertinent in understanding evolution-regulation strategies throughout adolescence. The participants included 472 students (222 female, 208 male, aged 13-21 years). The data was collected using different self-report questionnaires such as the Inventory of Parent and Peer Attachment and the Video Game-related Experience Questionnaire. The data was analyzed using Pearson’s r correlation, a block-wise regression analysis, and Student’s t-tests. Emotion regulation was found to be a predictor of all addictive behaviors. Gender differences were also noted, with males scoring high in gambling disorder and video game addiction. Emotion-regulation difficulties served as predictors for substance and non-substance addictive behaviors, with gender differences explaining different variations in behavior addictions. The results can be used to inform therapists of the impact of gender on addiction and to create preventive and clinical interventions based on gender. The findings provided support for the subtheme of the biological approach on addiction because of the focus on emotion and gender differences as factors in prevalence of addictive behaviors.

Example 3

Lin, C. (2015). Gratitude and depression in young adults: The mediating role of self-esteem and
well-being. Personality and Individual Differences, 87(C), 30–34.
https://doi.org/10.1016/j.paid.2015.07.017
Lin (2015) investigated the effects of self-esteem and psychological well-being on the relationship between gratitude and depression in late adolescence. The purpose was to replicate the connection between gratitude and depression, as well as expand on earlier information about self-esteem and well-being in Taiwanese population. The participants included 235 Taiwanese undergraduate university students (90 male, 145 female, average age 20 years). The data was collected by a multi-section questionnaire; the Chinese version of the Gratitude Questionnaire was used to measure experience and level of gratitude. The Rosenberg Self-esteem Scale was used to measure self-esteem, the Flourishing Scale was used to measure psychological well-being, and the Center for Epidemiologic Studies Depression was used to measure depression. The data was analyzed using the Chi-square statistics, standardized root-mean-square residual, root-mean-square error, the goodness of fit index, and the comparative fit index. An examination of the Akaike Information Criterion, with smaller values was done to compare two or more models. Those with a high level of gratitude see themselves in a better light and have higher self-esteem. Individuals with a higher level of psychological well-being had lower levels of depression. The results provide support for my subtheme because self-esteem is based on one’s self-view and specific course subtheme emotionally driven depression, because the information shows that there is an impact on the level of depression one will have, based on the way they see themselves.
Example 4
Speed, B. C., Nelson, B. D., Auerbach, R. P., Klein, D. N., & Hajcak, G. (2016). Depression
risk and electrocortical reactivity during self-referential emotional processing in 8 to 14
year-old girls. Journal of Abnormal Psychology, 125(5), 607-619.
http://doi.org/10.1037/abn0000173
Speed et al. (2016) explored the effects of self-relevant information processing on depression risk in young girls whose mothers had a history of depression to understand cognitive vulnerabilities in children at risk for depression. The results from previous research provided limited clarity on the cognitive-affective processes that contribute to the development of childhood depression. The participants included 121 girls (age range 8-14 years) recruited from a larger New York puberty study. Depression data was collected using structured clinical interviews including the Kiddie Schedule for Affective Disorders. The Pubertal Development Scale was used to assess puberty data. Continuous EEG digitized data measured electrocortical reactivity to emotion words in two conditions: girls with maternal depression influence and girls without maternal depression influence. The data was analyzed using valence mixed-measure analysis, one-way ANOVA, RT ANOVA, and hierarchical regression analysis. Baseline symptomology did not differ between the two groups, although a link between emotional word event potential and depression was found in girls of depressed mothers. Late positive potential was enhanced in negative words for girls of depressed mothers. No differences were seen in positive words associations. Although current depressive symptoms may be associated with increased negative and increased positive recall bias at this age, understanding the cognitive vulnerabilities of children living with depressed mothers could aid in the prevention and development of depression in daughters. Future researchers should investigate the impact on children of depression in fathers, to rule out confounding variables. The results provided support for the subtheme ……

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DOI number Resources

Correct DOI format –

Example – https://doi.org/10.1037/arc0000014

Incorrect format doi :http: //dx.doi.org. ezproxy1.apus.edu /10.1371

Good DOI resource-

http://blog.apastyle.org/apastyle/digital-object-identifier-doi/

How to find a DOI number – http://blog.apastyle.org/apastyle/2009/12/how-to-find-a-doi.html

What to use if no DOI number is noted.

Per APA version 7 you can leave out a DOI number if not found, but you need to use diligence and search before discluding.

TITLE: MENTAL DISEASE AND SUBSTANCE ABUSE

This assignment will be submitted to Turnitin®.

Instructions

Annotated Bibliography
An annotated bibliography is an APA formatted listing and description of the sources used to develop the Integrated Project Literature Review.  No further coursework will be accepted unless this assignment is submitted in Week 3.
** Do not submit this assignment until you have sent me a few sample summaries for review and approval using 

this exact 

Template

.  See the course announcement and email I sent with more information.  
Peer-reviewed and evidence-based articles (articles published in academic journals) must be used for the annotated bibliography.  Each article must be current (within the last ten years, 5-7 years preferred) and a primary source, that is a single experiment conducted by the article author(s) only. Articles cannot be used if the author is writing about a topic in an essay style and/or if the article includes citations of multiple other authors’ articles or summaries of multiple study findings in the same article.
If you do not see the words purpose, sample, data collection/analysis etc – you have not selected single study research. Do not use meta-analysis, systematic review, data-set studies, discussion, commentary type articles, or PhD dissertations. Articles cannot be used if the author is writing about a topic in an essay style and/or if the article includes citations of multiple other authors’ articles or summaries of multiple study findings in the same article. 
The Week 3 Annotated Bibliography must include 24 current (within the last ten years) peer-reviewed, evidence based articles formatted as per APA guidelines. The  annotated bibliography should be titled “References” centered at the top of the page, followed by the full APA citation of the article and a paragraph (4-6 sentences) describing the following:
1. Purpose of the study and gap in research being addressed (what is not known about the topic) 
2. Methodology (participants, data collection and analysis)  
3. Findings (how results are applied to the real world outside of the research setting) 
4. Relevance to the thesis topic
 
These paragraphs must be written in the student’s own words. Quoting is not permitted for this assignment.
 
The annotated bibliography should be completed by Sunday 11:59 PM EST.  A title page, reference page, and general APA formatting are required.
Please note that the Integrative Project Literature Review cannot be graded if submitted without the Annotated Bibliography in Week 3.

Running head: SUBSTANCE ABUSE AND MENTAL ILLNESS 1

SUBSTANCE ABUSE AND MENTAL ILLNESS 3

Statement of the problem

This report will analyze the relationship between substance abuse and mental illness. Furthermore, the report will also give proper remedies for people with mental illness as a result of substance/drug abuse. This study is crucial in a variety of ways. First, substance abuse is the one of the main problems that affects people in the United States. Jonsson et al. (2021) note that substance abuse affects close to 25 million Americans. However, the majority of people are affected directly including the families of those killed or injured by intoxicated drivers. The majority of people who abuse drugs lack proper mental judgments and this can lead to usually large problems (Lima et al., 2020). There are some who use drugs to make them feel good, such as those who want to get rid of the voices, because those suffering from schizophrenia. Therefore, the research is crucial since it will educate youth, educators, mental health workers, and the general public about the dangers of drug abuse and how they affect their mental capacity. On the other hand, more than 300,000 children in the US (below 16 years) are already addicted to alcoholism and other drugs (Degenhardt et al., 2018). The majority of children who start abusing drugs at a tender age usually develop mental problems in the future such as stress, depression, and anxiety. This is because their brain is already dependent on the drugs. Furthermore, most of these children usually develop violent behaviors and are usually antisocial. Therefore, the study of substance abuse and mental illness will health mental experts, health therapists, and life coaches to study this relationship and implement proper solutions for their clients (Jonsson et al., 2021). Lastly, the study of substance abuse and mental illness will also help public institutions such as schools to prepare educations programs for the students who are already affected by drug abuse. This is likely to reduce future mental problems among the youths. Therefore, I am doing the research to help the parents, public institutions, and therapists identify the relationship between substance abuse and mental illness and help the children or adults who are already affected.

The context of the problem

Substance abuse and mental illness can be explained by the comorbidity theory. According to this theory, substance use and mental health disorders are interrelated (Jones and McCance-Katz, 2019). It means that the majority of people with drug addictions also have mental problems as well. Therefore, the conditions of mental health disorders may also emphasize drug addiction in the victim. In the United States, 21.6 million Americans aged between 12 years and older are addicted to drug abuse (Jonsson et al., 2021). However, 1 in 4 of the addicts also suffer from mental disorders such as depression, anxiety, stress, and confusion (Peters, Wexler, and Lurigio, 2015). Therefore, this means that the high prevalence of drug abuse also increases mental challenges among addicts. 

According to comorbidity theory, chronic brain disorders are associated with acute drug abuse. This means that people who abuse drugs such as marijuana, alcohol, and heroin have their brains rewired/altered by these drugs that they abuse (Jones and McCance-Katz, 2019). Therefore, it becomes difficult for them to survive without these drugs. This causes their brain to function in a different way than before and hence, the brain frequently introduces abnormal feelings such as anger, trauma, anxiety, and depression. Jonsson et al. (2021) support this idea by stating that the changes that are impacted on the brain due to drugs and substance abuse are the same areas/regions that are affected by anxiety, depression, bipolar disorders, and schizophrenia. This explains why there is a close relationship between substance abuse and mental disorders. On the other hand, the complexity of these links also increases the challenges that drug addicts face in their daily lives (Jones and McCance-Katz, 2019). This means that people who abuse drugs cannot undertake their daily activities without using the drugs. Thus, they usually turn to alcohol and other drugs to cope with their mental challenges.

There is a close relationship between childhood substance abuse and mental health disorders experienced in adult life. According to Peters, Wexler, and Lurigio (2015), the brain develops most when people are in their adolescence. 

Therefore, the circuit that regulates important activities such as impulses and decision-making usually take time to mature. This makes people at this stage to be vulnerable to drug abuse and exposure to substance use disorder. Early drug use is a high-risk factor for mental illnesses that occurs in the life of addicts when they mature (Peters, Wexler, and Lurigio, 2015). On the other hand, the physical environment of the children also affects the rate of substance use and mental disorders. People who are frequently exposed to physical abuse while still young usually increase their odds of substance abuse. Therefore, mental illness may precede substance use disorder as the addicts may be struggling to deal with their mental challenges. Jonsson et al. (2021) support this statement by noting that people who are emotionally or physically traumatized usually are at a higher risk of drug abuse/substance disorder. According to the study on the war veterans returning to the country such as those who came from Afghanistan, 1 in 5 servicemen have been diagnosed with symptoms of post-traumatic stress disorder.

Despite this addiction and mental health problems, there are various remedies that addicts can use to overcome their problems. Peters, Wexler, and Lurigio (2015) note that the best treatment for these disorders is through an integrated approach. This involves the process of treating these disorders simultaneously. For mental health problems, the best approach is through medication and group Counselling. In medication, cognitive behavior therapy (CBT) is the best approach that therapists use to help people affected by mental challenges (Jones and McCance-Katz, 2019). In CBT, the victims are taken to therapy centers for a specific time period where they interact with various therapists. Furthermore, victims are taken through various exercise programs and intense guiding and counseling to reverse their minds. CBT has the highest success rate of other therapy treatments. On the other hand, Lima et al. (2020) state that substance abuse can be treated through detoxification and treatment programs such as cognitive behavior therapy. In detoxification, the victims are usually given medicine to reduce the level of drugs in their blood. Next, they are usually taken to treatment centers where they are given intense guiding and Counselling. Furthermore, exercise programs such as running are usually recommended in order to help the victims overcome their challenges. Despite these approaches, Peters, Wexler, and Lurigio (2015) note that guidance and counseling is the best approach to prevent youths from abusing drugs. According to him, schools and communities should adopt mass education programs where the youths and communities at large at taught about the dangers of drug abuse. On the other hand, these treatment programs can also be supplemented by health diets (Peters, Wexler, and Lurigio, 2015). Foods with low blood sugar and low cholesterol are recommended by therapists. This is because they help to manage negative moods such as stress and anxiety which can be beneficial to the victims. Lastly, there are several relaxation programs that can be used to reduce stress and anxiety to victims of substance abuse. As an alternative to drug abuse, therapists recommend the use of mindfulness mediation. Lima et al. (2020) support this idea by stating that mindfulness meditation helps to bring relation not only to the brain muscles but also to the whole body. Therefore, it can be used to regulate emotions such as stress, anxiety, or depression.

The relevance of the study to the field of psychology

This study is very crucial to the field of psychology. First, Degenhardt et al. (2018) note that psychologists usually undertake studies about human behavior from childhood to adulthood. These studies usually help to understand the problems that people undergo in their daily lives and how they can be solved. Substance abuse and mental illness are among the challenges that people face in society. By studying the relationship between substance abuse and mental illness, psychologists will have a better chance of identifying challenges related to substance abuse and mental illness and how they can help their clients to overcome them. Secondly, the study of substance abuse and mental illness helps psychologists to build information about human behavior. As Lima et al. (2020) note, the literature that is available about human behavior is not comprehensive. Therefore, this study will help psychologists to have a deep understanding of human behavior and how external factors such as substance abuse contribute to the thinking capacity of humans.

Relevance of the study to student’s professional interest

This study is crucial to the interest of the students. First, it will help students to add to their knowledge about human behavior. Substance abuse and mental illness are related to psychology since they help to evaluate how substance abuse alters the human brain (Jonsson et al., 2021). Therefore, the students will have a better chance of improving their knowledge and skills in this field. Secondly, students can also use their knowledge to provide education to their peers and other members of society. This study is crucial for students who will undertake community-based programs in the future. The knowledge and skills acquired from the course will help them to teach the public about the dangers of substance abuse and how to avoid them. Furthermore, the research will also help the students to treat me, victims, with severe mental problems such as stress and anxiety. Lastly, a study on substance abuse and mental illness is also crucial for the students. It helps them to understand the dangers of substance abuse and hence, live a morally upright life.

References

Degenhardt, L., Saha, S., Lim, C. C., Aguilar‐Gaxiola, S., Al‐Hamzawi, A., Alonso,

J. & WHO World Mental Health Survey Collaborators. (2018). The associations between psychotic experiences and substance use and substance use disorders: findings from the World Health Organization World Mental Health surveys. Addiction, 113(5), 924-934.

Jones, C. M., & McCance-Katz, E. F. (2019). Co-occurring substance use and mental

disorders among adults with opioid use disorder. Drug and Alcohol Dependence, 197, 78-82.

Jonsson, J., Muntaner, C., Bodin, T., Alderling, M., Balogh, R., Burström, B., …

& Matilla-Santander, N. (2021). Low-quality employment trajectories and risk of common mental disorders, substance use disorders, and suicide attempt: a longitudinal study of the Swedish workforce. Scandinavian journal of work, environment & health, 47(7), 509-520.

Lima, D. R., Carvalho, C. F. C., Guimarães-Pereira, B. B. S., Loreto, A. R., Frallonardo,

F. P., Ismael, F., & Castaldelli-Maia, J. M. (2020). Abstinence and retention outcomes in a smoking cessation program among individuals with co-morbid substance use and mental disorders. Journal of psychiatric research, 125, 121-128.

Peters, R. H., Wexler, H. K., & Lurigio, A. J. (2015). Co-occurring substance use

and mental disorders in the criminal justice system: A new frontier of clinical practice and research.