Peer-Reviewed Research:

1. Choose a maximum of one or two of your diseases or disorders from the last assignment. It will be easier if they are related to each other (i.e. both are about a similar system of the body or both are behavioral health).
2. Each student is responsible for a total of eight unique peer-reviewed articles documenting the relationship between stress and health.
3. How to search:
4. Use a medical database, like Medline, PubMed, or Health Reference Center. PsychInfo may be useful for behavioral health topics.
   1. Do not use a general search term like “stress”—this will give you tons of inappropriate articles that you will have to slog through to eliminate. DO use the specific relationship you are looking for (i.e. “stress and COPD”).
5. The articles must be very specifically about your topic. DO NOT include random papers that just have the word “stress” in the title. You must read the abstract to know if the paper actually says something about your topic.
6. Once you have decided on your eight articles, you will make your annotations.
   1. Cite the article using APA style.
   2. Write the annotation (summary) of the article
   3. Your annotation should follow the main parts of a research article—Introduction, Method, Results, and Discussion.
      1. Introduction: Write one or two sentences that address the research topic/purpose of the paper and any specific hypotheses that are being tested.
      2. Method: Write one or two sentences that state how many participants, any important characteristics of the participants, and what materials/procedures were used.
      3. Results: Write one to three sentences that present results for the research question/hypothesis presented in “i” above. In other words, the introduction presented one or more questions, now you give the answers to the questions.
      4. Discussion: Write one or two sentences that present the implications and importance of the results.
7. **As you are looking at each research study, make sure you are paying attention to the following information. This is how you critically evaluate and learn from the study you are looking at.
   1. Was the study in animals or people?
   2. Does the study include people like you?
   3. How big was the study?
   4. Was it a randomized controlled clinical trial?
   5. Where was the research done?
   6. If a new treatment was being tested, were there side effects?
   7. Who paid for the research?
   8. Who is reporting the results?
8. Please note that you may not use the abstract or any part thereof as your annotation (summary). Anyone who includes all or part of an abstract in their annotated bibliography will receive zero points for the assignment and possibly a failing grade in the class.

EXAMPLES:

Sample annotation #1

Perren, S., Gutzwiller-Helfenfinger, E., Malti, T., & Hymel, S. (2012). Moral reasoning and emotion attributions of adolescent bullies, victims, and bully‐victims. British Journal of Developmental Psychology, 30(4), 511-530.

This study examined moral disengagement and reasoning for bullies and bully-victims in Switzerland. The study consisted of 26 kids between seventh and twelfth grade from schools that represented all city districts. The procedure consisted of a questionnaire that that was administered at school during school hours. The questions in the questionnaire were related to bullying, being a victim, morality, and social competence. Results showed that bullies were more morally disengaged, while bully-victims thought it was okay to violate moral rules. The authors conclude that victims of bullying are more empathetic of other victims but are at risk for developing moral detachment.

Sample annotation #2

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.

The authors use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Sample Annotation #3

Voeltz, L.M. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464.

As services for severely handicapped children become increasingly available within neighborhood public schools, children's attitudes toward handicapped peers in integrated settings warrant attention.  Factor analysis of attitude survey responses of 2,392 children revealed four factors underlying attitudes toward handicapped peers: social-contact willingness, deviance consequation, and two actual contact dimensions.  Upper elementary-age children, girls, and children in schools with most contact with severely handicapped peers expressed the most accepting attitudes.  Results of this study suggest the modifiability of children's attitudes and the need to develop interventions to facilitate social acceptance of individual differences in integrated school settings.

my different disease disorders from last assignment.

Depression and stress

anxiety and stress

heart disease and stress

abnormal heart rhythms and stress

heart attacks and stress

stroke and stress

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