HSCO 500 week 4 Research Paper – Working Outline

Working Outline A working outline is crafted after all of your preliminary research is done. It is a solid tool to organize all of the concepts you will address in your research paper and can easily be converted into a final draft of your actual paper. Use standard outlining format (see below), with your thesis statement above the first Roman numeral entry; it will become the foundation for your introductory paragraph. (which in APA style is never preceded by a heading titled “introduction”):  Thesis stat ement  All of your primary issues will be enumerated as Roman numerals (I, II, III). These should be left -justified, in standard outline format. They will later become your Level 1 headings (see page 62 of your APA manual). Include some bullets or phrases t o support each, with citations in proper APA format for the resources in your reference list. Complete sentences are not necessary in an outline.  The supporting (secondary) issues for each primary issue will be labeled with capital letters (A, B, C). These should be indented ½”, in standard outline format. They will later become your Level 2 headings.  Any tertiary issues that support your secondary issues will be labeled with Arabic numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will become your Level 3 headings.  Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c). These would be indented 1 -1/2”, in standard outline format. They would become your Level 4 headings.  The last possible level would be issues supporting the Level 4 headings, which would be labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They would become Level 5 headings.  Conclusion. As with all outlines and papers, there must be at least two divisions for each level used, if any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise, APA papers cannot have just one Level 2 heading under a Level 1 hea ding; there must be at least two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other words, if you don’t plan to divide the larger section into two or more smaller sections, do not divide it at all. Each new larger se ction starts anew. It is possible to have five Roman numerals, with capital letters under just the fourth one; others may have capital letter divisions under every Roman numeral. Also note that the information included under each section should NOT be in compete sentences. Phrases should be short and direct. A standard title page and reference page are also required, as required in all APA assignments . Sample working outline follows on the next page, with an example of how you would take that outline and convert it into an actual APA paper . . Running head: SAMPLE PAPER 1 A Sample Paper for the Purpose of Correct Formatting Student Name Liberty University Per the Publication Manual of the American Psychological Association (APA; 6th edition), double -space the entire paper (p. 229), except with charts or tables. Do not add any extra spacing. Use Times New Roman, 12 -point font. Do not use bold except for headings as necessary (see page 62 of your APA manual). Margins are set for 1" on top, bottom, and sides. All page references will be to the APA manual, 6 th edition. Add two spaces after punctuation at the end of each sentence, except in the reference list, for the sake of readability (pp. 87 -88). The header on the cover page is different from the headers on the rest of the paper. Only the cover page header includes the words Running head (without the italics; p. 41) . The header is flush left but the page numbers are flush right (see bottom of p. 229). Make sure the header font is the same as the rest of the paper. Handouts on how to format the cover page (as well as other handouts) are available on the Online Writing Center’s webpage: http://www.liberty.edu/index.cfm ?PID=17176 , and a superb YouTube video demonstration that provides visualized step -by -step instructions for setting a paper up in proper APA format is available at https://www.youtube.com/watch?v=KUjhwGmhDrI Note: Comments inside boxes are not part of the formatting of the paper . Section or page number references to the APA manual are denoted in parentheses throughout. Most citations within the body of this paper ar e fictional, for instructional purposes only , but are also included in the reference list for illustrative purposes of correlating citations in the body of the paper with resources in the reference list. Note: Center the following information in the top half of the page: title, your name, and school name (2.01, p. 23; 41). Some professors require the course title and section, the instructor’s name, and the date; add those on the lines beneath the required title page information. Do not use contractions in formal papers — in either the title or the body of the paper (i.e., use “do not” rather than “don’t”). Titles should include no more than 12 words. Titles use upper and lowercase letters (i.e., “title case;” 20. 1, p. 23; see also 4.15 on pp. 101 -102). Prepared by Christy Owen, Brian Aunkst, and Dr. Carmella O’Hare. Last updated June 28, 2016. SAMPLE PAPER 2 A Sample Paper for the Purpose of Correct Formatting Thesis: God designed and created man with an internal yearning to have close interpersonal relationships and attachment to Him and others, thus behavioral issues resulting from attachment disorders have spiritual implications. I. The Core Causations of Reacti ve Attachment Disorder : A. Attachment Theory and Development of Attachment Styles 1. John Bowlby; Jane Ainsworth . 2. Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475). a. 16% = anxious/ ambivalent; b. 21% = avoidant; c. 63% = secure (Levy, Ellison, Scott, & Bernecker, 2011, p. 193). 3. Childhood attachment styles develop into lifelong patterns. B. Pathways to Depravity : 1. RAD develops during the first three years of a child’s life ; 2. Due to lack of adequate and appropriate careta ker ; 3. RAD = lack of empathy; research = confirmed link between compromised levels of empathy and “an increased propensity to engage in antisocial behaviors” ; (Thompson & Gullone, 2008, p. 123). C. Statistics : 1. United States : a. 38 -40% of foster children; b. 195,000 . 2. International : a. 1% of all children worldwide ; b. 22,000,000 (Hall & Geher, 2003, p. 149) . SAMPLE PAPER 3 II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God A. Attachment to Others : 1. People = flesh -and -bone correlation of God’s design . 2. By definition = children with RAD shun true intimacy with everyone/God . B. God Image and Attachment : 1. Scriptural correlations: a. “Man is designed to relate to God and the human brain is [in fact] ‘wired for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167). b. Jesus Christ = “living water” (John 4:10, 13) . c. Bible = replete with imagery of God as a compassionate, caring, involved, devoted and doting father to His children (Fayard et. al., 2009, p. 172). d. God’s own example = emotional intimacy, bonding, secure attachment. 2. Impact of personal religiosity on attachment: a. Parents with higher levels of personal religiosity = “stronger authoritative parenting skills … and report less parent -child conflict” (Pickering & Vazsonyi, 2010, p. 98) . b. Children with a genuine relationship w ith God = stronger resilience in navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111 - 112). C. Spiritual Implications : 1. RAD = spiritual implications because it necessarily interferes with the person’s ability to relate to God ; 2. It interferes with a person ’s ability to relate to others . III. Conclusion SAMPLE PAPER 4 References Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia - Social and Behavioral Sciences , 30 , 475 –479. Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: E xplorations on a possible neurobiology of the experience of god and some implications for the practice of psychotherapy. Journal of Psychology and Christianity, 28 (2), 167 -181. Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of chi ldren with reactive attachment disorder. The Journal of Psychology, 137 (2), 145 -162. Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical Psychology: In Session, 67 (2), 193 -203. Pickering, L., & Vazsonyi, A. (2010) . Does family process mediate the effect of religiosity on adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and Behavior, 37 , 97 -118. doi: 10.1177/0093854809347813 Thompson, K., & Gullone, E. (2008). Prosocial and antisocial be haviors in adolescents: An investigation into associations with attachment and empathy. Anthrozoos, 21(2) , 123 -137. doi: 10.2752/175303708X305774