Identifies the student’s specific literature review topic, explicitly articulating a unifying, overarching theme that will guide the project Literature Review: Summarizes the general state of the lit

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Identifies the student’s specific literature review topic, explicitly articulating a unifying, overarching theme that will guide the project Literature Review: Summarizes the general state of the literature (cumulative knowledge base) on the specific research question by synthesizing themes, methods, results, and/or theoretical framework used in current literature. Each theme should end with a short conclusion and transition to the next section. Discussion: Synthesis of critical analysis of the literature (Reiterate common themes – what can you learn from what others have studied by looking at the whole picture?) Identifies new knowledge gained through integration of literature findings (What new knowledge have you or do you anticipate being able to generate based on your review? How can this information add to our understanding of the overall topic? References: Includes a complete reference list, formatted to APA standards.

Identifies the student’s specific literature review topic, explicitly articulating a unifying, overarching theme that will guide the project Literature Review: Summarizes the general state of the lit
PSYC 699: Literature Review Rubric Exemplary Accomplished Developing Beginning Did not attempt Introduction Statement of Problem 30 pts Detailed statement of the problem and why it is important to study. Statement of the problem and why it is important to study. Some details are vague. Statement of problem and why it is important to study. Needs clarification and elaboration. Statement of problem and why it is important to study are included but incoherent. No attempt to include statement of problem. Context of Problem 30 pts Detailed examination of existing literature to establish background for study. Key terms and theories defined. Examination of existing literature to establish background for study. Key terms and theories defined. Some details are vague. Examination of existing literature to establish background for study. Key terms and theories defined. Needs clarification and elaboration. Examination of existing literature done in the field. Literature is not relevant to thesis. Key terms and theories are incoherent or irrelevant to thesis. No attempt to include context of problem. Relevance to field 30 pts Detailed description of how literature review contributes to field of psychology. Description of how literature review contributes to field of psychology. Some details are vague. Description of how literature review contributes to field of psychology. Needs clarification and elaboration. Some description of how literature review contributes to field of psychology. Description is not relevant to thesis. No attempt to include relevance to field. Relevance to student’s professional interests 30 pts Detailed description of how literature review contributes to student’s professional interests Description of how literature review contributes to student’s professional interests. Some details are vague. Description of how literature review contributes to student’s professional interests. Needs clarification and elaboration. Some description of how literature review contributes to student’s professional interests. Description is not relevant to thesis. No attempt to include relevance to student’s professional interests. Literature Review Literature Sampling Approach 30 pts Literature sampling approach and techniques are clearly articulated and can be reproduced. Literature sampling approach and techniques are clearly articulated and can be reproduced. Literature sampling approach and techniques are vague. Needs clarification and elaboration. Some description of literature sampling approach and techniques. Description is insufficient to reproduce. No attempt to explain literature sampling approach. Critical Analyses of Literature 30 pts Thorough summary of the general state of the literature (cumulative knowledge base) on the specific research question by synthesizing themes, methods, results, and/or theoretical frameworks used in current literature. Summary of the general state of the literature (cumulative knowledge base) on the specific research question by synthesizing themes, methods, results, and/or theoretical frameworks used in current literature. Summary of the general state of the literature (cumulative knowledge base) on the specific research question with some synthesis of themes, methods, results, and/or theoretical frameworks used in current literature. At times, analysis is incoherent and/or is not relevant to thesis. Some description of the general state of the literature (cumulative knowledge base) on the specific research question. Themes, methods, results, and/or theoretical frameworks used in current literature are not addressed. Analysis is incoherent and/or is not relevant to thesis. No attempt to analyze literature. Summary 30 pts Succinct summary of each section before transitioning to the next section included. Summary of each section before transitioning to the next section included. Some details are missing. Summary of each section before transitioning to the next section included. Needs clarification and elaboration. Summary of some sections before transitioning to the next section included. Summary is incoherent or not relevant to thesis. No attempt to include a summary of each section before transitioning to the next section. Discussion Main Themes & Meaning of Findings 30 pts Clear identification of main themes. Detailed synthesis of conclusions from literature review to alter conceptualizations of existing paradigms or establish new paradigms. Identification of main themes. Synthesis of conclusions from literature review to alter conceptualizations of existing paradigms or establish new paradigms. Some details are missing. Some main themes identified. Synthesis of conclusions from literature review to alter conceptualizations of existing paradigms or establish new paradigms. Needs clarification and elaboration. Few to no main themes identified. Incomplete or incoherent synthesis of conclusions from literature review to alter conceptualizations of existing paradigms or establish new paradigms. No attempt to identify main themes. No synthesis of conclusion from literature review. Contribution to Field 30 pts Detailed explanation of new knowledge gained through literature findings and how the findings contribute to field’s understanding of the overall topic. Explanation of new knowledge gained through literature findings and how the findings contribute to field’s understanding of the overall topic. Some details are missing. Some explanation of new knowledge gained through literature findings and how the findings contribute to field’s understanding of the overall topic. Need for clarification and elaboration. Minimal explanation of new knowledge gained through integration of literature findings and how the findings contribute to field’s understanding of the overall topic. No attempt to explain new knowledge gained through literature findings and how the findings contribute to field’s understanding of the overall topic. Implications for Future Research 30 pts Detailed, insightful recommendations for future research, with supporting rationale. Detailed recommendations for future research, with supporting rationale. Recommendations for future research, with some supporting rationale. Need for clarification and elaboration. Some recommendations for future research. Recommendations are vague and lack supporting rationale. No attempt to include recommendations for future research. Conclusion 30 pts Clear, succinct summary of entire paper and findings. Clear summary of entire paper and findings. Some summary of entire paper and findings. Need for clarification and elaboration. Brief, vague summary of entire paper and findings. No attempt to include summary of paper findings. Writing/Formatting Writing/Formatting 30 pts Work is presented in a logical and coherent way and maintains an academic tone. Writing is clear, articulate, and error free. Citations are composed in proper format with few or no errors. Scholarly resources are used. EOP formatting of Title Page, Abstract, Table of Contents, and APA format for References. Work is grammatically sound with a few minor errors and maintains an academic tone. Citations are composed in proper format with some errors. Scholarly resources are used. EOP formatting of Title Page, Abstract, Table of Contents, and APA format for References. Work contains frequent grammatical errors. At times, work does not maintain an academic tone. Citations are inaccurate or improperly formatted. Some scholarly resources are used. Minor errors in EOP formatting of Title Page, Abstract, Table of Contents, and APA format for References. Work does not demonstrate appropriate graduate level writing. Work does not maintain an academic tone. Citations are inaccurate or improperly formatted. Scholarly resources are not used. Errors in EOP formatting of Title Page, Abstract, Table of Contents, and APA format for References. No attempt to cite information or format in APA style. Scholarly resources not used.
Identifies the student’s specific literature review topic, explicitly articulating a unifying, overarching theme that will guide the project Literature Review: Summarizes the general state of the lit
OUTLINE 5 Outline Introduction Due to specific military laws, service members’ privacy is not as protected in a counseling relationship. Therefore, service members are reluctant to seek mental health help out of fear of losing their careers. The topic is crucial because any supervisor may inquire about a counseling session under the pretense of the need to know title. Unfortunately, with the service members’ mental state often being put after the mission, many issues may arise, such as depression, PTSD, or even suicide. The subject should be researched because service members are entrusted with such important tasks. Having underlying mental issues means that they may be unable to perform given tasks to the highest level of their ability. Culture, depression, and stigma will be used through the study as a means to help grasp the subject. Culture: Any group of people who classify or relate with one another based on some common purpose, need, or similarity of background. Depression: is a disturbance in emotions, behaviors, cognition, and body function. Stigma is the negative status associated with a particular subject. The issue of protecting the service member’s privacy has been an ongoing one for quite some time. According to Kennedy, C., and Johnson, W. (2009), Mixed-agency ethical impasses happen when there are conflicts between loyalties or obligations to patients and the Department of Defense. The study is relevant because veterans are coming to the VA with issues that could and should have been taken care of while serving. It also contributes to psychology in many ways. It provides insight into understanding the service member better. As a veteran and a clinical psychologist, one hopes to help members while serving. Assisting in creating a better environment for counseling relationships will help the members feel understood and have a certain level of trust in the treatment. The purpose of the literature review is to provide awareness of mental health and military members. It also highlights their fears concerning their privacy in a counseling relationship and the difficulties met by them therapists who are unable to protect their clients. Literature Review. To complete the literature review, multiple articles have been chosen. Articles describing the culture of the military, ethical issues faced by therapists assist in introducing the subject. In order to have a thorough view of the subject, researchers showing data about the rate of suicide and depression among service members are used. Last but not least, articles highlighting how the service members and their families could benefit from counseling are also included. The first point of the review is about the refers to the culture and the ethical issues faced by therapists. According to Cole, R. (2014), the military culture is unique from the language used to the hierarchy, the sense of rules, expectations, and self-sacrifice. Cole, R. also mentioned that as part of the military’s culture, a sense of strength Is often embedded in the service member, which consequently forces a sense of fear to appear weak, especially concerning mental health. Therefore, it creates a stigma around mental health. The culture frequently prioritizes the mission. Such priority often creates ethical dilemmas for therapists, therefore further feeding the fear of the service members to seek counseling and hindering counseling relationships. As per Kennedy, C., & Johnson, W. (2009), Military psychology can significantly deviate from traditional practice. A dilemma often arises when the provider must choose between his client or his loyalty to the Department of Defense. The combination of culture and such ethical issues often creates a lack of trust between service members and providers, which leads to unreported mental issues bringing one to explore stigma depression and suicide in the military. A second point in the review of the consequences of stigma will be discussed, the rates of depression and suicide are studied. In an article was written by Dr. Kaplan, D. (2019), stigma is firmly established in the military culture and is connected to a desire to self-handle issues. Moreover, when said issues go untreated, they may result in depression or even suicide. According to the Department of Defense (DoD) Suicide Event Report (DoDSER) Annual Reports, in 2017, 50.8 percent of reported suicide had no mental health diagnoses in their medical records. Tucker, J. (2020) reported that military suicide rates significantly increased from 2011 to 2018. Depression amongst military members, according to Hepner, K. (2016), has been on the rise, and the quality of treatment is adequate; however, the follow-ups rate is not as high as it should be. This topic brings one to discuss the care that both members and family receive when it comes to mental health. Treatment comprises the third point. Although many service members do not seek mental health treatments, there are many options available to help them. According to Luxton, D. (2016), home-based tele-behavioral is an option offered to service members that have been proved to be as efficient as face to face counseling. Behavioral marital therapy is also available to couples. Discussion The literature review will discuss the subject of service members’ privacy in a therapy session. Other studies have highlighted the importance of the military’s culture and its effect on the members and their families. Stigmas that plague the military and their effect on mental health are also visited. As for new knowledge, therapists are always advocating with hope to change specific reporting criteria and how much influence they have over sending a member back to on deployment. With this information, one can see the bigger picture and how much emphasis is placed on the mission. Bringing awareness to both service members and higher-ranking officers would be the recommendations for future researches. Once an education has been established, and there is a certain level of understanding and acceptance, the therapist could survey and see how stigma is affected. As a summary, one will review the mental health of military members. Their culture, the effects of deployments, the stigma attached to mental health will all be addressed. The code of ethics of military therapists will also be a point of focus. PTSD, depression, and suicide will be discussed as results of untreated mental issues that may be present. Treatment will also be a subject examined with hopes that military therapists will reach an agreement where the need to know status is not given to every supervisor, and the member’s privacy is protected. References Cole, R. F. (2014). Understanding military culture: A guide for professional school counselors. The Professional Counselor, 4(5), 497-504. doi:http://dx.doi.org.ezproxy2.apus.edu/10.15241/rfc.4.5.497 Kaplan, D. A. (2019, July 8). Reducing Military Mental Health Stigma to Improve Treatment Engagement: Guidance for Clinicians. Psychological Health Center of Excellent. https://www.pdhealth.mil/news/blog/reducing-military-mental-health-stigma-improve-treatment-engagement-guidance-clinicians Kennedy, C., & Johnson, W. (2009). Mixed Agency in Military Psychology: Applying the American Psychological Association Ethics Code. Psychological Services, 6(1), 22–31. https://doi.org/10.1037/a0014602 Luxton, D. D., Pruitt, L. D., Wagner, A., Smolenski, D. J., Jenkins-Guarnieri, M., & Gahm, G. (2016). Home-based telebehavioral health for U.S. military personnel and veterans with depression: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 84(11), 923-934. doi:http://dx.doi.org.ezproxy1.apus.edu/10.1037/ccp0000135 Tucker, J., Dr. (2020, April 27). 2018 DoD Suicide Event Report Released. Psychological Health Center of Excellence. https://www.pdhealth.mil/news/blog/2018-dod-suicide-event-report-released
Identifies the student’s specific literature review topic, explicitly articulating a unifying, overarching theme that will guide the project Literature Review: Summarizes the general state of the lit
REFERENCES 6 References Acosta, J., Becker, A., Cerully, J., Fisher, M., Martin, L., Vardavas, R., … Rand National Defense Research Inst Santa Monica Ca. (2014). Mental Health Stigma in the Military. Retrieved from http://www.dtic.mil/docs/citations/ADA610275 Allen, R. (2014). Suicide prevention in the marine corps south carolina lowcountry (Order No. 3580269). Available from ProQuest Dissertations & Theses Global. (1526491215). Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/1526491215?accountid=8289 Black, S. A., Gallaway, Bell, M. R., & Ritchie, E. C. (2011). Prevalence and risk factors associated with suicides of army soldiers 2001-2009. Military Psychology, 23(4), 433-451. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1080/08995605.2011.590409 Cole, R. F. (2014). Understanding military culture: A guide for professional school counselors. The Professional Counselor, 4(5), 497-504. doi:http://dx.doi.org.ezproxy2.apus.edu/10.15241/rfc.4.5.497 Dobmeyer, A. C. (2013). Primary care behavioral health: Ethical issues in military settings. Families, Systems, & Health, 31(1), 60-68. doi:http://dx.doi.org.ezproxy1.apus.edu/10.1037/a0031848 Elhai, J., Contractor, A., Tamburrino, M., Fine, T., Cohen, G., Shirley, E., … Galea, S. (2015). Structural relations between DSM-5 PTSD and major depression symptoms in military soldiers. Journal of Affective Disorders, 175, 373–378. https://doi.org/10.1016/j.jad.2015.01.034 Hepner, K. A., Sloss, E. M., Roth, C. P., Krull, H., Paddock, S. M., Moen, S., Timmer, M. J., & Pincus, H. A. (2016). Quality of Care for PTSD and Depression in the Military Health System: Phase I Report. Rand health quarterly, 6(1), 14. Hepner, K. A., Roth, C. P., Sloss, E. M., Paddock, S. M., Iyiewuare, P. O., Timmer, M. J., & Pincus, H. A. (2018). Quality of Care for PTSD and Depression in the Military Health System: Final Report. Rand health quarterly, 7(3), 4 JAMES DAO and, D. F. (2009, Dec 07). Military confidentiality rules raise counseling questions: [national desk]. New York Times Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/434255837?accountid=8289 Jeffrey, T. B., Rankin, R. J., & Jeffrey, L. K. (1992). In service of two masters: The ethical-legal dilemma faced by military psychologists. Professional Psychology: Research and Practice, 23(2), 91-95. doi:http://dx.doi.org.ezproxy1.apus.edu/10.1037/0735-7028.23.2.91 Keats, P. A. (2010). Soldiers working internationally: Impacts of masculinity, military culture, and operational stress on cross-cultural adaptation. International Journal for the Advancement of Counselling, 32(4), 290-303. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1007/s10447-010-9107-z Kennedy, C., & Johnson, W. (2009). Mixed Agency in Military Psychology: Applying the American Psychological Association Ethics Code. Psychological Services, 6(1), 22–31. https://doi.org/10.1037/a0014602 Kennedy, C., & Moore, B. (2008). Evolution of Clinical Military Psychology Ethics. Military Psychology, 20(1), 1–6. https://doi.org/10.1080/08995600701753037 Laser, J. A., & Stephens, P. M. (2011). Working with military families through deployment and beyond. Clinical Social Work Journal, 39(1), 28-38. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1007/s10615-010-0310-5 Luxton, D. D., Pruitt, L. D., Wagner, A., Smolenski, D. J., Jenkins-Guarnieri, M., & Gahm, G. (2016). Home-based telebehavioral health for U.S. military personnel and veterans with depression: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 84(11), 923-934. doi:http://dx.doi.org.ezproxy1.apus.edu/10.1037/ccp0000135 Mastroianni, G. R., & Scott, W. J. (2011). Reframing suicide in the military.Parameters, 41(2), 6-21. Retrieved from https://search-proquest-com.ezproxy2.apus.edu/docview/909033651?accountid=8289 Moore, B. A. (Ed.). (2011). Handbook of counseling military couples. Retrieved from https://ebookcentral.proquest.com Morgillo, F. S., Moore, B. A., & Freeman, A. (Eds.). (2009). Living and surviving in harm’s way : A psychological treatment handbook for pre- and post-deployment of military personnel. Retrieved from https://ebookcentral.proquest.com Polanco, M., Mancías, S., & LeFeber, T. (2017). Reflections on moral care when conducting qualitative research about suicide in the United States military. Death Studies, 41(8), 521–531. https://doi-org.ezproxy2.apus.edu/10.1080/07481187.2017.1333356 Ramchand, R., Acosta, J., Burns, R. M., Jaycox, L. H., & Pernin, C. G. (2011). The War Within: Preventing Suicide in the U.S. Military. Rand health quarterly, 1(1), 2. Ross, P. T., Ravindranath, D., Clay, M., & Lypson, M. L. (2015). A Greater Mission: Understanding Military Culture as a Tool for Serving Those Who Have Served. Journal of graduate medical education, 7(4), 519–522. doi:10.4300/JGME-D-14-00568.1 Summers, Frank,PhD., A.B.P.P. (2008). Making sense of the APA: A history of the relationship between psychology and the military. Psychoanalytic Dialogues, 18(5), 614-637. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/233298387?accountid=8289 Tanielian, T., Jaycox, L. H., & Schell, T. L. (2008). Invisible wounds of war : Summary and recommendations for addressing psychological and cognitive injuries. Retrieved from https://ebookcentral.proquest.com Zimbardo, Philip G, Anthony C Ferreras, and Sarah R Brunskill. “Social Intensity Syndrome: The Development and Validation of the Social Intensity Syndrome Scale.” Personality and Individual Differences 73 (2015): 17–23. Web.

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