Assignment Prompt & Instructions
Please see the attached
– 2 years ago
**files (14)**
– ## ResearchPaperWorkingOutlineAssignmentInstructions.docx
– ## WorkingOutlineSample-4.pdf
– ## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf
– WorkingOutlineSample-4.pdf
– Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf
– Childhoodtraumaandself-stigmainmooddisorders.pdf
– RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf
– Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf
– MorelandCraigChapter13.pdf
– SireChapters78.docx
– MorelandCraigChapter12.pdf
– MorelandCraigChapter12.pdf
– Associationbetweenadversechildhoode…pdf
– MorelandCraigChapter13.pdf
**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**
DBFA 600
**Research Paper: Working Outline Assignment Instructions**
**Overview**
Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.
**Instructions**
You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.
You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).
Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.
**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:
**Introduction**– include sub-headings reflecting the various components contributing to this section.
**Historic Position**– include sub-headings reflecting the various components contributing to this section.
**Current Conflict** – include sub-headings reflecting the various components contributing to this section.
**Recommendations -** include sub-headings reflecting the various components contributing to this section.
**Conclusion**
**GUIDE TO FORMAL OUTLINING**
A. The outline should be in sentence form.
1. That means that each section of the outline must be a complete sentence
2. Each part may only have one sentence in it.
B. Each Roman numeral should be a main section of the paper.
1. Capital letters are main points of the thesis.
i. Numbers are sub-points under the capital letters.
a. Little letters are sub-points under the numbers.
2. Sub-points need to correspond with the idea it is under.
i. This means that capital letters refer to the idea in roman numerals.
ii. This means that numbers refer to the idea in the capital letter.
C. All sub-points should be indented the same.
1. This means that all the capital letters are indented the same.
2. All numbers are indented the same.
D. No sub-point stands alone.
1. Every A must have a B.
2. Every 1 must have a 2.
3. You don’t need to have a C or a 3, but you can.
4. There are no exceptions to this rule.
The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.
Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.
Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## WorkingOutlineSample-4.pdf**
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 statement
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 to 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 heading; 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 section 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, 6th 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 are
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.
[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)
[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)
SAMPLE PAPER 2
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 Reactive Attachment Disorder
A. Attachment Theory and Development of Attachment Styles
• John Bowlby; Jane Ainsworth
• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).
• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,
Scott, & Bernecker, 2011, p. 193).
• Childhood attachment styles develop into lifelong patterns.
B. Pathways to Depravity
• RAD develops during the first three years of a child’s life
• Due to lack of adequate and appropriate caretaker
• 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
• 38-40% of foster children; 195,000
2. International
• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000
A Sample Paper for the Purpose of Correct Formatting
SAMPLE PAPER 3
II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God
A. Attachment to Others
• People = flesh-and-bone correlation of God’s design
• By definition = children with RAD shun true intimacy with everyone/God
• Inability to relate to others in an intimate and reciprocal way
B. God Image and Attachment
1. Scriptural correlations.
• “Man is designed to relate to God and the human brain is [in fact] ‘wired
for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).
• Jesus Christ = “living water” (John 4:10, 13)
• Bible = replete with imagery of God as a compassionate, caring, involved,
devoted and doting father to His children (Fayard et. al., 2009, p. 172).
• God’s own example = emotional intimacy, bonding, secure attachment.
2. Impact of personal religiosity on attachment.
• Parents with higher levels of personal religiosity = “stronger authoritative
parenting skills … and report less parent-child conflict” (Pickering &
Vazsonyi, 2010, p. 98)
• Children with a genuine relationship with God = stronger resilience in
navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).
C. Spiritual Implications
• RAD = spiritual implications because it necessarily interferes with the person’s
ability to relate to God, as well as 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’: Explorations
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 children 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 behaviors in adolescents: An
investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.
doi: 10.2752/175303708X305774
**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**
FAITH HEALING EFFECTIVENESS 1
The Effectiveness of Faith Healing in Managing Childhood Disorders
student name
school
course
Professor
January 26, 2025
Lakisha Mearidy-Bell
143770000000936834
Remember to include the Disclaimer on Title page.
FAITH HEALING EFFECTIVENESS 2
The Effectiveness of Faith Healing in Managing Childhood Disorders
The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This
paper seeks to analyze the historical roots, philosophical implications, and societal impact of
faith healing while addressing its alignment with traditional family values. The thesis asserts that
faith healing, while offering hope and a spiritual connection, often fails to meet the standards of
evidence-based medical practices, potentially undermining the health and well-being of children
within families adhering to this practice. The framed problem challenges the sole reliance on
faith healing to manage childhood disorders, which may conflict with traditional family values
prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in
some cultures and religious communities. However, its results often do not get empirical
validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional
family values support the physical and emotional well-being of children, and thus, healthcare
approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.
This topic is crucial to family, faith, and the future because it emphasizes the necessity to
harmonize religious beliefs with current medical research. The philosophical dimension contrasts
faith-based and scientific healing, while the cultural aspect examines its reception in varied
societies. Families need guidance to link medical treatment with spiritual healing practices in
ways that help children succeed and respect their family connection to religion and culture.
These statements are supported by research comparing faith healing to evidence-based therapies
for pediatric illnesses. Faith healing provides emotional and spiritual support but requires
additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases
require timely medical treatment yet patients who put their hope in faith healing delay medical
Lakisha Mearidy-Bell
143770000000936834
Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.
Lakisha Mearidy-Bell
143770000000936834
Delete.
Lakisha Mearidy-Bell
143770000000936834
Need citation. How do you know this to be true?
FAITH HEALING EFFECTIVENESS 3
care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally
competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).
Lakisha Mearidy-Bell
143770000000936834
Excellent topic! See Grading Rubric and comments above.
FAITH HEALING EFFECTIVENESS 4
References
Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on
religious faith and psychological distress: a pilot survey. Mental Health, Religion &
Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082
Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child
health care nurses’ cultural competence in health visits with children of foreign
background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393
Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.
(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of
Adolescents with Chronic Illnesses? A Scoping Review. International Journal of
Environmental Research and Public Health, 19(20), 13172.
https://doi.org/10.3390/ijerph192013172
Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the
Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),
1202–1202. https://doi.org/10.3390/healthcare12121202
Lakisha Mearidy-Bell
143770000000936834
Excellent list of references!
**WorkingOutlineSample-4.pdf**
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**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**
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**Childhoodtraumaandself-stigmainmooddisorders.pdf**
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**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**
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**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**
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**MorelandCraigChapter13.pdf**
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**SireChapters78.docx**
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**MorelandCraigChapter12.pdf**
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**MorelandCraigChapter12.pdf**
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**Associationbetweenadversechildhoode…pdf**
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**MorelandCraigChapter13.pdf**
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**MorelandCraigChapter13.pdf**
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**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**
DBFA 600
**Research Paper: Working Outline Assignment Instructions**
**Overview**
Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.
**Instructions**
You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.
You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).
Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.
**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:
**Introduction**– include sub-headings reflecting the various components contributing to this section.
**Historic Position**– include sub-headings reflecting the various components contributing to this section.
**Current Conflict** – include sub-headings reflecting the various components contributing to this section.
**Recommendations -** include sub-headings reflecting the various components contributing to this section.
**Conclusion**
**GUIDE TO FORMAL OUTLINING**
A. The outline should be in sentence form.
1. That means that each section of the outline must be a complete sentence
2. Each part may only have one sentence in it.
B. Each Roman numeral should be a main section of the paper.
1. Capital letters are main points of the thesis.
i. Numbers are sub-points under the capital letters.
a. Little letters are sub-points under the numbers.
2. Sub-points need to correspond with the idea it is under.
i. This means that capital letters refer to the idea in roman numerals.
ii. This means that numbers refer to the idea in the capital letter.
C. All sub-points should be indented the same.
1. This means that all the capital letters are indented the same.
2. All numbers are indented the same.
D. No sub-point stands alone.
1. Every A must have a B.
2. Every 1 must have a 2.
3. You don’t need to have a C or a 3, but you can.
4. There are no exceptions to this rule.
The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.
Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.
Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## WorkingOutlineSample-4.pdf**
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 statement
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 to 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 heading; 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 section 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, 6th 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 are
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.
[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)
[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)
SAMPLE PAPER 2
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 Reactive Attachment Disorder
A. Attachment Theory and Development of Attachment Styles
• John Bowlby; Jane Ainsworth
• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).
• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,
Scott, & Bernecker, 2011, p. 193).
• Childhood attachment styles develop into lifelong patterns.
B. Pathways to Depravity
• RAD develops during the first three years of a child’s life
• Due to lack of adequate and appropriate caretaker
• 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
• 38-40% of foster children; 195,000
2. International
• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000
A Sample Paper for the Purpose of Correct Formatting
SAMPLE PAPER 3
II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God
A. Attachment to Others
• People = flesh-and-bone correlation of God’s design
• By definition = children with RAD shun true intimacy with everyone/God
• Inability to relate to others in an intimate and reciprocal way
B. God Image and Attachment
1. Scriptural correlations.
• “Man is designed to relate to God and the human brain is [in fact] ‘wired
for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).
• Jesus Christ = “living water” (John 4:10, 13)
• Bible = replete with imagery of God as a compassionate, caring, involved,
devoted and doting father to His children (Fayard et. al., 2009, p. 172).
• God’s own example = emotional intimacy, bonding, secure attachment.
2. Impact of personal religiosity on attachment.
• Parents with higher levels of personal religiosity = “stronger authoritative
parenting skills … and report less parent-child conflict” (Pickering &
Vazsonyi, 2010, p. 98)
• Children with a genuine relationship with God = stronger resilience in
navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).
C. Spiritual Implications
• RAD = spiritual implications because it necessarily interferes with the person’s
ability to relate to God, as well as 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’: Explorations
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 children 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 behaviors in adolescents: An
investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.
doi: 10.2752/175303708X305774
**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**
FAITH HEALING EFFECTIVENESS 1
The Effectiveness of Faith Healing in Managing Childhood Disorders
student name
school
course
Professor
January 26, 2025
Lakisha Mearidy-Bell
143770000000936834
Remember to include the Disclaimer on Title page.
FAITH HEALING EFFECTIVENESS 2
The Effectiveness of Faith Healing in Managing Childhood Disorders
The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This
paper seeks to analyze the historical roots, philosophical implications, and societal impact of
faith healing while addressing its alignment with traditional family values. The thesis asserts that
faith healing, while offering hope and a spiritual connection, often fails to meet the standards of
evidence-based medical practices, potentially undermining the health and well-being of children
within families adhering to this practice. The framed problem challenges the sole reliance on
faith healing to manage childhood disorders, which may conflict with traditional family values
prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in
some cultures and religious communities. However, its results often do not get empirical
validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional
family values support the physical and emotional well-being of children, and thus, healthcare
approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.
This topic is crucial to family, faith, and the future because it emphasizes the necessity to
harmonize religious beliefs with current medical research. The philosophical dimension contrasts
faith-based and scientific healing, while the cultural aspect examines its reception in varied
societies. Families need guidance to link medical treatment with spiritual healing practices in
ways that help children succeed and respect their family connection to religion and culture.
These statements are supported by research comparing faith healing to evidence-based therapies
for pediatric illnesses. Faith healing provides emotional and spiritual support but requires
additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases
require timely medical treatment yet patients who put their hope in faith healing delay medical
Lakisha Mearidy-Bell
143770000000936834
Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.
Lakisha Mearidy-Bell
143770000000936834
Delete.
Lakisha Mearidy-Bell
143770000000936834
Need citation. How do you know this to be true?
FAITH HEALING EFFECTIVENESS 3
care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally
competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).
Lakisha Mearidy-Bell
143770000000936834
Excellent topic! See Grading Rubric and comments above.
FAITH HEALING EFFECTIVENESS 4
References
Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on
religious faith and psychological distress: a pilot survey. Mental Health, Religion &
Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082
Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child
health care nurses’ cultural competence in health visits with children of foreign
background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393
Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.
(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of
Adolescents with Chronic Illnesses? A Scoping Review. International Journal of
Environmental Research and Public Health, 19(20), 13172.
https://doi.org/10.3390/ijerph192013172
Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the
Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),
1202–1202. https://doi.org/10.3390/healthcare12121202
Lakisha Mearidy-Bell
143770000000936834
Excellent list of references!
**WorkingOutlineSample-4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingoutlinesample-4-pdf-10183645)
**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**
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**Childhoodtraumaandself-stigmainmooddisorders.pdf**
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**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**
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**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**
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**MorelandCraigChapter13.pdf**
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**SireChapters78.docx**
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**MorelandCraigChapter12.pdf**
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**MorelandCraigChapter12.pdf**
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**Associationbetweenadversechildhoode…pdf**
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**MorelandCraigChapter13.pdf**
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**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**
DBFA 600
**Research Paper: Working Outline Assignment Instructions**
**Overview**
Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.
**Instructions**
You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.
You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).
Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.
**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:
**Introduction**– include sub-headings reflecting the various components contributing to this section.
**Historic Position**– include sub-headings reflecting the various components contributing to this section.
**Current Conflict** – include sub-headings reflecting the various components contributing to this section.
**Recommendations -** include sub-headings reflecting the various components contributing to this section.
**Conclusion**
**GUIDE TO FORMAL OUTLINING**
A. The outline should be in sentence form.
1. That means that each section of the outline must be a complete sentence
2. Each part may only have one sentence in it.
B. Each Roman numeral should be a main section of the paper.
1. Capital letters are main points of the thesis.
i. Numbers are sub-points under the capital letters.
a. Little letters are sub-points under the numbers.
2. Sub-points need to correspond with the idea it is under.
i. This means that capital letters refer to the idea in roman numerals.
ii. This means that numbers refer to the idea in the capital letter.
C. All sub-points should be indented the same.
1. This means that all the capital letters are indented the same.
2. All numbers are indented the same.
D. No sub-point stands alone.
1. Every A must have a B.
2. Every 1 must have a 2.
3. You don’t need to have a C or a 3, but you can.
4. There are no exceptions to this rule.
The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.
Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.
Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 2 of 2
**## WorkingOutlineSample-4.pdf**
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 statement
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 to 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 heading; 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 section 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, 6th 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 are
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.
[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)
[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)
SAMPLE PAPER 2
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 Reactive Attachment Disorder
A. Attachment Theory and Development of Attachment Styles
• John Bowlby; Jane Ainsworth
• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).
• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,
Scott, & Bernecker, 2011, p. 193).
• Childhood attachment styles develop into lifelong patterns.
B. Pathways to Depravity
• RAD develops during the first three years of a child’s life
• Due to lack of adequate and appropriate caretaker
• 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
• 38-40% of foster children; 195,000
2. International
• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000
A Sample Paper for the Purpose of Correct Formatting
SAMPLE PAPER 3
II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God
A. Attachment to Others
• People = flesh-and-bone correlation of God’s design
• By definition = children with RAD shun true intimacy with everyone/God
• Inability to relate to others in an intimate and reciprocal way
B. God Image and Attachment
1. Scriptural correlations.
• “Man is designed to relate to God and the human brain is [in fact] ‘wired
for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).
• Jesus Christ = “living water” (John 4:10, 13)
• Bible = replete with imagery of God as a compassionate, caring, involved,
devoted and doting father to His children (Fayard et. al., 2009, p. 172).
• God’s own example = emotional intimacy, bonding, secure attachment.
2. Impact of personal religiosity on attachment.
• Parents with higher levels of personal religiosity = “stronger authoritative
parenting skills … and report less parent-child conflict” (Pickering &
Vazsonyi, 2010, p. 98)
• Children with a genuine relationship with God = stronger resilience in
navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).
C. Spiritual Implications
• RAD = spiritual implications because it necessarily interferes with the person’s
ability to relate to God, as well as 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’: Explorations
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 children 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 behaviors in adolescents: An
investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.
doi: 10.2752/175303708X305774
**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**
FAITH HEALING EFFECTIVENESS 1
The Effectiveness of Faith Healing in Managing Childhood Disorders
student name
school
course
Professor
January 26, 2025
Lakisha Mearidy-Bell
143770000000936834
Remember to include the Disclaimer on Title page.
FAITH HEALING EFFECTIVENESS 2
The Effectiveness of Faith Healing in Managing Childhood Disorders
The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This
paper seeks to analyze the historical roots, philosophical implications, and societal impact of
faith healing while addressing its alignment with traditional family values. The thesis asserts that
faith healing, while offering hope and a spiritual connection, often fails to meet the standards of
evidence-based medical practices, potentially undermining the health and well-being of children
within families adhering to this practice. The framed problem challenges the sole reliance on
faith healing to manage childhood disorders, which may conflict with traditional family values
prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in
some cultures and religious communities. However, its results often do not get empirical
validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional
family values support the physical and emotional well-being of children, and thus, healthcare
approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.
This topic is crucial to family, faith, and the future because it emphasizes the necessity to
harmonize religious beliefs with current medical research. The philosophical dimension contrasts
faith-based and scientific healing, while the cultural aspect examines its reception in varied
societies. Families need guidance to link medical treatment with spiritual healing practices in
ways that help children succeed and respect their family connection to religion and culture.
These statements are supported by research comparing faith healing to evidence-based therapies
for pediatric illnesses. Faith healing provides emotional and spiritual support but requires
additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases
require timely medical treatment yet patients who put their hope in faith healing delay medical
Lakisha Mearidy-Bell
143770000000936834
Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.
Lakisha Mearidy-Bell
143770000000936834
Delete.
Lakisha Mearidy-Bell
143770000000936834
Need citation. How do you know this to be true?
FAITH HEALING EFFECTIVENESS 3
care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally
competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).
Lakisha Mearidy-Bell
143770000000936834
Excellent topic! See Grading Rubric and comments above.
FAITH HEALING EFFECTIVENESS 4
References
Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on
religious faith and psychological distress: a pilot survey. Mental Health, Religion &
Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082
Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child
health care nurses’ cultural competence in health visits with children of foreign
background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393
Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.
(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of
Adolescents with Chronic Illnesses? A Scoping Review. International Journal of
Environmental Research and Public Health, 19(20), 13172.
https://doi.org/10.3390/ijerph192013172
Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the
Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),
1202–1202. https://doi.org/10.3390/healthcare12121202
Lakisha Mearidy-Bell
143770000000936834
Excellent list of references!
**WorkingOutlineSample-4.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingoutlinesample-4-pdf-10183645)
**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders-pdf-10179947)
**Childhoodtraumaandself-stigmainmooddisorders.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/childhoodtraumaandself-stigmainmooddisorders-pdf-10179945)
**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relationshipbetweenchildhoodtraumaandnonsuicidalself-injuryamongadolescentswithdepressivedisorder-pdf-10179949)
**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder-pdf-10179951)
**MorelandCraigChapter13.pdf**
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**SireChapters78.docx**
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**MorelandCraigChapter12.pdf**
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**MorelandCraigChapter12.pdf**
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**Associationbetweenadversechildhoode…pdf**
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**MorelandCraigChapter13.pdf**
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