PAGE Running head SAMPLE 1Sample Annotated Bibliography.docx

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Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism
research continues to grapple with activities that best serve the
purpose of fostering positive interpersonal relationships for
children who struggle with autism. Children have benefited
from therapy sessions that provide ongoing activities to aid
autistic children’s ability to engage in healthy social
interactions. However, less is known about how K–12 schools
might implement programs for this group of individuals to
provide additional opportunities for growth, or even if and how
school programs would be of assistance in the end. There is a
gap, then, in understanding the possibilities of implementing
such programs in schools to foster the social and thus mental
health of children with autism.
Annotated Bibliography
Kenny
, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered
play therapy for children with autism spectrum disorder. In A.
A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle
childhood (pp. 103–147). Washington, DC: American
Psychological Association.
In this chapter from Play Therapy in Middle Childhood, Kenny,
Dinehart, and Winick (2016) provided a case study of the
treatment of a 10-year-old boy diagnosed with autism spectrum

disorder (ADS). Kenny
et al. described the rationale and theory behind the use of
child-centered play therapy (CCPT) in the treatment of a child
with ASD. Specifically, children with ADS often have
sociobehavioral problems that can be improved when they have
a safe therapy space for expressing themselves emotionally
through play that assists in their interpersonal development. The
authors outlined the progress made by the patient in addressing
the social and communicative impairments associated with
ASD. Additionally, the authors explained the role that parents
have in implementing CCPT in the patient’s treatment. Their
research on the success of CCPT used qualitative data collected
by observing the patient in multiple therapy sessions
.
CCPT follows research carried out by other theorists who have
identified the role of play in supporting cognition and
interpersonal relationships. This case study is relevant to the
current conversation surrounding the emerging trend toward
CCPT treatment in adolescents with ASD as it illustrates how
CCPT can be successfully implemented in a therapeutic setting
to improve the patient’s communication and socialization skills.
However, Kenny et al. (2016) acknowledged that CCPT has
limitations—children with ADS, who are not highly functioning
and or are more severely emotionally underdeveloped, are likely
not suited for this type of therapy
.
Kenny et al.’s (2016) explanation of this treatments’s
implementation is useful for professionals in the psychology
field who work with adolescents with ASD. This piece is also
useful to parents of adolescents with ASD, as it discusses the
role that parents can play in successfully implementing the
treatment. However, more information is needed to determine if
this program would be suitable as part of a K–12 school
program focused on the needs of children with ASD

.
Stagmitti, K. (2016). Play therapy for school-age children with
high-functioning autism. In A.A. Drewes and C. E. Schaefer
(Eds.), Play therapy in middle cildhood (pp. 237–255).
Washington, DC: American Psychological Association.
Stagmitti (2016) discussed how the Learn to Play program
fosters the social and personal development of children who
have high functioning autism. The program is designed as a
series of play sessions carried out over time, each session
aiming to help children with high functioning autism learn to
engage in complex play activities with their therapist and on
their own. The program is beneficial for children who are 1- to
8-years old if they are already communicating with others both
nonverbally and verbally. Through this program, the therapist
works with autistic children by initiating play activities, helping
children direct their attention to the activity, eventually helping
them begin to initiate play on their own by moving past the play
narrative created by the therapist and adding new, logical steps
in the play scenario themselves. The underlying rationale for
the program is that there is a link between the ability of
children with autism to create imaginary play scenarios that are
increasingly more complex and the development of emotional
well-being and social skills in these children. Study results from
the program have shown that the program is successful:
Children have developed personal and social skills of several
increment levels in a short time. While Stagmitti (2016)
provided evidence that the Learn to Play program was
successful, she also acknowledged that more research was
needed to fully understand the long-term benefits of the
program.
Stagmitti (2016) provided an insightful overview of the
program; however, her discussion was focused on children
identified as having high-functioning autism, and, therefore, it
is not clear if and how this program works for those not
identified as high-functioning. Additionally, Stagmitti (2016)

noted that the program is already initiated in some schools but
did not provide discussion on whether there were differences or
similarities in the success of this program in that setting.
Although Stagmitti’s (2016) overview of the Learn to Play
program was helpful for understanding the possibility for this
program to be a supplementary addition in the K–12 school
system, more research is needed to understand exactly how the
program might be implemented, the benefits of implementation,
and the drawbacks. Without this additional information, it
would be difficult for a researcher to use Stigmitti’s research as
a basis for changes in other programs. However, it does provide
useful context and ideas that researchers can use to develop
additional research programs.
Wimpory, D. C., & Nash, S. (1999). Musical interaction
therapy–Therapeutic play for children with autism. Child
Language and Teaching Therapy, 15(1), 17–28.
doi:10.1037/14776-014
Wimpory and Nash (1999) provided a case study for
implementing music interaction therapy as part of play therapy
aimed at cultivating communication skills in infants with ASD.
The researchers based their argument on films taken of play-
based therapy sessions that introduced music interaction
therapy. To assess the success of music play, Wimpory and
Nash filmed the follow-up play-based interaction between the
parent and the child. The follow-up interactions revealed that 20
months after the introduction of music play, the patient
developed prolonged playful interaction with both the
psychologist and the parent. The follow-up films also revealed
that children initiated spontaneously pretend play during these
later sessions. After the introduction of music, the patient began
to develop appropriate language skills.
Since the publication date for this case study is 1999, the results
are dated. Although this technique is useful, emerging research
in the field has undoubtedly changed in the time since the
article was published. Wimpory and Nash (1999) wrote this

article for a specific audience, including psychologists and
researchers working with infants diagnosed with ASD. This
focus also means that other researchers beyond these fields may
not find the researcher’s findings applicable.
This research is useful to those looking for background
information on the implementation of music into play-based
therapy in infants with ASD. Wimpory and Nash (1999)
provided a basis for this technique and outlined its initial
development. Thus, this case study can be useful in further
trials when paired with more recent research.
�The format of an annotated bibliography can change
depending on the assignment and instructor preference, but the
typical format for an annotated bibliography in academic
writing is a list of reference entries with each entry followed by
an annotation (hence the name, “annotated bibliography”).
However, APA does not have specific rules or guidelines for
annotated bibliographies, so be sure to ask your instructor for
any course-specific requirements that may vary from the general
format.
�An introduction is a helpful addition to your annotated
bibliography to tell your reader (a) your topic and focus for
your research and (b) the general context of your topic.
Although your assignment instructions may not explicitly ask
for an introduction, your instructor might expect you to include
one. If you are not sure, be sure to ask your instructor.
�Use a Level 1 heading titled “Annotated Bibliography” or any

other wording your instructor has given you to indicate to your
reader that the annotations will go next and separate this section
from the introduction paragraph above.
�Format your reference entries per APA, as well as follow APA
style when writing your paragraphs. However, as mentioned
above, this is the extent of the formatting requirements APA has
for annotated bibliographies.
The content of the paragraphs and how many paragraphs you
include in each annotation follows academic writing
conventions, your assignment guidelines, and your instructor
preferences.
�Note that this sample follows APA’s rules about �
HYPERLINK
"http://academicguides.waldenu.edu/writingcenter/apa/citations/
etal" ��using “et al.”� and � HYPERLINK
"http://academicguides.waldenu.edu/writingcenter/apa/citations/
year" ��including the publication year�. Click the hyperlinks
for more information about these APA rules.
�This first paragraph of the annotation summarizes the source.
It outlines the main findings and primary methods of the study.
�This second paragraph of the annotation analyzes the source.
It explains the benefits of the source but also the limitations.
�This third paragraph of the annotation applies the source. It

explains how the source’s ideas, research, and information can
be applied to other contexts.
In this paragraph “I” could be used if you are talking about how
the research applies to your own thinking, research, or
development. However, note that “I” is not required to be used
and some instructors may prefer to that you avoid using “I.”
Check with your instructor if you are unsure about whether
he/she will allow you to use “I” in your annotated bibliography.
Claudia Rangel
1235 Jacaranda Dr.
El Centro, CA 92243
760-554-9990
[email protected]
Statement of Purpose
Please submit a Statement of Purpose that encapsulates your
motivation in seeking an MSW. Your statement should
demonstrate an ability to synthesize your professional/personal
experiences and desire to enter the field of social work. This
statement will be used to assess your creativity, critical
thinking, self-awareness and writing skills. Please note your
Statement of Purpose must be five double-spaced pages in
length, with 1-inch margins, and 12-point Times New Roman
font that addresses all three topics below. You must upload the
Statement of Purpose to the Supporting Documents section of
the online Graduate Admissions Application.

Topic #1:
• Describe your understanding of the social work profession and
its core values. How have you incorporated social work values
in your human service experiences and interactions with others?
Social workers behave in a trustworthy manner. Social workers
are continually aware of the profession's mission, values,
ethical principles, and ethical standards and practice in a
manner consistent with them. Social workers act honestly and
responsibly and promote ethical practices on the part of
organizations with which they are affiliated.
• What significant relationships and life experiences have you
had in giving or receiving help that have motivated you to enter
the field of social work? Being military family I see that in the
future I can help families with my career, being a foster parent
and seen the needs that children have and the short staff of
social workers in this field, currently a case manager for HIV
patients and I enjoy working with them getting involved in
refferrals and other needs I can assist.
• What personal qualities equip you for the social work
profession? Discuss your experiences and feelings about
working with populations different from your own. Outstanding
knowledge of case management and administrative procedures
such as maintaining confidentiality.
Helping patients better communicate with providers and learn
better ways to manage their illnesses.
Improving healthcare data management, vital for efficient
coordination of care, patient satisfaction and outcomes.
Outstanding skills in making, telephone calls, establishing and
maintaining effective working relationships using tact and
diplomacy in interactions with individuals, customers and with
company representatives and officials.
Provide consultation to and coordinate care of patients with
health center primary care staff. Identify, refer, and advocate
for patients needing specialty behavioral health service, and
other services as needed.

Topic #2:
• The USC School of Social Work is dedicated to providing
excellent graduate education for people destined to create social
change. What social welfare areas interest you and why?
Military service members, veterans and their families have
special needs that may necessitate working with a social
workers. I would also like to work with HIV patients along with
mental health patients. What social problem most concerns you
that might be addressed with an MSW? the opportunity to
consult with experts in the field and encouragement for
professional growth through continuing education.
Topic #3:
• Please discuss your career goals. What do you expect to be
doing in five years and 10 years? Awareness of the impact of
posttraumatic stress disorder has also increased, especially as
many veterans returning from the wars in Iraq and Afghanistan
struggle to reintegrate into their home life. That means as a
social worker I would play a role in serving the mental health
needs of veterans and their families. How will your chosen
department and practice area help you reach your
personal/professional goals and future contributions as a social
worker? Include why the USC School of Social Work is a good
fit for your goals. I am accepting and I am a listener; I help
guide people to those best suited to aid them. Hopefully work
with our military families and our troops that come back from
deployment if possible and helping with their PTSD. Since my
husband is currently going through all this I am aware of what
most families goes through and the children.
(Optional) Please address any special academic or other
considerations that you would like the committee to take into
account in the review of your application. CPR and First Aide
updated, Clinical Care for Gender Nonconforming and
Transgender Adolescents certificate, been certified on several
classes for children and teenagers of domestic violence, how to
cope with down-syndrome, autism children, substance abuse,

HIV ongoing training, and other classes through the
department of Social Services and Clinicas de Salud del Pueblo.
Conduct comprehensive psychosocial assessments for people
with HIV/AIDS seeking services at intake and complete new
assessments each year, Provide high quality case management
for clients who have HIV/AIDS and their families.
Ability to self-direct the work, effective stress coping skills, be
patient with client and circumstances, and respect cultural,
social and racial differences.
• Transfer Applicants Only: Please explain why you are
transferring to USC. List any leadership roles you had at your
previous MSW program. How will this transfer assist you in
reaching your educational and professional goals? N/A
• Advanced Standing Applicants Only: Please explain why you
believe you are a good fit for the advanced standing program at
USC. List any unique attributes you possess which might make
you stand out over other advanced standing applicants. N/A
• International Applicants Only: Briefly discuss how you plan
to use your USC MSW degree in your home country. N/A
This material is considered confidential and will be used for the
purposes of rendering an admissions decision and directing your
educational experience

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