HSC3211_AnnotatedBibliopgraphy_Guilefuss

ANNOTATED BIBLIOGRPAHY 1 Annotated Bibliography Leah Guilefuss St. Petersburg College HSC3211: Concepts of Health Promotion and Disease Prevention Professor Lisa Bell 1

ANNOTATED BIBLIOGRPAHY 2 Gonzales, G., De Mola, E. L., Gavulic, K. A., McKay, T., & Purcell, C. (2020). Mental health needs among lesbian, gay, bisexual, and transgender college students during the COVID- 19 pandemic. Journal of Adolescent Health , 67 (5), 645–648. https://doi.org/10.1016/j.jadohealth.2020.08.006 The author discusses mental health for ages 18-25 that fall in the category of LGBTQ. The author also discusses the family support aspect of mental health within this community. Also, in discussion of COVID 19 how that impacted mental health as well. This resource will help benefit the group project because it discusses the impact of mental health on LGBTQ community. McDonald, K. (2018). Social Support and Mental Health in LGBTQ Adolescents: A review of the literature. Issues in Mental Health Nursing , 39 (1), 16–29. https://doi.org/10.1080/01612840.2017.1398283 The authors discuss the higher rates of mental health within LGBTQ community and how young adults are affected by this. It also discusses the lack of support this community receives, and the behaviors that are associated with it. This is a good resource as the background and need for a statement can be created, within the group project. D’Augelli, A. R. (2002). Mental Health Problems among Lesbian, Gay, and Bisexual Youths Ages 14 to 21. Clinical Child Psychology and Psychiatry , 7 (3), 433–456. https://doi.org/10.1177/1359104502007003010 The authors discuss the ramifications of being in the LGBTQ community within the ages of 14- 21 and survey over 542 young adults. This article discusses the suicide attempts that come with mental health within the community. This is a good article to use as it gives numbers and data that can be used to create the program. APA PsycNet . (n.d.). https://psycnet.apa.org/record/2015-58774-007

ANNOTATED BIBLIOGRPAHY 4 D’Augelli, A. R. (2002). Mental Health Problems among Lesbian, Gay, and Bisexual Youths Ages 14 to 21. Clinical Child Psychology and Psychiatry , 7 (3), 433–456. https://doi.org/10.1177/1359104502007003010 Gonzales, G., De Mola, E. L., Gavulic, K. A., McKay, T., & Purcell, C. (2020). Mental health needs among lesbian, gay, bisexual, and transgender college students during the COVID- 19 pandemic. Journal of Adolescent Health , 67 (5), 645–648. https://doi.org/10.1016/j.jadohealth.2020.08.006 McDonald, K. (2018). Social Support and Mental Health in LGBTQ Adolescents: A review of the literature. Issues in Mental Health Nursing , 39 (1), 16–29. https://doi.org/10.1080/01612840.2017.1398283 Moagi, M. M., Van Der Wath, A. E., Jiyane, P. M., & Rikhotso, R. (2021). Mental health challenges of lesbian, gay, bisexual and transgender people: An integrated literature review. Health Sa Gesondheid , 26 . https://doi.org/10.4102/hsag.v26i0.1487 Health Services Administration Assignment Grading Rubric Component: Content Unacceptable Marginally Meets Expectations Meets Expectations Exceeds Expectations Maximum Points Points Earned Demonstrates accurate understanding and synthesis of assignment concepts by:  Meeting content standards  Identifying relevant points  Content does not meet assignment standards  Information provided was inaccurate  Information presented  Content marginally meets assignment standards  Information presented was generally  Content sufficiently meets all assignment standards  Information presented is accurate  Content exceeds all assignment standards  Information presented exceeds expectations of upper division course 14

ANNOTATED BIBLIOGRPAHY 5 and main ideas that are organized and complete  Providing accurate and relevant information highlighting an understanding of material  Demonstrating original thought and personal reflection in relation to the concepts  Providing evidence to support thoughts, comments and opinions (e.g., source citations) in disorganized manner  Information presented in an incomplete manner  Demonstrates limited understanding of the material  No supportive evidence provided  Provides insufficient peer-reviewed resources (citations and references)  Demonstrates limited or no original thought and/or reflection accurate  Information presented is minimally developed  Content presented in a disorganized manner  Information presented demonstrates only partial understanding of the material  Information is insufficiently supported with up-to- date, peer-reviewed resources  Demonstrates some original thought and/or reflection  Information presented is adequately developed  Content presented is organized  Information presented demonstrates an adequate understanding of the material  Information is adequately supported with up- to-date, peer reviewed resources  Demonstrates original thought and reflection work  Information presented is well developed  Content presented is exceptionally well organized and comprehensive  Information presented demonstrates thorough understanding and application of the material  Information is thoroughly supported with up-to-date, peer reviewed resources  Demonstrates original thought and insightful connections Component: Professionalism Unacceptable Marginally Meets Expectations Meets Expectations Exceeds Expectations Maximum Points Points Earned Demonstrates a commitment to academic integrity and professional standards by:  Meeting all assignment requirements completely  Maintaining academic integrity  Applying instructor feedback, when appropriate  Submitting work that is accurate and reflective of upper level scholarly expectations  Using professional language and terminology  Submitting work on time  Assignment requirements were not met  Did not adhere to principles of academic integrity  Work does not reflect correction of errors previously noted by instructor  Excessive errors in grammar, spelling, punctuation, and/or APA  Excessive use of unprofessional language, terminology or abbreviations (i.e. texting)  Key requirements of the assignment were missing  Adhered to principles of academic integrity  Works reflects only minimal correction of errors previously noted by instructor  Numerous errors in grammar, spelling, punctuation, and/or APA  Some use of unprofessional language, terminology or abbreviations (i.e. texting)  Key requirements of the assignment were met  Adhered to principles of academic integrity  Works reflects correction of the majority of errors previously noted by instructor  Minimal errors in grammar, spelling, punctuation, and/or APA  Language and terminology is professional and appropriate  Key requirements of the assignment were met  Adhered to principles of academic integrity  Works reflects correction of all errors previously noted by instructor  Accuracy with grammar, spelling, punctuation, and/or APA  Exceptional use of professional language and terminology 6 Total Points 20 Instructor Feedback Special Disclaimers:  1 point deduction for failure to use standard HSA file naming convention: course_assignment_lastname (i.e. HSA3104_timeline_smith)  1 point deduction for failure to include the assignment rubric. Abbreviated Late HSA Policy, please see your course syllabus for the full late policy:  Assignments submitted within 24 hours of due date – 50% deduction (graded score – 50%).  Assignments submitted after 24 hours are not accepted for credit. Academic Integrity: All academic work submitted to satisfy course requirements is expected to be the student’s OWN work.  All instances of plagiarism will be forwarded to the Dean for review and possible academic discipline.