Psychology: Postpartum Depression

Four Pages APA that follow the enclosed directions straight from the class. The paper will follow the format of the enclosed outline and include the advocacy plan that is enclosed into the writing… The Advocacy plan is currently not in APA ( double Spacing ect. ) but does not need referenced. Remember to follow the outline and do not over reference
use your own words and opinions when necessary to follow the outline. All references that can be use are included so no outside resources are to allowed since the articles and books have been approved from the instructor as part of our grade for researching the material.

Due Sunday at 6pm pacific standard time, please utilize correct grammer and spelling

Here are some articles and information I was able to find.. I have a few things I scan as well that get passed out at the hospitals. Its not much but its a current phamplet on postpartum.

http://www.helpguide.org/mental/postpartum_depression.htmGreat article in my mind this is very thourgh on the effects, causes, symptoms and remedies ( somewhat…) 🙂

http://books.google.com/books?id=gaYtFuND7VIC&pg=PA685&lpg=PA685&dq=post+partum+depression+and+the+effects+of+positive+bonding+and+attachment+of+the+newborn+child&source=bl&ots=jhUZllrmuA&sig=YpZsUhuaUZS_XmH7NovhoMWDTDo&hl=en&sa=X&ei=31pvUfuzO8qniAKe7oCwCw&ved=0CEMQ6AEwAg#v=onepage&q=post%20partum%20depression%20and%20the%20effects%20of%20positive%20bonding%20and%20attachment%20of%20the%20newborn%20child&f=false

That link above copy and paste it if clicking on it doesnt work. That one will lead you directly to a nursing care plan which is Nursing Care Plan 22.1 which starts on page 685 if for some reason it doesnt go straight to it… and is roughly ten pages. Really great medical information from the source.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2819576/

This is a thourgh article on the effects of

postpartum depression

and early interactions, parenting ( thats vague i didnt like that ) and safety practices. It turns out to be a very interesting collabrative gathering of the effects that can be long term due to the inadequate feelings that are being passed to not only a baby but even the effects later on if the deppression continues.

http://www.whattoexpect.com/first-year/ask-heidi/week-1/postpartum-bonding.aspx#

This article is more update and reminds me of a cosmo posi attitude type of help that diffutes the possiblities of losing the bonding time with your child or the effects that it has on both. It basically is stating to stay on course that nature in time will create that opportunity if you keep at it keep patient and realize that all babys bond at a different time as well as the mother, it is however a more realistic view prehaps for the everyday mom who is on the go and catching a occasionally break and seeing some reassure information that can go a long way.

This next article basically starts right from the beggining stating the negative effects that inadequating bonding can have throughout maturatation as well as the intial immediate impact it has on both the child and the parent.

How Postpartum Depression Affects Your Baby

Well besides the last one below that is it… hopefully at least some of those articles work to pull a quick outline… let me know if I need a format to assist with that and or header topics..

http://kidshealth.org/parent/pregnancy_newborn/communicating/bonding.html#

Page # four had the below, its very small tidbit.

Factors That May Affect Bonding

Bonding may be delayed for various reasons. Parents-to-be may form a picture of their baby having certain physical and emotional traits. When, at birth or after an adoption, you meet your baby, reality might make you adjust your mental picture. Because a baby’s face is the primary tool of communication, it plays a critical role in bonding and attachment.

Hormones can also significantly affect bonding. While nursing a baby in the first hours of life can help with bonding, it also causes the outpouring of many different hormones in mothers. Sometimes mothers have difficulty bonding with their babies if their hormones are raging or they have postpartum depression. Bonding can also be delayed if a mom’s exhausted and in pain following a prolonged, difficult delivery.

2013 Instructions – Advocacy Paper: Group Project for HDFS 229

Topic Due: 2nd week of class Outline Due: 4th week of class

Paper: Presented the last week of class.

(
Advocacy represents the series of actions taken and issues highlighted to change the “what is” into a “what should be”…
)Purpose: This paper gives you the opportunity to use what you have learned in Child Development to think about a particular problem related to a topic we studied, and then to develop solutions based on that learning. For example, you may want to consider the role of TV in children’s lives, peer pressure, or bullying. What makes the best school? These questions, and many others are addressed in your textbook, which should give you a good starting point. Some additional research will be necessary, and you must identify a problem that relates to your topic. The main point of your paper is to show me that you can use what you have learned to make judgments about issues with which parents and teachers typically must deal with. Having a group of three to four will be very helpful as you brainstorm solutions to these issues.

Writing the paper:

Your final paper will be submitted on the provided template, with each section fully addressed. See the templates for helpful suggestions to help you write the paper. Also, be sure to compare your work to the grading rubric to ensure you have included all the required components.

· Identify your Issue: Select a problem that interests all group members. The problem you will solve (topic) must be approved by the course instructor during week two. Clearly articulate the issue you have chosen. Why is it an issue? Think about how the issue may influence social, emotional, physical and/or cognitive development … Which theories and concepts need to be considered? What additional information would be helpful to you?

· Think about what age group is most affected by the issue (Most will want to choose a topic related to this course – HDFS 229 – Middle Childhood & Adolescence, but with instructor approval, a different age level or combination of ages can be approved.) Describe the relevant characteristics of the age group that is most affected, using concepts from the textbook accurately. Discuss the various issues as they relate to children.

· What outcome are you looking for? What attainable objectives would you use to meet these outcomes? (In other words, what results would your advocacy efforts have?)

· What will you need to do to solve the problem? Describe the advocacy plan to help solve the problems related to the issue. How will you begin to create your advocacy plan to address your objectives? What would a possible action plan look like to meet your objectives? Use a chart to plan your steps and identify the objectives to lead to the outcome you have identified – Be sure to insert the chart into the paper.

· Who do you plan to be involved with in meeting your objectives? Who will you need to reach/impact/educate/sway/etc. to meet your objectives? (You must include some parents and community members.) – Be specific. How will you get them involved? Decide on the best strategies for stakeholders (you, families, community, other people you have identified to be part of the plan) to follow.

· Think about these issues, read the textbook, do additional research at the Library, and make an outline – the outline is due by Sunday of week 4. Contact me at this or any other stage for help as needed. You will decide within your group who will do which tasks for the project.

· Cite the articles using APA style (or MLA) at the end of your paper. (APA is preferred)

· The writing tutors at SOCC can help too! (They are also available online by email[footnoteRef:1] for help.) [1: 1 Email to: onlinewritingtutor@socc.edu Include the following: Your name, the course, and instructor; The instructor’s description of the assignment; Specific questions about where you need help (i.e. Is my thesis clear? Is paragraph 4 clear?) . Attach: Word Perfect, Microsoft Word, or Works.
]

Many students do not realize the seriousness of plagiarism. Writing about complex material is difficult, and often it seems that the author has said it so well that your own words will be inadequate. There are however two important reasons for doing it the right way.
1. If you can’t put something in your own words, it usually means you don’t understand it yet. If you don’t understand it, it has no business in a paper you are writing. Discuss the material with your group’s members – you can go into a chat room for this! (I will set one up for each group to use) Please also email me for help understanding difficult articles. 2. Plagiarism is theft. It can result in an “F” for the assignment, being dropped from the class, or other penalties may be inflicted by the college.

Outline- Post Partum
A. Topic Introduction:
1. What is Postpartum
2. How does one get it
3. Who does it affect
B. Main Topic
1. Symptoms of Postpartum
2. How it effects the women emotionally
-How it effects the women physically
-How it effects the marriage/other relationships
-How it effects the babies relationship with the mother
3. Cases of Postpartum (what can happen if not treated)
C. Advocacy Portion
1. How to help the mother
-Medicine
-Therapy sessions
-Counseling
-Exercise
2. Outcomes of helping the mother/benefits

Outcomes
In our advocacy plan, we hope to help women who are suffering with postpartum depression. By helping them emotionally and physically, we will assist them in getting back on track with their lives and learn how to manage any feelings of depression that might emerge.

Advocacy Plan
The first step in our plan will be to find women who have postpartum depression. We want to assist women to help them alleviate the symptoms of postpartum depression. Since a great deal of women who have it don’t know about it until it’s been going on for a while, it is critical for us to find and help women before it gets to the point that they will need extra care. We will begin our action plan

January 1, 2014

. For our plan we will set up a safe quiet place for women to get treatment which will be paid for through ongoing grants and federal funding. This is not something we will be able to get money for once and be done with, we will need continuing fundraising and grants written. Women who are already seeing a doctor can ask for a referral to the facility, or can see one of the on-site doctors for an evaluation. This evaluation would help the doctors determine what type of treatment the patient needs and determine and course of treatment. In this facility we will give women who are experience postpartum depression access to the therapy they need so they can talk about how they are feeling each time they come in and not be judged. We will have a councilor as well on site to discuss progress with the women on their emotional status. Meditation and exercise will also be offered at the building so the women can relieve stress and relax. Medication will also be obtainable through doctors on site when needed. Women who are prescribed medication though will have to check in weekly for check-ups. This is to ensure everything is going smoothly and they aren’t having any unexpected changes while on the medication. We will need to talk to the city for land, but ultimately the people involved in this project will be the families of the women who are ill and need medical help. The women cannot be expected to do this on their own, they will need emotional support from their family and friends while undergoing treatment. While doing so, family members can come be with the women in treatment and help her whenever possible.
The end result we hope to accomplish by doing this is to assist women who are suffering from postpartum depression, whether it be the early stages or late stages, and help them be able to have a positive outlook on life. We want them to go through their day to day routine with no symptoms of depression, and be happy with themselves and experience the joy of their new baby.
To build this structure and have the medical staff on site that we need, it is going to take a lot of money. This will be done through grants and fundraisers. We will also need a location for the building. With the amount of medical staff needed, we might want to use land near the hospital. The building could also be a large wing added onto the medical center or perhaps an unused area of the hospital. There are several options for the placement of the facility. We will also need an exercise and relaxation trainer to help the women on a daily basis. The community may get involved with this project by helping to build the center and by volunteering their various expertise. The center will need doctors, nurse practitioners, physical therapists, and other experts as well. The expected completion date for the center will be

June 1, 2015

Helping Women Suffering From Post-Partum
Outcome: To help women suffering from post-partum be able to find coping
mechanisms and relaxation techniques in the Coos County area

Date To Begin	Objective	Action	Desired Result	Resources Needed	Completion Date
January 1, 2014	To help women suffering from post-partum.	Build a center and have counselling and therapy available.	To create a place for women to get the help they need.	-People -Money -Building	June 1, 2015

Assessing Your Advocacy Plan
The biggest problem we’re going to run into is not having enough money. Even with ongoing grants and fundraising, we’re not entirely sure we will have enough to build the structure and equip it with medical staff, a full gym, and a relaxation room. A way to fix this though would be to make it accessible to anyone for a fee. They would pay at the front desk, and have access to the gym and relaxation rooms. A women who is there for postpartum depression however would be on a list and, since it would be a medical visit, would be covered by her insurance. She would have full access to everything, including the medical personnel on site for prescriptions, therapy, and counseling. This way the center would be bringing in some money to help pay off the debt it incurred from its creation. The major benefit the center will have will be that it is not only going to affect the women who attend, but also the community. The center will help women with their depression, and by doing so will strengthen the community because there will be healthier, more emotionally happy people in the community. It will also help the area by creating jobs and volunteer opportunities for the people in the area.

APA Lite for College Papers is a concise guide to crafting research papers in the style of the
American Psychological Association (APA). It is based on the current edition of the APA Publication
Manual (corrected printing, 2009) while incorporating guidelines for “Material Other Than Journal
Articles” found in the last edition. APA Lite succeeds the APA Crib Sheet developed by Professor
Dewey in the 1990s and revised by the Abel Scribe collaboration in the current century. Doc Scribe
is not affiliated in any way with the American Psychological Association–this style guide is free!

APA Style Lite

for College Papers

APA LITE TOPICS
1.0. General Features. What is APA style? What’s most important to get right?
2.0. Title & Text Page. Getting started: the title and first text pages, headings and subheadings, seriation or lists.
3.0. Text Rules. Rules to observe as you write: abbreviations, capitalization, emphasis (italics), quotations.
4.0. Numbers & Statistics. Rules for presenting common numbers, precise measures, and statistics.
5.0. Tables & Figures. APA style tables require attention to detail, graphs and images less so.
6.0. Citations & References. You absolutely, positively–no exceptions!–must get this right!
Appendix. Language Bias.

STUDENTS SHUNNED BY APA! – STYLE GOES UNDERGROUND
The last edition of the APA Manual advised students that “the Publication Manual is not intended to cover scientific
writing at an undergraduate level” (APA, 2001, p. 322). They meant it! While the last edition devoted a chapter to
“Material Other Than Journal Articles” as an aid for students (chapter 6), the current edition has eradicated all such
guidance. Take this advice from the APA: “Not writing for publication? Not our problem!”

Final manuscripts. The APA calls papers written for publication copy manuscripts. They are formatted to aid the
publication process, not the reader. When not writing for publication “the manuscript must be as readable as
possible” (APA, 2001, p. 323). The APA calls these papers final manuscripts. There are minor differences:

1. Organization. “In a manuscript submitted for publication, figures, tables, and footnotes are placed at the end of
the manuscript; in theses and dissertations, such material is frequently incorporated at the appropriate point in
text as a convenience to readers” (APA, 2001, p. 325).

2. Line spacing. “Double-spacing is required throughout most of the manuscript. When single-spacing would
improve readability, however, it is usually encouraged. Single-spacing can be used for table titles and headings,
figure captions, references (but double-spacing is required between references), footnotes, and long quotations
[this is sometimes referred to as block spacing]” (p. 326).

3. Title page. The title and abstract pages of a copy manuscript are organized for anonymous review and
typesetting. Elements that require separate pages are usefully combined on a single page: the title, author,
abstract, and author note. The running head becomes the page header, as it does in published articles.

APA Lite is a guide to crafting final manuscripts. It incorporates these recommendations from the 2001 edition of
the APA Publication Manual (5th ed.). For the rest, APA Lite follows the current sixth edition (2009).

You cannot copyright a style. By law (17 U.S.C. 102(b)) “the original and creative word sequences in [a text] are
protected by copyright, but a writing style itself is in the public domain, no matter how original it is” (The Copyright
Handbook, 3rd. ed., by Stephen Fishman, 1998, Berkeley, CA: Nolo Press). You cannot copyright a research (or
any) style, nor can you copyright a language, even a programming language. If for example, you could copyright all
the works in the style of William Shakespeare, you would own everything published in that style. More recently the
courts have denied copyright protection to programming languages, even those invented by Microsoft and IBM!

“APA policy permits authors to use . . . a maximum of three figures or tables from a journal article or book
chapter, single text extracts of fewer than 400 words, or a series of text extracts that total fewer than 800 words
without requesting formal permission from APA” (APA, 2009, p. 173). APA Lite meets these fair use criteria.

)%,�:DUQLQJ” You are welcome to print, link, or distribute APA Style Lite for College Papers for not-
for-profit educational purposes. Instructors are encouraged to use the guide in their classrooms. No

additional permission is required. APA Lite is revised on a regular basis; you are invited to link directly

to the document rather than post it to another site.

APA STYLE LITE FOR COLLEGE PAPERS
American Psychological Association Style for Final Manuscripts by Dr Abel Scribe PhD – January 2010

Dr. Abel Scribe PhD – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – www styles.com

2 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

1.0 GENERAL FEATURES OF APA STYLE

Figure 1. General features of APA style for final manuscripts. The figure follows the rules described in the Publication

Manual of the American Psychological Association (2009) as well as the suggestions found in chapter 6 of the previous fifth

edition of the Publication Manual (2001), “Material Other Than Journal Articles.” The numbers indicate the section in APA Lite

where more information can be found.

Rejected: How to Fail in APA Style 2

Rejected: How to Fail in APA Style

The writing style described in the Publication Manual of the American Psychological

Association (APA) is followed by over a thousand journals in psychology and education. Some

colleges and universities have adopted the style for student papers in all fields. It is an old style

and partial to tedious detail. Still, its widespread acceptance is in marked contrast to the

proliferation of styles in fields where it is not used. For example, authors writing in the field of

biomedical research must contend with literally hundreds of different journal styles.

Where it is required, you must get it right. A survey of journal editors, reported in “The

Elements of (APA) Style: A Survey of Psychology Journal Editors” (Brewer, Scherzer, Van

Raalte, Petitpas, & Andersen, 2001), found that most editors profess to rate the quality of a paper

over its presentation–its adherence to APA style. Even so, this was not a universal sentiment.

There appears to be a point where neglecting the style can lead to rejecting the paper.

Although most of the respondents (61%) indicated that they had never returned a manuscript to an
author solely because of failure to adhere to APA style, it is important to note that 39% of the
respondents reported that they had returned a manuscript to an author purely for failing to adhere to
APA style. (Brewer et al., 2001, p. 266)

The study asked the respondents to rate the categories most commonly observed deviating

from APA style. These were reported on a scale ranging from 1 (none) to 5 (a lot). The three

major problem areas identified were: (a) references (M = 3.23, SD = 1.07), (b) tables and figures

(M = 3.00, SD = 0.98), and (c) mathematics and statistics (M = 2.81, SD = 0.99). Problems in

these area had a direct influence on editorial decisions, and rightly so.

Table 1

APA Style Problems Areas Identified by Journal Editors

Frequency Influence

Problem Area Mean SD Mean SD

References 3.23 1.07 2.27 1.39

Tables and figures 3.00 0.98 2.23 1.27

Math and statistics 2.81 0.99 2.31 1.32

Note. Values are mean scores on a 5-point scale (1 = none, 5 = a lot);
N = 210. Adapted from “The Elements of (APA) Style: A Survey of
Psychology Journal Editors,” by B. W. Brewer et al., 2001, American
Psychologist, 56, p. 266.

Publication in research journals is highly competitive. Most journals publish only one

article in four submitted; top medical journals publish one in twelve. Poor adherence to the

required style handicaps a paper however brilliant the content. Editors screen these submissions

out. They are not passed along for review. These papers are dead on arrival at the editor’s desk.

2.2 Margins

2.2 Page Header & Page Number

2.3 Headings

3.1 Acronyms

3.2 Heading Caps

2.2 Typeface

3.3 Italics (Title)

2.2 Indents

3.4 Quotations
4.1 Percentages

6.2 Citations

2.3 Lists

4.3 Statistics

5.1 Tables

4.1 Common Numbers

3.3 Italics (Emphasis)

4.2 Precise Numbers

2.2 Block Spacing

2.2 Ragged Margin

4.1 Scales

3 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

1.1 PRIORITIES & STRATEGIES IN USING APA STYLE
� What features are most important? This question was asked in a survey of more than 200 psychology journal
editors (“The Elements of [APA] Style: A Survey of Psychology Journal Editors,” by B. W. Brewer et al., 2001,
American Psychologist, 56(3), pp. 266-267). The editors reported that problems with (a) documentation (references)
were the most serious, followed closely by (b) problems with tables and figures, then (c) by the presentation of
mathematical formulas and statistics. The editors avowed that content was more important than style. Still, 39%
reported rejecting a paper solely for failing to follow APA style.

1. You must get your references right. A single reference that goes to the wrong source, or to no source, can
discredit your entire paper. Style and form are important to assure a reference is complete.

2. The style uses a simple format for tables that is widely shared by other styles. Many word processor can
generate colorful and complex tables, but a simple and austere format is universally preferred in research
writing. Graphs are less common than tables, and images are rare, but they are not difficult to present.

3. The APA uses nonstandard symbols in presenting statistics–just a few of the more common symbols are
presented in APA Lite. If you need to present your own mathematics refer to the APA Manual. Precise
numbers follow the metric system and international conventions.

The APA Manual shows how to format references to 96 different sources. The section on tables was so good in the
last edition the Chicago Manual of Style referred readers to it (2003, p. 423). Mathematics and statistics are not
covered as well as they could be, but this shortcoming illustrates the importance of clarity and consistency. When
instructions are ambiguous follow your best judgment to achieve a clear presentation and be consistent with that
choice throughout your paper. Get the main features right; seek clarity and consistency with the rest.

1.2 APA STYLE: PAGE FORMATS, TEXT RULES, & DOCUMENTATION
� APA style is organized around three elements: (a) page formats, (b) text rules, and (c) documentation. Page
formatting concerns not only margins, indents, and spacing, but also the presentation of tables and figures, as well
as the organization of the paper. This is part of the final refinement of a manuscript. Text rules are at the heart of
what the APA Manual refers to as “The Mechanics of Style” (2009, chap. 4). These include rules for using
abbreviations, when to write numbers as words, and the presentation of quotations. For example, a sentence should
never begin with an abbreviation, a rule this paragraph cheerfully ignores. Think of these rules as you write. Finally,
the process of documentation refers to citations and references. Make this part of your research; take notes.
Grammar and punctuation are largely conventional in APA style. Any standard reference will serve.

1.3 APA STYLE NOTES: RECURRING FEATURES
� Heading caps. A simple rule governs what words to capitalize in a heading or title, but when to apply the rule is
more complex. Heading caps are used with the first two levels of headings in the text, but not for lower levels They
are applied to the titles of books, chapters, and articles mentioned in the text, but all titles in references are set in
sentence caps. Heading caps are used for the titles of tables, but sentence caps are used for the captions of
figures. The required form is noted as needed throughout APA Lite. The term heading caps is an adaptation of
headline caps, referring to a style of capitalization used by newspapers (CMS, 2003, pp. 366-367). The APA Manual
calls this title case in a table note (p. 62). The Chicago Manual of Style (CMS) makes no reference to this term.

• Heading caps capitalize the first word, the first word after a colon; all words of four letters or more; and all
adjectives, adverbs, nouns, and pronouns in a heading or title. Articles, conjunctions, and short prepositions are
not capitalized. Capitalize all words of a hyphenated compound word.

• Sentence caps capitalize a caption, title in a reference, or a heading as you would a sentence. Capitalize
proper nouns and the first word after a colon.

• Full caps capitalize every letter. They are not used in APA final manuscripts, but are used for the running head
in copy manuscripts. Small caps are not used.

Heading caps are also referred to as headline caps from their early usage in newspapers. An example of their use is
the title of chapter 6 in the APA Manual (2001), “Material Other Than Journal Articles.”

Bold fonts. APA Lite presents headings in a bold font, as specified by the APA Manual. It also places the title and
page header in boldface type for consistency, though this is not called for in the Manual.

1.4 WHAT’S NEW IN THE NEW APA MANUAL (2009)?
� Headings and DOIs. Headings and subheadings have a new format, far more sensible than the last (APA Lite,
sec. 2.3). What’s different is the confusion that’s been eliminated. Digital Object Identifiers (DOIs) must now be
added to references when they are available, even when referencing print sources (APA Lite, sec. 6.4).

• Space twice at the end of sentences (up from once). This is a recommendation (p. 88). Be consistent!

• Use confidence intervals with statistics rather than the standard deviation.

• Use exact probabilites to two or three decimal places when the statistic allows: write p = .042 not p < 0.05.

• The plural of appendix is spelled appendices, NOT appendixes as before. Data is still the plural of datum!

4 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

2.0 TITLE & TEXT PAGE FORMAT
� The title page is condensed in final manuscripts. Since the paper is to be read rather than typeset the title page
should carry as much information about the content as possible. The title and author share the page does the
abstract and author note for conference papers. The date is added to a published article by the journal; here it must
be added by the author. Keywords to aid online search retrieval are now added after the abstract.

Page Headers. Copy manuscripts carry a running head on every page. This becomes the page header in college
papers. The running head for publication is an abbreviated short title header–no more than 50 characters–that will
be placed at the top of each page when the paper is published in a journal. It is omitted from the title page of college
papers where it is redundant, and set in heading caps to conform with other headings in the paper (it is placed in full
caps when writing for publication).

Page Numbers. The APA Manual (2001) once noted that “the position of page numbers on the first pages . . . may
differ from the position of numbers on other pages” (p. 326). On the title page of college papers the page number is
relocated to the bottom center of the page.

2.1 TITLE PAGE
� The old APA Manual (2001) noted: “If the paper is to receive masked review, also place the author note on the
title page, following the bylines and affiliations. The journal editor will remove the title page before sending the
manuscript out to reviewers” (p. 296). For this reason, the abstract is placed on a separate page. Since final
manuscripts are not intended for anonymous review, it is sensible to add the abstract to the title page along with the
author note as a convenience to the reader.

Figure 2. Title pages for college and conference papers. The title pages shown differ significantly from that shown in the APA

Manual for copy manuscripts. Block spacing is used (single space within blocks of text, double space between blocks); title,

author, abstract, and author note are combined on a single page.

Centered Title in the Style of the
American Psychologist

Abel Scribe
Department of Arcane Studies

Transcendental College
April 1, 2009

Abstract

An abstract is not too common in student papers, but
required when submitting any paper for publication in an
American Psychological Association (APA) journal.
This is a good feature for students, especially graduate
students, to emulate in their work. An abstract is a brief
concise description of the research: what you were
looking for, why, how you went about it, and what you
found. Absent an abstract, proportion the title and
author block on the page. Abstracts to articles published
in APA journals are set in italics, a feature not specified
in the APA Manual, though perhaps appropriate for
conference papers.

Keywords: APA style, page format

[Acknowledgement] The author wishes to thank
Abby Scribe for her brilliant insights. Funding was
provided by the Ganja Pipeline Project.

[Contact Info] Correspondence concerning this
paper can be sent to Abel Scribe, Center for the Study of
APA Style, Transcendental College, Boulder, CO 80302.
Address email to abelscribe@aim.com.

The Title is Centered in a Bold
Font in Heading Caps and
Single-Spaced on the Page

Author M. Lastname

University Affiliation

[ Course – Date ]

5 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Abstract. An abstract should reveal in concise terms what you studied and why, how you went about it, what you
found, and the relevance of those findings. “Type the abstract itself as a single paragraph without paragraph
indentation (APA, 2009, p. 27). The maximum length varies by journal, usually 150 to 250 words. Keywords follow
the abstract.

Author Note. There are four elements to the author note in copy manuscripts: (a) the author’s name and (b)
affiliation (department and institution), (c) acknowledgments and disclaimers, and (d) contact information. The
author’s name and current affiliation follow the title in college and conference papers—acknowledgments and
contact information need appear only on conference papers. Each element is presented as a separate indented
paragraph.

• Acknowledgment. This is a catch-all paragraph for recognizing those who aided the author, and any conflicts of
interest or disclaimers. For example, if you are a paid consultant for a company providing a drug used in a study
this must be disclosed.

• Contact information. This is the person designated to respond to inquiries, followed by their complete mailing
address and email address if appropriate.

2.2 FIRST & FOLLOWING TEXT PAGES
� Repeat the title on the first text page. “The introduction to a manuscript does not carry a heading that labels it as
the introduction. (The first part of a manuscript is assumed to be the introduction)” (APA, 2009, p. 63).

Figure 3. First and subsequent text pages. The previous edition of the APA Manual (2001) advocated block spacing to

improve the readability of college and conference papers (p. 326). The text is double-spaced, but block quotes are single-spaced

within while double-spaced from the text. The same line spacing is applied to headings, tables, references, and figure captions.

Page Format
• Margins must be at least one inch on all four sides of the page, wider left if the paper is to be bound. For shorter

papers do not use a binder, a single staple in the upper left corner makes the paper easier to read.

• Page header & page number. The page header is an abbreviated title in heading caps (every major word is
capitalized). This is the revised running head found in copy manuscripts (APA, 2009, p. 229). The page header
goes inside the top margin a half inch above the text, next to the left margin (new with the 6th edition). The page
number aligns with the right margin; on the title page the number is centered at the bottom or omitted.

Number all pages consecutively–starting with the title page–whether the page number is shown or not.

APA Style Final Manuscripts 2

APA Style Final Manuscripts for College Papers

The APA Manual warns that “the Publication Manual is not intended to cover scientific

writing at an undergraduate level . . . . Instructions to students to ‘use the Publication Manual’

should be accompanied by specific guidelines for its use [italics added]” (APA, 2001, p. 322).

These needed guidelines are provided by APA Lite for College Papers, a free online webpage that

is also available in printable PDF format. An important feature of these guidelines is the sharp

distinction drawn between copy manuscripts and final manuscripts in the APA Manual.

Copy manuscripts have been described throughout the Manual. Their life span is short; they

are normally read by editors, reviewers, and compositors only and are no longer usable after

they have been typeset. Copy manuscripts must conform to the format and other policies of

the journal to which they are submitted.

Final manuscripts, however, reach their audiences in the exact form in which they are

prepared. . . . A number of variations from the requirements described in the Manual are not

only permissible but also desirable [italics added] in the preparation of final manuscripts.

(APA, 2001, pp. 321–322)

The APA Manual advises students to adapt the style for their class papers. It offers several

suggestions for preparing “theses, dissertations, and student papers” in a chapter entitled “Material

Ragged
Margin

Serif Typeface Only!

Short Title Page Header

Number EVERY Page!

NO “Introduction”

Space 2x

Space 1x

1/2”

1” Margins

Space 1x: Block Quotes – Tables – References

6 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Text Format
• Typeface. “The preferred typeface for APA publications is Times Roman, with a 12-point font size” (APA, 2009, p.

228). This is a serif typeface, a typeface with small cross bars on the letters—Times Roman and Courier are
common examples.

• Ragged right margin? An unjustified right margin is called a ragged right margin for its appearance on the page.
Do not hyphenate words at the ends of lines, do not justify the right margin, leave it ragged.

• Indent all text paragraphs–except the abstract and the first paragraph in a block quote–one-half inch. Hanging
indents in references are also indented one-half inch. There are special rules for paragraphs in block quotes.

• Block spacing? Double space the text, but single space “table titles and headings, figure captions, references
(but double-spacing is required between references), footnotes, and long quotations” (APA, 2001, p. 326). Long
quotations–block quotes–are single spaced within and double spaced from the text. Titles, headings, and
references also follow this format.

• Space once after (most) punctuation? However, “spacing twice after punctuation marks at the end of a
sentence aids readers of draft manuscripts” (APA, 2009, p.88). Space once after initials–but not inside
abbreviations–for example, the initials in Tolkein, J. R. R. are spaced, but the U. in U.S. is not (see p. 88).

2.3 HEADINGS (NEW!) & LISTS (SERIATION)
Definitions. Headings, subheadings, and lists are tools used to organize a manuscript. Lists come in two forms:
sentence lists and paragraph lists, or more accurately, sentence seriation and paragraph seriation.

Do not begin a paper with the heading Introduction, this is understood (APA, 2009, p. 63). Repeat the title.

Figure 4. Revised APA headings (2009). Headings are used in descending order as needed, starting over with each section of

the paper. The use of a bold font for the title and page header (running head) are an APA Lite modification.

Five levels of headings are available in APA style, used in the order shown as needed. “Use at least two subsection
headings within any given section, or use none” (APA, 2009, p. 62).

Seriation

. “Just as the heading structure alerts readers to the order of ideas within the paper, seriation helps the
reader understand the organization of key points within sections, paragraphs, and sentences” (APA, 2009, p. 63).
The elements in the list must be comparable and the construction parallel. Letters are used to identify the items
within a sentence, numbers to list full sentences—each indented as a paragraph—or paragraphs. Note, though:

• Numbered lists may imply an ordering or ranking of the items.

• Use bullets to remove or reduce this implicit ranking (APA, 2009, p. 64).

Page Header in Bold Heading Caps 2

Title or Major Heading Centered in

Heading Caps and Bold Font

Do not use the heading “Introduction.” Repeat the title. It is understood that all papers

begin with an introduction (APA, 2009, p. 63).

Level 2 Side Head in Bold Heading Caps

When top level headings run to two lines single-space within the heading, double-space

before and after (see the top of the page). Use (a) paragraph seriation or (b) sentence seriation to

further organize your paper, anywhere in the text.

1. Paragraph seriation lists single sentences or paragraphs numbered with arabic numerals and

indented like ordinary paragraphs (see APA, 2009, p. 63).

2. Sentence seriation (a) lists topics or categories within sentences, with (b) each preceded by

a small letter in parentheses. Items are separated by commas or semicolons as required.

Level 3 paragraph or run-in heading in sentence caps and bold font. The heading is

indented, need not be a complete sentence, but ends with a period or other punctuation.

Level 4 paragraph or run-in heading in sentence caps and bold italic font.

Level 5 paragraph or run-in heading in sentence caps and italic font.

Level 1

Seriation

7 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

3.0 TEXT RULES (THE MECHANICS OF STYLE)
� This section explains what to keep in mind as you write: the use of abbreviations, required capitalization, adding
emphasis to words and phrases, and the presentation of quotations. APA Lite devotes a separate section to
numbers.

3.1 ABBREVIATIONS
� Pedantic professors (and the Chicago Manual of Style) will note that acronyms are abbreviations that are
sounded as words (e.g., AIDS, NASA), while initialisms are abbreviations sounded as letters (e.g., ATM, FBI). The
term acronym usually suffices for both. Use acronyms to avoid repeating long familiar terms (e.g., APA, MMPI), and
use sparingly, only for terms frequently repeated throughout your text.

• Explain what an acronym means the first time it occurs: American Psychological Association (APA).

• If an abbreviation is commonly used as a word, it does not require explanation (IQ, LSD, REM, ESP).

• To form plurals of abbreviations, add s alone, without an apostrophe (PhDs, IQs, vols., Eds).

Use periods when presenting an abbreviation within a reference (Vol. 3, p. 6, pp. 121-125, 2nd ed.)

• Use two-letter postal codes for U.S. states (e.g., GA for Georgia) in references (write the state name out in text).

• Use the abbreviation pp. (plain text) in references to newspaper articles, chapters in edited volumes, and text
citations only, not in references to articles in journals and magazines.

• Use hr for hour or hours, min for minutes, s for seconds, m for meter or meters (all in plain text, no period, no
bold font).

• When using abbreviations for measurements (e.g., m for meter) do not add an s to make it plural (100 seconds is
100 s), do not add a period (see APA Lite, 2009, sec. 4.2).

Do not use Latin abbreviations in the text unless they are inside parentheses. An exception is made for et al. when
citing a source. For example, “Smith et al. (2009) found monkeys measured higher in IQ tests than grad students.”
Instead, write out the equivalent word or phrase:

cf. [use compare]
e.g. [use for example]

etc. [use and so forth]
i.e. [use that is]

viz. [use namely]
vs. [use versus]

• Do not use the traditional abbreviations for subject, experimenter, and observer (S, E, O).

• Do not use periods within degree titles and organization titles (PhD, APA).

• Do not use periods within measurements (ft, s, kg, km, lb) except inches (in.).

3.2 CAPITALIZATION
� The general rule is to capitalize terms if they are highly specific–in effect, used as proper nouns. For example,
write the nineteen twenties (1920s), but also write the Roaring Twenties. Write the Great Plains, but also write the
central plains, and the plains of Nebraska (but the Nebraska Plains).

• Capitalize formal names of tests, conditions, groups, effects, and variables only when definite and specific (e.g.,
Stroop Color-Word Interference Test, Group A was the control group). But do not capitalize names of laws,
theories, and hypotheses (e.g., the law of effect, the test groups).

• Capitalize nouns before numbers or letters that indicate a specific place in a numbered series, but not before
variables (Chapter 4, Table 3, Trial 2, but not trial x).

• Capitalize specific course and department titles (GSU Department of Psychology, Psych 150). But do not
capitalize the term when referring to generalities (any department, any introductory course).

• Capitalize the first word after colon in all titles in references and in the text and in headings. In the text, if the
phrase following a colon is a complete sentence capitalize the first word.

• When capitalizing a compound word capitalize all words in the compound (e.g., Double-Blind Trial).

Exception! “Do not capitalize nouns that denote common parts of books or tables followed by numerals or letters—
page iv, row 3, column 5” (APA, 2009, p. 103).

Heading caps capitalize all major words and all words of four letters or more in headings, titles, and subtitles outside
reference lists, for example, chapter 6 in the APA Manual (2001) is titled “Material Other Than Journal Articles.”

Sentence caps capitalize the first word and the first word after a comma or colon when the phrase is a complete
sentence. For example, “This is a complete sentence, so this is capitalized.”

3.3 ITALICS (EMPHASIS) & QUOTATION MARKS
� Use italics for the titles of books, species names, novel or technical terms and labels (the first time only), words
and phrases used as linguistic examples, letters used as statistical symbols, and the volume numbers in references
to journal articles.

• Add emphasis to a word or short phrase by putting it in italics (the first time only). Use this sparingly!

8 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

• Add emphasis to a word or phrase in a quotation with italics, followed by the note [italics added] in brackets.

• Note a word used as a word, or a foreign term, with italics, for example, hutte means hut in German.

• Introduce a keyword or technical term (the neoquasipsychoanalytic theory), or identify endpoints on a scale (poor
to excellent) with italics.

• Do not italicize foreign words that have entered common usage (e.g., et al., a priori, laissez-faire, arroyo).

Use quotation marks for:
• odd or ironic usage the first time–the “outrageous” use of social security funds to finance the deficit. These are

known as scare quotes.

• article and chapter titles cited in the text but not in the reference list. For example, in Smith’s (1992) article, “APA
Style and Personal Computers,” computers were described as “here to stay” (p. 311).

Do not use quotes to hedge, cast doubt, or apologize (e.g., he was “cured”). Leave off the quotes.

3.4 QUOTATIONS
Reproduce a quote exactly. If there are errors, introduce the word sic italicized and bracketed—for example, “the
speaker stttutured [sic] terribly”—immediately after the error to indicate it was in the original.

Figure 5. Text and block quotations. Quotes 40 words or longer are formatted as block quotes.

Block quotes, quotations of 40 words or longer, are double-spaced from the text, single-spaced within. Indent the
entire block five spaces (one-half inch, 1.25 cm).

• The first line of the first paragraph in a block quote is not additionally Indented; the first line of each paragraph
after the first is indented (see Figure 5). Add the citation to the end of the block quote after the final punctuation.

• Block quotes may be single-spaced in research papers, but must be double-spaced in copy manuscripts
submitted for publication or review.

Shorter quotes, less than 40 words, are placed in the text in quotation marks. Longer quotes, 40 words or more,
are indented and single spaced as block quotes, without quotation marks.¶

• Reproduce a quote exactly. If there are errors, introduce the word sic (thus) italicized and bracketed—for
example, “the speaker stttutured [sic] terribly”—immediately after the error to indicate it was in the original.

• When the author is introduced in the text the page number follows the quotation, but the date follows the author’s
name. Smith (1999) reported that “the creature walked like a duck and quacked like a duck” (p. 23). The
abbreviation “p.” for page (“pp.” for pages) is lower cased.

• Without an introductory phrase, the author, date, and page are placed together. For example, It was reported
that “the creature walked like a duck and quacked like a duck” (Smith, 1999, p. 23).

APA Style Final Manuscripts 5

A Tale of Two Quotes

The APA Publication Manual (2001) includes a chapter entitled “Material Other Than

Journal Articles” (chap. 6). Therein it advises “the Publication Manual is not intended to cover

scientific writing at an undergraduate level . . . . Instructions to students to ‘use the Publication

Manual’ should be accompanied by specific guidelines for its use [italics added]” (APA, 2001, p.

322). College and conference papers are formatted differently from copy manuscripts.

Copy manuscripts have been described throughout the Manual. Their life span is short; they
are normally read by editors, reviewers, and compositors only and are no longer usable after
they have been typeset. Copy manuscripts must conform to the format and other policies of
the journal to which they are submitted.
Final manuscripts, however, reach their audiences in the exact form in which they are
prepared. . . . A number of variations from the requirements described in the Manual are not

only permissible but also desirable [emphasis added] in the preparation of final manuscripts.

(APA, 2001, pp. 321–322)

Authors are advised to adapt the style for college and conference papers. What changes are the

page formats and organization of the paper. Everything else remains the same.

No ¶ Indent

Block & ¶ Indent

No period here!

Block
Indent

9 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Edit quotes. Effective writing seeks to merge quotations into the flow of the text. Edit a quotation according to the
following rules (see APA, 2009, pp. 170–171):

• Change case/punctuation. Double quotation marks may be changed to single quotes, and the reverse, without
indicating the change. The case of the letter beginning the quote, and punctuation ending it, may be changed to
fit the syntax. For example, drawing on the sentence above, write: “Merge quotations into the flow of the text!”
Do Not write “[M]erge quotations . . . .” in APA style (but see Chicago Manual of Style, 2003, p.462).

• Omit . . . Words. Words may be omitted from a quote as long as the original meaning is not altered. The
omission is an ellipsis, and is indicated by inserting three ellipsis points, three periods with a space before the
first, after the last, and between each period; between two sentences, four points are used. “Do not use ellipsis
points at the beginning or end of any quotation unless, in order to prevent misinterpretation, you need to
emphasize the quotation begins or ends in midsentence” (APA, 2009, p. 173).

• [sic]. Obvious errors in a quotation may be corrected without making a special notation. But for an unusual word
choice, concept, term, or spelling, it may be appropriate to emphasize that the original is being quoted faithfully
by inserting the Latin term sic (thus), in italics or underlined, and in brackets, immediately following the term (see
APA, 2009, p. 172). For example, “the hapless students in the study sttutttered [sic] unbearably.”

• [Add note]. A clarification may be inserted in a quote. This is added in brackets at the appropriate place. For
example, the local authority reported “they [the Irish Republican Army] called for a cease-fire.”

• [Italics added]. Emphasis may be added to a quote with italics. When this is done a note must be appended to
the quote in brackets immediately after the change [italics added] to the quotation.

4.0 NUMBERS & STATISTICS
� The English language is somewhat vague about the presentation of numbers. Therefore, most styles present
rules for using even common numbers, such as when to write a number as a word and when to write it as a numeral.
Precise measures are always presented as numerals in the metric system in APA style; nonstandard symbols are
used for some of its statistics. See the APA Manual If you are presenting your own mathematical formulas.

4.1 COMMON NUMBERS
Spell out common numbers under 10. “Use numerals to express numbers 10 and above and words to express
numbers below 10” (APA, 2009, p. 111) as long as the numbers below 10 do not express precise measurements
and are not grouped with numbers above 10.

• Spell out common fractions, common expressions, and centruries (one-half, Fourth of July, twentieth century).

• Spell out all numbers beginning sentences (Thirty days hath September . . .).

• To make plurals out of numbers, add s only, with no apostrophe (the 1950s).

• When numbers below 10 must be mixed with numbers above 10 in the same sentence they should be written as
numerals. For example, write “the students trying out for the soccer team included 5 girls and 16 boys.”

• Use words and numerals with two numbers in series (five 4-point scales) unless it creates an awkward
construction—write the third of five tests, not the 3rd of five tests (new).

• Use combinations of numerals and written numbers for large approximate sums (over 3 million people).

Use numerals for numbers 10 and above, for exact statistical references, scores, sample sizes, and sums
(multiplied by 3, or 5% of the sample).

• Use metric abbreviations with physical measure (4 km) but not when written out (many meters distant).

• Use the percent symbol (%) only with figures (5%) not with written numbers (five percent).

• Put a leading zero before decimal fractions less than one (e.g., 0.25 km), unless the fraction can never be
greater than one, as with statistical probabilities (e.g., p < .01).

• Ordinal numbers follow the same rules as other numbers. Spell out ordinals below 10: first, second, . . . ninth.
Use numerals for ordinals 10 and above: 10th, 43rd, 99th, and so on. Exception—the twentieth century.

Use numerals for all numbers “that denote a specific place in a numbered series, parts of books and tables, and
each number in a list of four or numbers” (APA, 2009, p. 112). Write Grade 6 (but sixth grade); Trial 5; Table 6; page
71 (do not cap page); chapter 8 (do not cap chapter); 2, 4, 6, and 8 words in a series.

Use numerals for all numbers in an abstract, table, or figure.

Use numerals for all “numbers that represent time; dates; ages; sample, subsample, or population size; specific
numbers of subjects or participants in an experiment; scores and points on a scale; exact sums of money; and
numerals as numerals” (APA, 2009, p. 124). But, spell out approximate days, months, years (new). “She has about
fifteen years remaining on her jail sentence.”

10 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

4.2 PRECISE NUMBERS
� The APA requires the use of the metric system in its journals. This is formally known as the International System
of Units, or SI (from the French Le Système International d’Unités). The lead authority on the SI in the United States
is the National Institute of Standards and Technology (free guide: http://physics.nist.gov/Document/sp811 ). The
APA would prefer you visit their website, www.apastyle.org.

SI numbers have three parts: the numerical value, the prefix (multiplier), and the unit symbol
(abbreviation). Each of these parts is strictly defined. The number 25.3 kg is an SI number.
Numbers are always formatted in plain text (no italics), there is always a space after the
numerical value (never a hyphen or other character), there is never a period after the units
(except at the end of a sentence) with one APA exception, the abbreviation for inch, in.

Numerical values are presented without commas in SI notation. For example, the distance between Chicago and
Denver is 1600 km (not 1,600 km). The km stands for kilo-meters. The prefix kilo indicates the units are multiplied
by 1000. There are about 1.6 km to a mile. If it is important for clarity you can note the conventional U.S. measure
in parentheses after the SI number: 1600 km (1000 miles).

• There is always a space after the numerical value, and only a space. This can look awkward. For example, the
temperature at the beach was 25 °C, or about 77 °F today. There is a space after the numerical value before the
degree symbol and temperature abbreviation. Conventional notation, 77° F, is not an acceptable SI number.

• Common prefixes are k (kilo-, multiply by one thousand), M (mega-, multiply by one million), and m (milli-,
multiply by one-one thousandth [0.001]). For example, KVOD broadcasts at 88.1 MHz. A Hertz is a measure of
frequency, after a man by that name, so the abbreviation is capitalized Hz. A complete listing of prefixes is found
in the NIST Guide (1995, Table 5).

• Units of measure are always abbreviated when presented with numerical values, but written out when noted in
the text without a numerical value. For example, a liter is about a quart; “It took 22 L to top off the gas tank.”

• Units of measure never take periods or other punctuation except at the end of a sentence.

• Numerical values less than one are preceded by a zero. For example, one yard is 0.91 m, or about three inches
short of a meter. An exception is made for statistical values that by definition cannot be greater than one, for
example the probability, p < .05.

No hyphens, no periods! The SI is not subject to rules for compound adjectives. For example, it is proper to write:
“She won the 50-yard dash.” It is NOT correct to write: “He was prescribed a 50-mg dose.” We interpret this as a

single dose of 50 mg. However, it is interpreted as a 50/mg dose (i.e., 50
-mg

in SI notation); 50 units of something
per milligram of body weight. A mouse weighing 30 g (about an ounce) would require a 1,500,000 unit dose!
Nothing but a space is ever inserted between a number and unit of measure. The APA Manual is wrong in
presenting the example of a 5-mg dose (p. 111).

Exception. When an instrument is calibrated in U. S. conventional units these may be presented followed by the SI
measure in parentheses (APA, 2009, pp. 114-115). For example, the thermometer at the beach read 77 ºF (25 ºC);
the maze was laid out with a tape measure on a 3 ft by 3 ft (0.91 m by 0.91 m) grid pattern.

4.3 STATISTICS
Most symbols for statistics are placed in italics (exceptions are very rare). Nonstandard symbols are used for some
common statistics (check the APA Manual, Table 4.5, for a complete list of accepted symbols):

M or = mean,
SD = standard deviation ( σ ),

Mdn = median,

SS = sum of squares ( ΣΧ
2
).

Descriptive statistics give summary information about a sample or population, such as the average (mean) or
standard deviation of some characteristic. For example, “Abigail Scribe has a GPA of 3.65, which is below the
average for students accepted at Ivy and Oak University (M = 3.85, SD = 0.21).” Descriptive statistics may be
presented in the text with the appropriate syntax (e.g., “a GPA of 3.85”). When referred to indirectly they are set in
parentheses, as with (M = 3.85, SD = 0.21).

Inferential statistics reason from a sample to the characteristics of a population, often expressed as a probability.
For example, “Abby Scribe has a chance of being accepted at Ivy and Oak University (p < .15), but counselors advise her that her odds are not great based on last year’s applicants, X

2
(2, N = 2247) = 2.81, p < .15 (one-tailed)."

Inferential statistics are presented in the text (no parentheses) with “sufficient information to allow the reader to fully
understand the analyses conducted ” (APA, 2009, p. 116). The example is from the APA Manual (2009, p. 117):

t(117) = 3.51, p < .001, d = 0.65, 95% CI [0.35, 0.95]

The first number in parentheses is degrees of freedom of the analysis; “95% CI” stands for 95% confidence interval.

“Space mathematical copy as you would words: a+b=c is as difficult to read as wordswithoutspacing” (APA,
2009, p. 118). Place a space before and after all arithmetic operators and signs ( = , < , > , – , + , etc.), write the
equation: a + b = c.

11 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

5.0 Tables & Figures
� “Any type of illustration other than a table is referred to as a figure” (APA, 2009, p. 125).. Word processors offer
an array of elaborate table styles, but APA style requires an austere format following a template or canonical form
featured in the APA Manual. Figures include graphs as well as photo images. Their use is discouraged in copy
manuscripts because they are expensive to publish. This is not a problem with college papers.

When presenting data in a table or figure drawn from another source that source must be referenced in the
table note or figure caption. The reference follows a special format that is undocumented in the APA Manual (2009)
but observed in examples of tables (pp. 129-149). Titles are presented in heading caps, authors names go in their
normal order and follow the title. Note the page number after the title in the reference to the book, and the use of the
pp. abbreviation in the journal reference.

Journal Article (from Figure 6)

Adapted from “The Elements of (APA) Style: A Survey of Psychology Journal Editors,” by B. W. Brewer, C. B.
Scherzer, J. L. Van Raalte, A. J. Petipas, and M. B. Andersen, 2001, American Psychologist, 56, p. 266.

Book (Monograph)

Note: From The Analysis of the Self: A Systematic Approach to the Psychoanalytic Treatment of Narcissistic
Personality Disorders (p. 123), by H. Kohut, 1971, New York: International Universities Press.

5.1 TABLES
� Figure 6 presents the same statistics, first in the text then in the table. Which is easier to interpret? Note, it is
APA policy to replace the standard deviation (SD) with confidence intervals in current publications.

Figure 6. Statistics from a survey of problem areas in using APA style. The same statistics are presented in the text and in

the table according to APA style.

The information in the table in Figure 6 presents a fairly clear ranking of the means of problem areas reported:
References 3.23, Tables and figures 3.00, and Math and statistics 2.81. The difference from highest to lowest is
0.42 points, almost half a standard deviation, which ranges from 0.98 to 1.07. This reflects a measure of agreement
among the editors.

The influence these problem areas have is less evident. The range of means from highest to lowest is just 0.08
(2.31 to 2.23), a trivial distinction when the standard deviation ranges from 1.27 to 1.39. Try to derive the same
interpretation from the data presented in the text. Tables are more expensive to render in print than text, so the
authors or editors of this published article likely opted to present the statistics in text format for that reason.

APA Style Final Manuscripts 6

There is a limit to how much numerical information a reader can interpret when presented in

the text. The following passage is from the original article:

Respondents cited references (M = 3.23, SD = 1.07), tables and figures (M = 3.00, SD =

0.98), and mathematics and statistics (M = 2.81, SD = 0.99) as the categories in which they

most frequently observed deviations from APA style. Similarly, deviations from APA style

in mathematics and statistics (M = 2.31, SD = 1.32), reference (M = 2.27, SD = 1.39), and

tables and figures (M = 2.23, SD = 1.27) were identified as having the strongest impact on

editorial decisions. (Brewer et al., 2001, p. 266)

The same information is presented in Table 1.

Table 1
APA Style Problems Areas Identified by Journal Editors
Frequency Influence
Problem Area Mean SD Mean SD
References 3.23 1.07 2.27 1.39
Tables and figures 3.00 0.98 2.23 1.27
Math and statistics 2.81 0.99 2.31 1.32
Note. Values are mean scores on a 5-point scale (1 = none, 5 = a lot);
N = 210. Adapted from “The Elements of (APA) Style: A Survey of
Psychology Journal Editors,” by B. W. Brewer et al., 2001, American
Psychologist, 56, p. 266.

12 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Table Manners
• Place tables close to where they are first mentioned in your text, but do not split a table across pages. (Tables in

papers submitted for review or publication are placed on separate pages at the end of the paper.)

• Label each table beginning with the table number followed by a description of the contents in italics.

• Horizontal rules (lines) should be typed into tables; do not draw them in by hand.

• New! “Tables may be submitted either single- or double-spaced” (APA, 2009, p. 141).

• Each row and column must have a heading. Abbreviations and symbols (e.g., “%” or “nos.”) may be used in
headings.

• Do not change the number of decimal places or units of measurement within a column. “Use a zero before the
decimal point when numbers are less than 1” (APA, 2009, p. 113). Write “0.23” not “.23” unless the number is a
statistic that cannot be larger than one, for example a correlation r = .55, or a probability p < .01.

• New! Report exact probabilities to two or three decimal places in preference to the p < .xx model when possible (APA, 2009, p. 139). Write p = .035 in preference to p < .05.

• Add notes to explain the table. These may be general notes, footnotes, or probability notes.

• General notes follow the word Note: (in italics) and are used to explain general information about the table, such
as the source.

• Footnotes are labeled “a, b, c, etc.” set in supercript. They explain specific details.

• Probability notes follow footnotes. The are used when the p < .xx format is required by the nature of the statistic "assign the same number of asterisks from table to table within your paper, such as *p < .05 and **p < .01" (APA, 2009, p. 139).

5.2 GRAPHS
� A figure may be a chart, drawing, graph, map, or photograph. The APA Manual is circumspect in encouraging
the use of graphs since they are costly to produce in print. Figures are appropriate when they complement the text
and eliminate a lengthy discussion. There are additional instructions for biological data and scans.

The bar graph illustrates the episodic character of this very lethal disease (the mortality rate is about 40%). The
outbreaks are contrasted with the low endemic or background rate in a manner that would be difficult to describe in
the text or a table since the time scales and severity vary.

Labels (axes). The graph meets APA standards for presentation and labeling the axes. The Y-axis, the vertical axis
on the left side of the graph, is labeled with the text in heading caps parallel to the axis (readable when the graph is
rotated 90 degrees clockwise). These are APA requirements. The X-axis, the horizontal axis, is self explanatory and
needs no additional label.

Figure 7. Cases of Hantavirus Pulmonary Syndrome (HPS) confirmed in the Four Corners

states (Arizona, Colorado, New Mexico, Utah) from 1993 through 2002 by quarter of onset of

symptoms. From “Hantavirus in Indian Country: The First Decade in Review,” by R. Pottinger,

2005, American Indian Culture and Research Journal, 29(2), p. 42. Used with permission of the

author.

APA Style Final Manuscripts 7

13 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Legend. The legend of a graph identifies what each line or segment indicates. In this case there is only one metric,
HPS cases, but the legend identifies periods of outbreak of the disease in contrast with periods when few cases are
reported. Legends must be presented within the dimensions of the graph, never outside it.

Caption. Figures (graphs and images combined) are numbered like tables, starting with 1 and continuing in whole
numbers through the text, with the word Figure and number in italics. The caption explains enough about the
content so the reader need not refer to the text.

“A sans serif type (e.g., Arial, Futura, or Helvetica) may be used in figures [and tables] . . . to provide a clean
and simple line that enhances the visual presentation” (APA, 2009, p. 228; see also APA, 2001, p. 191).

5.3 IMAGES
� A picture is worth a thousand words. Illustrations, pictures, are expensive to print, especially color pictures, but
that is not a limitation with the word processors and inkjet printers used for final manuscripts. If it makes sense to
use a picture, do so. The picture in Figure 8 would be difficult to describe in the text, and would likely require a
specialized language to do so (bergschrund, cornice, crevasse, fall line, glissade, grade, talus, tarn) that would also
have to be explained. Capitalize Figure in references to an image or graph in the text.

Figure 8. Safe descent route, Andrews Glacier, Rocky Mountain National Park. The small dot above the bold solid line is a
party starting the 150 m vertical descent. Right (north) of the crest of the glacier the slope drops dangerously into rocks. “Bum
sliding” (sitting glissade) is the favored mode of descent on this popular outing. Andrews Tarn is in the foreground. Doc Scribe
photo.

Legend. A legend explains the symbols added to an image or provides a scale. This picture has been edited to
show a safe descent line (bold), the crest of the glacier (thin gray line), and the dangerous north side of the glacier
marked with the universal no-go sign. All of these markings show up well against their respective backgrounds;
important when labeling images. They need no further explanation beyond the caption. The legend should be within
the boundaries of the image.

Caption. The caption goes below the images as it does with a graph. The caption begins with the figure number
(graphs and images are both figures and numbered in the same sequence), followed by the title. Additional
information should explain the image. An acknowledgment of the source is required. This may be dispensed with if
you are the source, but adding that fact will dispel doubt.

5.4 FLOW CHARTS
� Mapping the research design. Flow charts have been a required part of clinical research reports in medical
journals for several years. The APA Publication Manual (2009) features several examples of flow charts including
one for a clinical trial (fig. 5.3, p. 154) and one for a survey study (fig. 5.4, p. 155). Expect the APA to require these
charts for empirical studies in the future. They are a great addition to a theses or dissertation.

Matching text from the article. Even a seemingly simply research design can possess complexities that are
difficult to comprehend from a text description. Flow meet the need to communicate this information. The following
is from the text of the article

Of the 146 screened potential participants, 104 met eligibility criteria, and of those, 59 agreed to participate in the
study. A total of 59 participants were enrolled in the trial, and 54 (27 per group) were randomized (Figure 9). Six
participants had a large response during the placebo-run-in period and should have been dropped from the study
prior to randomization; however, they were erroneously randomized, 2 to study medication and 4 to placebo.
Because they had been randomized, these participants were allowed to remain in the trial and are included in the
intention-to-treat analysis. (Weber et al., 2008, p. 2636)

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Reported results from the article (FYI)

To our knowledge, this is the first placebo-controlled trial of H perforatum in children and adolescents. The
results of this study suggest that administration of H perforatum has no additional benefit beyond that of placebo
for treating symptoms of child and adolescent ADHD. In our study, those in the H perforatum group experienced
neither more nor fewer adverse events than the placebo group.

However,

The product used for this study was not one of the newly marketed “high-hyperforin” products that range from 3%
to 5% hyperforin. The product used in this trial was tested for hypericin and hyperforin content at the end of the
trial and contained only 0.13% hypericin and 0.14%hyperforin. (Weber et al., 2008, pp. 2638-2639)

146 Children and adolescents assessed for
eligibility

68 Excluded after telephone screening
13 Did not want to stop current meds
11 Not eligible (too young/no ADHD)
37 Not interested
7 Met exclusion criteria

78 Attended in-person screening visit

19 Excluded after in-person screening
3 Did not want to stop current meds
5 Not eligible (untreatable/no ADHD)
8 Not interested
3 Met exclusion criteria

59 Enrolled in placebo run-in

5 Excluded prior to randomization
3 Chose to drop out
1 Placebo responder
1 Lost to follow-up

54 Randomized

27 Randomized for placebo

2 Discontinued trial
1 Nonresponse
1 Rash

27 Included in primary analysis

27 Randomized to receive
Hypericum perforatum

1 Discontinued (travel too far)

27 Included in primary analysis

Figure 9. Clinical trial of St. John’s Wort for treating ADHD. Flow chart of participants in the

randomized double-blind controlled trial of the effectiveness of Hypericum perforatum (St. John’s Wort) in

alleviating the symptoms of attention deficit-hyperactivity disorder (ADHD). Adapted from “Hypericum

perforatum (St. John’s Wort) for Attention-Deficit/Hyperactivity Disorder in Children and Adolescents,” by

W. Weber, A. Vander Stoep, R. L. McCarty, N. S. Weiss, J. Biederman, and J. McClellan, 2008, JAMA,

299, p. 2636.

APA Style Final Manuscripts 9

15 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

6.0 CITATIONS & REFERENCES
� Every time you make use of the work of another a citation is called for. This may be a reference to an idea or
concept, a specific finding, or a direct quote. The citation and reference not only give credit where it is due, but also
locate your work within intellectual community–making it a part of the dialogue of discovery. “Each reference cited in
text must appear in the reference list; and each entry in the reference list must be cited in text” (APA, 2009, p. 174).
A reference list is not a bibliography; only those works cited may appear in the reference list. The term citation refers
to the notation of a source in the text, a reference is the corresponding entry in the reference list.

Exceptions. “Two kinds of material are cited only in the text: references to classical works such as the Bible and
Qur’an, . . . and references to personal communications” (APA, 2009, p. 174).

Quality of Sources. Information comes in a variety of guises. Only that information that has been subjected to peer
review is considered the highest quality in scientific and scholarly research. A magazine becomes a research
journal by virtue of publishing material that has been favorably evaluated by a panel of independent experts. This
screening in top medical journals is fierce, fewer than one article in ten submitted survives to print. Government
agencies and private research groups are other useful sources of information. This information may be highly
credible but without peer review is of unknown quality. These sources are sometimes referred to as “gray literature”
(APA, 2009, p. 205). Everything else is, at most, data. For it to have scientific significance it must be analyzed,
reported, and subjected to peer review. The Internet is a great source of data.

Version of Record. For a very long time this issue was mute. The hardcopy print version was the version of record,
and for many this standard still applies. Now however, articles can be updated and corrected in their online
representation, or published electronically in advance of the print or the formal electronic version. When citing a
transient version note this in the reference and update it in your final draft (see “Ahead of Print” in sect. 6.4).

6.1 BASIC FORMS & FORMAT
� Almost all sources fit one of three basic reference formats–as periodicals, as books, or as edited volumes (which
are an amalgam of article and book formats). The exceptions to this are software manuals, data sets, instruments
and apparatus which fit neither format (why is a Great APA Mystery?). Technical reports in APA style are referenced
as books, a practice somewhat unique to this style.

DOI (Digital Object Identifier). The DOI system was developed to permanently mark and identify digital
documents. It is not unlike a library call number and URL (Internet Uniform Resource Locator) combined in its
application. Publishers are increasingly assigning DOIs to journal articles whether online or in print.

“We recommend that when DOIs are available, you include them for both print [italics added] and electronic
sources” (APA, 2009, p. 189). If the DOI is not available for documents retrieved online use the URL. If it is
available for a print article include it in the reference—the DOI indicates an elecronic copy is available somewhere.

“Test the URLs in your references . . . . If the content is no longer available, substitute another source . . . or
drop it from the paper altogether” (APA, 2009, p. 192). Journal editors do check references, instructors may as well.
If the document cannot be found it is not a source.

Periodical Format
Author, F. M., Coauthor, F. M., & Collaborator, F. M. (Date). Title of the article in sentence caps without

quotation marks [Notation]. Name of the Journal, Newspaper, or Other Periodical in Heading Caps and
Italics, Volume in Italics(issue number), [pp.] page numbers. doi:12.3456/abcd.123.45.6789

Barry, J. M. (2004). The site of origin of the 1918 influenza pandemic and its public health implications
[Commentary]. Journal of Translational Medicine, 2(3), 1-4. Retrieved January 15, 2005 from
http://www.translational-medicine.com/

Brewer, B. W., Scherzer, C. B., Van Raalte, J. L., Petipas, A. J., & Andersen, M. B. (2001). The elements of
(APA) style: A survey of psychology journal editors. American Psychologist, 56, 266-267.

Weber, W., Vander Stoep, A., McCarty, R. L., Weiss, N. S., Biederman, J., & McClellan, J. (2008).
Hypericum perforatum (St. John’s Wort) for attention-deficit/hyperactivity disorder in children and
adolescents. JAMA, 299, 2633-2641. doi:10.1001/jama.299.22.2633

The volume number (but not number of the issue in the volume) is placed in italics, an APA trademark. Page
numbers of articles in newspapers or magazines take the abbreviation pp. (but not pages for journal articles).

Book Format
Author, F. M., & Coauthor, F. M. (Date). Title of the book or report in sentence caps and italics (Xth ed.).

Place of publication, State: Publisher.

Beers, M. H., & Berkow, R. (Eds). (1999). The Merck manual of diagnosis and therapy (17th ed.). Retrieved
from http://www.merck.com/pubs/manual/

Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York: MacMillan.

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Edited Book Format
Author, F. M., & Coauthor, F. M. (Date). Title of the chapter or article in sentence caps. In Title of the book in

sentence caps and italics (Xth ed., pp. 123-145). Place of publication, State: Publisher or DOI/URL.

Beers, M. H., & Berkow, R. (1999). Mood disorders. In The Merck manual of diagnosis and therapy (17th
ed., sec. 15, chap. 18). Retrieved from http://www.merck.com/pubs/mmanual/section15/
chapter189/189a.htm

It is typical to cite the specific content being referenced in an edited book or compilation, the article or chapter, not
the entire volume. This is formated like the title of a journal article. The page numbers are noted in parentheses
after the volume title which is formatted as a like that for any book. The rest of the reference follows the book format.

6.2 TEXT CITATIONS
� APA style uses the author-date or parenthetical system of citation. These have been used throughout APA Lite.
They take the form (Author, Date, Page [if relevant]). This must agree with the corresponding reference.

Placement. Citations to references follow their referral in the text. For example, American Psychological
Association journals use the author-date style of citation (APA, 2009, p. 174).

• Text citations do not repeat information. If an author’s name is mentioned in the text, it is not repeated in the
citation. If no specific page is cited, none is noted. For example, the APA Publication Manual (2009) is entirely
focused on preparing manuscripts for publication. The citation immediately follows the author’s name.

• Page numbers are required with all direct quotations. The citation comes immediately after the quote, even when
it is not at the end of the sentence. For example, changes to APA style “are not only permissible but also
desireable” (APA, 2001, p. 322) when preparing college papers.

• When the author’s name and the quote are separated, the citation is also separated. For example, the APA
Manual (2001) advises that changes to the style “are not only permissible but also desireable” (p. 322) when
preparing college papers.

Do not drop digits from (elide) inclusive pages numbers, do not write pp. 1234-38, write pp. 1234-1238.

Source Citation Source Citation

No Author (Short Title, 2004) (“Short Title,” 2004) Chapter (APA, 2001, chap. 6)

1 Author (Smith, 2005) (Smith, 2005, p. 123) Data File (Corporate Author, 2002

2 Authors (Smith & Jones, 2004, pp. 123-126) In Press (Adams, in press)

3/5 Authors (Smith, Jones, & Garcia, 2003)

Next Cite: (Smith et al., 2003, p. 123)

Message/E-Mail (A. B. Smith, personal communication,

January 1, 2004)

6 Authors+ (Smith et al., 2002, pp. 123-456) Multiple (Adam, 2003; Baca, 2004; Burton, 2002 )

Corporate
Acronym

(United Nations [UN], 1999)

Next Cite: (UN, 1999, p. 123)

No Date
Reprint

(Smith, n.d.)

(Freud, 1920/2002)

• Three to five authors list all authors in the first citation; the lead author et al. (and others) in subsequent citations:
first, (Smith, Jones, Andrews, Baker, & Charles, 2001); next, (Smith et al., 2001).

• Six or more authors list the lead author et al. in all citations.

• Corporate author. If a group is readily identified by an acronym, spell it out only the first time. For example, “As
reported in a government study (National Institute of Mental Health [NIMH], 1991) . . . .” The next citation gives
just the initials and year, (NIMH, 1991).

• No author. If the author is unknown, use the first few words of the reference list entry (usually the title), for
example: (“Study Finds,” 1992). Use heading caps in the text when noting a title (sentence caps in references)!

• Anonymous. If the work specifically carries the designation “Anonymous” in place of an author’s name, use
Anonymous as the author. Otherwise, the work has no author.

• Reprints cite the original publication date and reprint date if both are known, for example: (James, 1890/1983).
Translations of classics note the date of the translation: (Aristotle, trans. 1931).

• Personal communication. E-mail and other “unrecoverable data” are cited as personal communications, for
example: (C. G. Jung, personal communication, September 28, 1933). These sources do not appear in the
reference list.

• Always cite page numbers after quotations. For example, the author noted, “The rats fell asleep within minutes”
(Jones, 2003, p. 76). Or, Jones (1993) found “the rats fell asleep within minutes” (p. 76).

• E-documents. When quoting electronic documents without page numbers, cite paragraph numbers if given, after
the paragraph symbol or abbreviation para. (e.g., Smith, 2000, ¶ 17). If there are no paragraph numbers, cite the
nearest preceding section heading and count paragraphs from there (e.g., Smith, 2000, Method section, para. 4).

17 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

• If the citation is repeated in the same paragraph, the year may be omitted. For example (Smith et al., 2002, p.
22), then (Smith et al., p. 23).

• Use an ampersand (&) in references and parenthetical citations only; write and in plain text, for example, Smith
and Sarason (1990) explained . . . . Or write: (Smith & Sarason, 1990).

• If there are two or more citations that shorten to the same lead author and date, give as many additional names
as needed to identify them, e.g., (Smith, Jones, et al., 1991) and (Smith, Burke, et al., 1991).

• When citing multiple works by the same author, arrange dates in order. Use letters after years to distinguish
multiple publications by the same author in the same year, e.g., (Johnson, 1988, 1990a, 1990b).

6.3 REFERENCE LISTS
List references alphabetically by author. Spaces or punctuation precede letters after last names, Smith comes
before Smithson, but note 2 below. Use initials as appropriate, Smith, A. comes before Smith, B. When there are
multiple works by the same author, list references by date, the most recent last.

1. Use prefixes if they are commonly part of the surname (e.g., de Chardin comes before Decker, MacGill comes
before McGill. But do not use von (e.g,, write: Helmholtz, H. L. F. von).

2. Disregard apostrophes, spaces, and capitals in alphabetizing; D’Arcy comes after Daagwood, Decker comes
after de Chardin. Single-author citations precede multiple-author citations (Zev, 1990 then Zev et al., 1990).

3. Alphabetize corporate authors by first significant word. Do not use abbreviations in corporate names.

Abbreviations. Use the abbreviation p. (pp.) before page numbers in encyclopedia entries, newspaper articles,
chapters or articles in edited books, but not in journal or magazine article citations, where numbers alone are used.
The following abbreviations are commonly used in APA references:

Figure 10. List of references in block format. References are arranged alphabetically by author. Block format single-spaces

within references, but double-spaces between references.

chap. chapter No. number Pt. part Trans. translator

ed. edition [Rev. ed. revised] p. (pp.) page (pages) Suppl. supplement Vol. volume (as in Vol. X)

Ed. (Eds.) editor(s) para. paragraph Tech. Rep. technical report vols. volumes (as in xx vols.)

APA Style Final Manuscripts 10

References

American Medical Association Editors. (2007). American Medical Association manual of style: A
guide for authors and editors (10th ed.). New York: Oxford University Press.

American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.

Brewer, B. W., Scherzer, C. B., Van Raalte, J. L., Petipas, A. J., & Andersen, M. B. (2001). The
elements of (APA) style: A survey of psychology journal editors. American Psychologist,
56, 266-267.

Gibaldi, J. (2003). MLA handbook for writers of research papers (6th ed.). New York, NY: The
Modern Language Association.

Hypericum Depression Trial Study Group. (2002). Effect of Hypericum perforatum (St John’s
Wort) in major depressive disorder: A randomized controlled trial. JAMA, 287, 1807–1814.
doi:10.1001/jama.287.14.1807

Taylor, B. N. (1995, April). Guide for the use of the International System of Units (NIST Special
Publication 811, 1995 Edition). Gaithersburg, MD: National Institute of Standards and
Technology. Retrieved from http://physics.nist.gov/Document/sp811

Turabian, K. L., Booth, W. C., Colomb, G. G., Williams, J. M., & University of Chicago Press.
(2007). A manual for writers of research papers, theses, and dissertations (7th ed.).
Chicago, IL: University of Chicago Press.

University of Chicago Press. (2003). The Chicago manual of style (15th ed.). Chicago, IL:
Author.

18 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Rules for References
1. Authors & editors (New!). List up to seven authors to a work; if there are more than seven list the first six, insert

an elipsis, then the last author. Invert all authors’ names, using first & middle initials. With two or more authors
place an ampersand> & < before the final name. Note, unless they are serving in place of authors in a reference, editors’ names go in their normal order (First. M. Last).

2. Character Spacing. Space once after the periods in references including initials except DOIs and URLs where
no space is required (APA, 2009, p. 87).

3. City, State (New!). City and state, province, or country are now required for all cities. Write: Baltimore, MD; New
York, NY; Boston, MA; London, England; Paris, France. Use postal abbreviations for states, provinces.

4. Date. Use the month-day-year format for full dates, but see the sample references for newspapers.

5. E-mail and other “unrecoverable data” are cited as a personal communication, for example: (A. B. Carter,
personal communication, April 1, 2005). These do not appear in the reference list.

6. Titles of Works. All titles require sentence caps (all words lowercase except for the first word, first word after a
colon, and proper nouns). Article titles are not placed in quotes in references (they are when mentioned in the
text). Italicize titles of books, reports, working and conference papers, dissertations, and similar documents.

Title Notations. A note is added to a reference to help identify a source when it is not a conventional article or
book. This follows the title after any material in parentheses, in brackets, with the first word capitalized in plain text
(APA, 2009, p. 186).

Do not drop digits from (elide) inclusive pages numbers, do not write pp. 1234-38, write pp. 1234-1238.
The volume number in references to periodicals is placed in italics (but not the issue number, if any).

6.4 ARTICLES IN RESEARCH JOURNALS
Annual Review:

Andresen, E. M., Diehr, P. H., & Luke, D. A. (2004). Public health surveillance of low-frequency populations.
Annual Review of Public Health, 25, 25-52. doi:[add if available]

Anonymous or unknown author:

Annual smoking attributable mortality, years of potential life lost and economic costs: United States 1995-
1999. (2002). Morbidity and Mortality Weekly Report, 51, 300-303. doi:[add if available]

Citation: (“Annual Smoking,” 2002). Use heading caps when citing parts of titles in text citations. Do not
use “Anonymous” for the author unless that is the designated author expressly given in the source.

One author:

Abelson, R. P. (1997). On the surprising longevity of flogged horses: Why there is a case for the
significance test. Psychological Science, 8, 12-15. doi:[add if available]

Citation: (Abelson, 1997). APA style places the volume (but not the issue number in a volume) in italics
with the name of the journal.

Two authors:

McGlynn, E. A., & Brook, R. H. (2001). Keeping quality on the policy agenda. Health Affairs (Millwood),
20(3), 82-90. doi:[add if available]

Citation: (McGlynn & Brook, 2001).

Three to five authors:

Brewer, B. W., Scherzer, C. B., Van Raalte, J. L., Petitpas, A. j., & Andersen, M. B. (2001). The elements of
(APA) style: A survey of psychology journal editors. American Psychologist, 56(3), 266-267. doi:
10.1037/0003-066X.56.3.266

First Citation: (Brewer, Scherzer, Van Raalte, Petitpas, & Andersen, 2001); next: (Brewer et al., 2001).

Six authors, DOI (online or print source):

All citations: (Weber et al., 2008).

[Letter to the editor] [Special section] [Audio podcast] [Motion picture]
[Commentary] [Monograph] [Data file] [Lecture notes]

[Special issue] [Abstract] [Brochure] [CD]

[Computer software] [Video webcast] [Supplemental material] [Perspective]

19 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Seven authors:

McGlynn, E. A., Asch, S. M., Adams, J., Keesey, J., Hicks, J., & DeCristofaro. A., & Kerr, E. A. (2003). The
quality of health care delivered to adults in the United States. New England Journal of Medicine,
348, 2635-2645. doi:[add if available]

All citations: (McGlynn et al., 2003). In the reference list all seven authors.

More than seven authors:

Heshka, S., Anderson, J. W., Atkinson, R. L., Greenway, F. L., Hill, J. O., Phinney, S. D., . . . Pi-Sunyer, F.
X. (2003). Weight loss with self-help compared with a structured commercial program: A
randomized trial. JAMA, 289, 1792-1798. doi:[add if available]

All citations: (Heshka et al., 2003).

Ahead of print:

Han, K., Zhu, X., He, F., Liu, L., Zhang, L., Ma, H., . . . Zhu, B-P. (2009). Lack of airborne transmission
during outbreak of pandemic (H1N1) 2009 among tour group members, China, June 2009.
Emerging Infectious Diseases, 15(10). Advance online publication. doi:10.3201/eid1510.091013

All citations: (Han et al., 2009, . . .). Page numbers may not yet be assigned to these works. Use whatever
information is available: (Han et al., 2009, p. 3 of 9), (Han et al., 2009, Results section, para. 2) (see APA,
2009, p. 172).

“Update your references close to the publication date of your work, and refer to the final version of
your sources, if possible” (APA, 2009, p. 199).

Group author: Print, DOI, Internet references:

Hypericum Depression Trial Study Group. (2002a). Effect of Hypericum perforatum (St. John’s Wort) in
major depressive disorder: A randomized controlled trial. JAMA, 287, 1807–1814.

Hypericum Depression Trial Study Group. (2002b). Effect of Hypericum perforatum (St. John’s Wort) in
major depressive disorder: A randomized controlled trial. JAMA, 287, 1807–1814.
doi:10.1001/jama.287.14.1807

Hypericum Depression Trial Study Group. (2002c). Effect of Hypericum perforatum (St. John’s Wort) in
major depressive disorder: A randomized controlled trial. JAMA, 287, 1807–1814. Retrieved
[retrieval date] from http://www.jama.org/articles.html

Citation: (Hypericum Depression Trial Study Group, 2002). Cite the full name of a corporate author. The
print original does not have a DOI, it was added through an online cover sheet later.

The DOI (Digital Object Identifier) should be added to a reference whether you use a digital version of the
article or not. The DOI, when it is available, takes precedence over the URL when referencing a source
found online.

Reference the URL of the home page of the journal, not that of the specific document (APA, 2009, p. 198).
The retrieval date should be added when referencing other than the version of record, such as an updated
copy after publication.

Journals paged by issue (online):

Barry, J. M. (2004). The site of origin of the 1918 influenza pandemic and its public health implications
[Commentary]. Journal of Translational Medicine, 2(3), 1-4. Retrieved from
http://www.translational-medicine.com/content/2/1/3

Conway, L. G., III. (2001). Number and age of citations in social-personality psychology over the lifespan of
the field: Older and wiser? Dialogue, 16(2), 14-15. doi:[add if available]

Add the issue in the volume (in parentheses in plain text) to these reference after the volume number.

Regular column:

Coyle, J. T. (2003). Use it or lose it—Do effortful mental activities protect against dementia? [Perspective].
New England Journal of Medicine, 348, 2489-2490. doi:[add if available]

A title notation in brackets, [Perspective], follows the title to indicate this is a regular feature of the journal,
and an opinion or observational comment rather than an empirical study.

Special issue or supplement:

Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American
Psychologist, 55(1). doi:[add if available]

Troiano, R. P., & Flegal, K. M. (1998). Overweight children and adolescents: Description, epidemiology, and
demographics. Journal of Pediatrics, 101(Suppl. 2), 497-504. doi:[add if available]

20 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

6.5 ARTICLES IN NEWSPAPERS & MAGAZINES
Book review:

Camhi, L. (1999, June 15). Art of the city [Review of the book New York modern: The arts and the city].
Village Voice, p. 154.

Magazine article:

Wilson, E. O. (1998, March). Back from chaos. Atlantic Monthly, 281, 41–62.

Newspaper articles (online):

Rundle, R. (2002, May 1). Obesity’s hidden costs. Wall Street Journal, pp. B1-B4.

Bradsher, K. (2005, November 3). Poverty and superstition hinder drive to block bird flu at source. New
York Times. Retrieved from http://www.nytimes.com/2005/11/03/international/
asia/03bird.html?th&emc=th

6.6 BOOKS AND CHAPTERS
Group author:

American Psychological Association. (2009). Publication manual of the American Psychological Association
(6th ed.). Washington, DC: Author.

Citation: (American Psychological Association [APA], 2009); next citation (APA, 2009). Note: “Author” is
used for the publisher’s name above when the author and publisher are identical, an APA quirk.

University of Chicago Press. (2003). The Chicago manual of style (15th ed.). Chicago, IL: Author.

Citation: (University of Chicago Press, 2003); see APA, 2009, p. 176.

Three to five authors:

Booth, W. C., Colomb, G. G., & Williams, J. M. (1995). The craft of research. Chicago, IL: University of
Chicago Press.

Citation: (Booth, Colomb, & Williams, 1995); next citation (Booth et al., 1995).

Chapter or section in a book (online & print):

Beers, M. H., & Berkow, R. (1999). Mood disorders. In The Merck manual of diagnosis and therapy (17th
ed., sec. 15, chap. 189). Retrieved from http://www.merck.com/pubs/mmanual/section15/
chapter189/189a.htm

Stephan, W. G. (1985). Intergroup relations. In G. Lindzey & E. Aronson (Eds.), The handbook of social
psychology (3rd ed., Vol. 2, pp. 599–658). New York, NY: Random House.

Citations: (Beers & Berkow, 1999, chap. 189); (Stephan, 1985).

Edited book (two or more editors):

Friedman, H. S. (Ed.). (1990). Personality and disease. New York, NY: Wiley.

Guyatt, G., & Rennie, D. (Eds.). (2002). Users’ guides to the medical literature: A manual for evidence-
based clinical practice. Chicago, IL: American Medical Association.

Edition other than the first (two authors):

Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York, NY: Macmillan.

Reprint/translation (one author & editors):

Ebbinghaus, H. (1913). Memory (H. A. Rueger & C. E. Bussenius, Trans.). New York: Teachers College.
(Original work published 1885)

Citation: (Ebbinghaus, 1885/1913).

6.7 MONOGRAPHS, REPORTS, & THESES
Conference paper (published as a chapter in an edited book):

Christensen, S., & Oppacher, F. (2002). An analysis of Koza’s computational effort statistic for genetic
programming. In: J. A. Foster, E. Lutton, J. Miller, C. Ryan, & A. G. Tettamanzi (Eds.), Genetic
programming (pp. 182-91). EuroGP 2002: Proceedings of the 5th European Conference on
Genetic Programming; Kinsdale, Ireland, April 3-5, 2002. Berlin, Germany: Springer.

Conference paper (unpublished , more than six authors):

Shrout, P. E. (Chair), Hunter, J. E., Harris, R. J., Wilkinson, L., Strouss, M. E., Applebaum, M. I., et al.
(1996, August). Significance tests—Should they be banned from APA journals? Symposium
conducted at the 104th Annual Convention of the American Psychological Association, Toronto,
Ontario, Canada.

21 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

Government report online accessed through GPO database:

National Institute of Mental Health. (2002). Breaking ground, breaking through: The strategic plan for mood
disorders research of the National Institute of Mental Health (Publication No. 0507-B-05).
Retrieved from NIMH website via GPO Access: http://purl.access.gpo.gov/GPO/LPS20906

Citation: (National Institute of Mental Health [NIMH], 2002); next citation (NIMH, 2002).

Monograph online:

Foley, K. M., & Gelband, H. (Eds.). (2001). Improving palliative care for cancer [Monograph]. Retrieved from
the National Academy Press website: http://www.nap.edu/books/ 0309074029/html/

Homeland Security Council. (2005, November 1). National strategy for pandemic influenza [Monograph].
Washington, DC: The Whitehouse. Retrieved from http://www.whitehouse.gov/
homeland/pandemic-influenza.html

Pamphlet-Brochure

Research and Training Center on Independent Living. (1993). Guidelines for reporting and writing about
people with disabilities (4th ed.) [Brochure]. Lawrence, KS: Author.

Software:

Dr. Abel Scribe PhD. (2006). AScribe! APA reference manager (Version 6.0) [Computer software]. Available
from Doc’s website: http://www styles.com

Technical report (print/online versions):

Taylor, B. N. (1995a, April). Guide for the use of the International System of Units (SI) (NIST Special
Publication 811, 1995 Edition). Gaithersburg, MD: National Institute of Standards and Technology.

Taylor, B. N. (1995b, April). Guide for the use of the International System of Units (SI) (NIST Special
Publication 811, 1995 Edition). Retrieved from National Institute of Standards and Technology
website: http://physics.nist.gov/Document/sp811

Theses or dissertation:

Downey, D. B. (1992). Family structure, parental resources, and educational outcomes. PhD dissertation,
Department of Sociology, Indiana University, Bloomington, IN.

6.8 REFERENCE WORKS
Alderson, A. S., & Corsaro, W. A. (2000). Cross-cultural analysis. In E. F. Borgatta (Editor-in-Chief) & R. J.

V. Montomery (Managing Editor), Encyclopedia of sociology (2nd ed., Vol. 1, pp. 546-553). New
York, NY: Macmillan Reference USA.

Bergman, P. G. (1998). Relativity. In Encyclopedia Britannica (15th ed., Vol. 26, pp. 501-508). Chicago, IL:
Encyclopedia Britannica.

Croatia. (1991). In The new encyclopedia Britannica: Micropaedia. Chicago: Encyclopedia Britannica.

Merriam-Webster collegiate dictionary (10th ed.). (1993). Springfield, MA: Merriam-Webster.

Organisation for Economic Co-operation and Development. (2004). OECD health data 2004 [CD-ROM].
Paris, France: Author.

Multivolume references:

Kotz, S., Johnson, N. L., & Read, C. B. (1982–1988). Encyclopedia of statistical sciences (10 vols.). New
York, NY: Wiley.

Middleton, J., & Rassam, A. (Eds.). (1995). Encyclopedia of world cultures: Vol. IX. Africa and the Middle
East. Boston, MA: G. K. Hall.

Statistical abstract:

Bureau of the Census. (1993). Higher education price indexes: 1965–1991. In Statistical abstract of the
United States: 1993 (113th ed., Table 277). Washington, DC: US GPO.

6.9 WEB PAGES
Department of Health and Human Services, Center for Complementary and Alternative Medicine. (n.d.). St. John’s

Wort and the treatment of depression. Retrieved from National Institutes of Health website:
http://nccam.nih.gov/health/stjohnswort/

Dewey, R. A. (2002). Psych Web. Retrieved from http://www.psywww.com/

Purdue University Online Writing Lab. (2003). Using American Psychological Association (APA) format (Updated to
5th edition). Retrieved from the Purdue University Online Writing Lab at http://owl.english.purdue.edu/
handouts/print/research/r_apa.html

22 APA (STYLE) LITE FOR COLLEGE & CONFERENCE PAPERS

APPENDIX. RESPECTFUL & NEUTRAL LANGUAGE
Sensitivity to labels. A person in a clinical study should be called a “patient,” not a “case.” Avoid equating people
with their conditions, for example, do not say “schizophrenics,” say “people diagnosed with schizophrenia.” Use the
term “sexual orientation,” not “sexual preference.” The phrase “gay men and lesbians” is currently preferred to the
term “homosexuals.” To refer to all people who are not heterosexual, the manual suggests “lesbians, gay men, and
bisexual women and men” (see APA, 2001, p. 67).

Do not characterize people as victims (e.g., a “stroke victim”), use a descriptive term such as “people who have had
a stroke.” Avoid the terms “challenged” and “special” unless the population referred to prefers this terminology (e.g.,
Special Olympics). As a rule, use the phrase “people with _______” (for example, “people with AIDS,” not AIDS
“sufferers” or “victims”).

Avoid gender stereotypes. For example, the manual suggests replacing “An American boy’s infatuation with
football” with “An American child’s infatuation with football” (see APA, p. 66).

• The term “gender” refers to culture and should be used when referring to men and women as social groups, as in
this example from the Publication Manual: “sexual orientation rather than gender accounted for most of the
variance. Most gay men and lesbians were for it, most heterosexual men and women were against it” (APA,
2009, p. 71).

• The term “sex” refers to biology and should be used when biological distinctions are emphasized, for example,
“sex differences in hormone production.”

An ethnic label can be perceived as a slur if not managed correctly. For example, persons of acknowledged
Spanish heritage in the New World may prefer Chicano (Chicana), Hispanic, Latino, Mexican, Mexican American,
and so on. Historically, there are no “American Indians,” only members of specific nations, tribes, villages, and
bands. The term Native American is inclusive of American Indians, Pacific Islanders, and Alaskan Natives. Specific
group names are more informative, such as Hopi or Lakota.

• Color. Capitalize Black and White when the words are used as proper nouns to refer to social groups. Do not
use color words for other ethnic groups. In racial references, the manual simply recommends that we respect
current usage. Currently both the terms “Black” and “African American” are widely accepted, while “Negro” and
“Afro-American” are not. These things change, so use common sense.

• Hispanic. The terms Hispanic, Latino, and Chicano are preferred by different groups. The safest procedure is
use geographical references; use “Cuban American” if referring to people from Cuba.

• Asian. The term Asian American is preferable to Oriental, and again the manual recommends being specific
about country of origin, when this is known (for example, Chinese or Vietnamese). The manual specifies that
hyphens should not be used in multiword names such as Asian American or African American.

• Indigenous. Some people from northern Canada, Alaska, eastern Siberia, and Greenland often (but not
always!) prefer Inuk (singular) and Inuit (plural) to “Eskimo.” But some Alaska natives are non-Inuit people who
prefer to be called Eskimo, while others are Athabaskans of an entirely different heritage. Difficulty may be
avoided by using geographical references. For example, in place of “Eskimo” or “Inuit” one could use
“indigenous people from northern Canada, northern Alaska, eastern Siberia, and Greenland.”

Age. In referring to age, be specific about age ranges; avoid open-ended definitions like “under 16” or “over 65.”
Avoid the term elderly. Older person is preferred. The American Medical Association Manual of Style, p. 263,
Chicago, IL: Author, 1997, uses these definitions:

• Neonates or newborns are persons from birth to 1 month of age.

• Infants are children [sic] aged 1 month to 1 year.

• Children are persons aged 1 to 12 years. . . . They may also be referred to as boys or girls.

• Adolescents are persons aged 13 through 17 years; also teenagers, adolescent boys, or adolescent girls.

• Adults are persons over 18 years and are referred to as men or women.

DO NOT use . . . When you can use . . .

ethnic labels (e.g., Hispanic) geographical labels (e.g., Mexican Americans if from Mexico)

“men” (referring to all adults) “men and women”

“homosexuals” “gay men and lesbians”

“depressives” “people with depression”

In general, call people what they want to be called, and do not contrast one group of people with another
group called “normal.” Write “we compared people with autism to people without autism” not “we contrasted
autistics to normals.”

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Depression Sourcebook, First Edition

A variety of hormonal changes may trigger its symptoms. Estro-
gen and progesterone levels-which increase tenfold during pregnancy
to accommodate the growing fetus-suddenly and rapidly drop in the
first 24 hours after childbirth. After delivery, these hormones fall to
even lower levels, to pre-pregnancy levels.21 These decreases may trig-
ger depression, just as smaller hormonal changes can affect a woman’s
moods before menstruation.2z

Thyroid levels may also drop sharply after birth. A thyroid defi-
ciency can produce symptoms that mimic depression, such as mood
swings, severe agitation, fatigue, insomnia, and anxiety. Simple thy-
roid tests can determine if this condition is causing a woman’s post-
partum depression.2s

Aside from biological changes, a variety of physical, psychological,
and environmental factors can lead to postpartum depression.

. Feelings of fatigue following delivery, broken sleep patterns, and
insuffrcient rest often prevent a new mother from regaining her
full strength for weeks, especially if she has had a cesarean de-
livery.2a

o Taking responsibility for an expanding family can be over-
whelming. Some new mothers have feelings of self-doubt and in-
adequacy. They may doubt their ability to be a good mother.25

r Many new mothers suffer from stress, which can be caused by
changes in work and home routines. Stress can also be caused
by the pressure a woman places on herself to be the “perfect
mother,” a highly unrealistic goal.26

. New mothers often experience feelings of loss. After the birth of
a baby, many women feel a loss of identity, a loss of control, a loss
of a slim fi.gure, and a perceived loss of physical attractiveness.zT

. In addition, their free time is suddenly restricted, they are con-
fined indoors for long periods of time, and they have less time to
spend with their baby’s father.28

Treating Postpartum Depression

Postpartum depression is treated much like other types of depres-
sion. The most common treatments for depression are antidepressant
medication, psychotherapy, participation in a support grouP, or a com-
bination of these treatments. However, some antidepressants can con-
taminate breast milk. Women who breast-feed should talk to their
doctors to determine the most suitable treatment option.8o

tus@
The most appropriate heal

rby of the postpartum depress
preference. It is important to
is both temporary and treatal

New mothers with postpar
of, self-care strategies.

r Good, old-fashioned rest il
the baby’s nap time.

. Relieve some of the pressr
you can, and leave the res
partner to share night-tin
ehores.

. To help you through the n
tional support from your I
friends.

o Isolation often perpetuate
leave the house for at leas

. Make an effort to spend ti
o Ask your physician to advi

ments. Be assertive aborrt
professionals recogrize thr
tum depression. Get a refe
who specializes in treating

o Talk with other motherg s
enees.

o Join one of the many supp
help women who suffer frro
hotline to access informati

For Further lnformation

National Womcn’s Heolth .
Toll-free: 1-800-994-WOMAN (
Toll-free TDD : L-888-22O-5446
http ://www. 4woman. gov

Additional resources for inf
the end section of this book.

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Feeling restless or moodY

Feeling sad, hoPeless, and,over-

whelmed

Crying a lo

Having no energ1 or rhotivation

Eating too little or too much

Sleeping toolittle or too much

Having trouble focusing or making

decisions

Having memorY Problems

Feeling worthless and guilry

Losing interest or pleasure in activi-

iies you used to enjoY

What is dePression?
Deoression is more than just feeling

“bl’ue” or “down in the dumps” for

a few days. J*-1*’*’*erieulg ififr ess’t{at

involves shc brairx With depression’
t”ra,-*io”t, or “empry” feelings don’t
so awaY and interfere with day-to-day
iie *a routines. These feelings can be
mild to severe. The good news is that

most people with depression get better

\,vith treatment.

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How common is dePression dur-

ing and after PregnancY?
Depression’is a common ptoblem dur-

ing and after Pregnanry’ About.13

o.i..rrt of preprrant women and new
moth.r, hrl e i.ptetsion'{F\x- F&’}t(
-\1c.\>

Q: How do I know if I’ have dePres’
sion?

Ai’ When you are pregnant or after you
have a tabY, Yo, *,Y be dePressed and
not know it. Sorne normal changes
during and after Pregnancy can cause

,-..rrrrto*t similar to those of depres-

,iorr. nr, if You have anY of the follow-
ing symptoms of depression for more

than 2 weeks, call Your doctor:

. Withdrawingfrom friends and family

. Hayrng headaches, aches and Pains’
or stomach Problems that don’t go

away

Your doctor can figure out ifYour

syrnptoms are caused by depression or

something else’

What causes dePression? What
about PostPartum dePression?
There is no single cause. Rather,

depression likeiy results from a combi-

nation offactors:
. DePression is a mental illness that

t.odt to run in families’ Women
with n 6milY history of dePression

are more likely to have depression’

. Changes in brain chemistry or struc-
ture aie believed to play a big role in

depression.

{k Depression
During
and After

page

U.S. Department of Health and Human Services’ Office
on Women’s Health

r:k

FneeuENrlv Asreo QuesrroNs

. Not having any interest in the baby
,

PostpartLlm depression needs to be
Women who are depressed during
pregnancy have a greater’risk ofdepres-
sion after giving birth.

What is the difference between
“baby bluesr” postpaltum
depression, and postpartum PsY-
chosis?

the days after childbirth. Ifyou have the
baby blues, you may:
. Have mood swings
. Feel sad, anxious, or overwhelmed
. Have crying spells
. Lose your appetite

The ba\ blues most often go away
within a Gw days or a week. The symp-
toms are not severe and do not need
treatment.

The symptoms of postpartum depres-
sion last longer and are more severe.
Postpartum depression can begin
anytime within the first year after
childbirth. Ifyou have posq)arrum
depression, you may have any of the
symptoms of depression listed above.
Symptoms may also include:

‘ Thoughts of hurting the baby
‘ Thoughts of hurting yourself

treated by a doctor. ., ‘
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rfffiI}:11’*il11?*’ .\,*{
4 out of every 1,000 births. It usually
begins in the first 2 weeks after child-
birth. Women who have bipolar disor-
der or another mental health problem
called schizoaffective (SKIT-soh-uh-
FEK-tiv) disorder have a higher risk for
poslpartum psychosis. Symptoms may
include:
. Seeing things that aren’t there 7
. Feeling confused (

. Iffi ,’i?:,:,:’:#:L,.,,,1
Q: What should I do if I have sYmP-

toms of depression during or
after pr:egnancy?
CaIl your doctor if;

Your baby blues dori’t go away after
2 weeks

Syrnptoms of depression get more
and more intenSe :
Symptoms of depression begin
any time after delivery, even many
months later

It is hard for you to perform tasks at
work or at home

You cannot care for yourself or your
baby

You have thoughts of harming your-
self or your baby

Your doctor can ask you questions to
test for depression. Your doctor can also
refer yotr to a mental health professional
who specializes in treating depression.

page 3

U.S. Department of Health and Human Services, Office on Women’s Health

I rneeuENTLY Asreo QuesrroNs

{.””&
. Stressful life events, such as death of

a loved one, caring for an aging fam-
ily member, abuse, and poverty, can
trigger depression.

. Hormonal factors unique to
women may contribute to depres-
sion in some women. We know
that hormones direcdy a{fect the
brain chemistry that controls emo-
tions.and mood. We also know
that women are at greater risk of
depression at certain times in their
lives, such as ptrberty, during and
after pregnancy, and during peri-
menopause. Some women also have
depressive symptoms right before
their period.

Depression after childbirth is called
postpartum depression. Hormonal
changes may trigger symptoms of
postpartum depression.’When you
are pregnant, levels of the female hor-
mones estrogen (ESS-truh-jen) and
progesterone (proh-JESS-tur-ohn)
increase greatly. In the first 24 hours
after childbirth, hormone levels quick-
ly rettrrn to normal. Researchers think
the big change in hormone levels may
Iead to depression. This is much like
the way smaller hormone changes can
affect a woman’s moods before she gets
her period.

Levels of thyroid hormones may also
drop after Sving birth. The thyroid
is a small gland in the neck that helps
regulate how your body uses and stores
energy from food. Low levels of thy-
roid hormones can cause symptoms of
depression. A simple blood test can tell
if this condition is causing your symp-
toms. If so, your doctor can prescribe
thyroid medicine.

Other factprs may play a role in post-
partum depression. You may feel:
. Tired after delivery
. Tired from a lack of sleep or broken

sleep

. Overwhelmed with a new baby

. Doubts about your ability to be a
good mother

. Stress from changes in work and
home routines

. An unrealistic need to be a perfect
mom

. Loss ofwho you were before having
the ba\

. Less attractive

. A lack of free time

Are some women more at risk
for depression during and after
pregnancy?
Certain factors may increase your risk of
depression during and after pregnancy:
. A personal history of depressicin or

another mental illness

. A family history of depiession or
another mental illness

. A lack of support from family and
friends

. Anxiery or negative feelings about
the pregnancy

. Problems with a previous pregnancy
or birth

. Marriage or money problems
, Stressful life events
. Youngage
. Substance abuse

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page 2

U.S. Department of Health and Human Services, Office on Women’s Health

Postpartum Depression

There are many possible symptoms of postpartum depression, including the following:.

r lnability to sleep or sleeping a lot
. . Change in appetite
o Extreme concern and worry about the baby or a lack of interest or feelings for the baby
o Feeling unable to love the baby or your family
q Anger toward the baby, your partner, or other family members
o Anxiety or panic attacks
o Fear of harming your baby; these thoughts may be obsessive, and you may be afraid to be left

alone in the house with Your babY’

o lrritability

Simple lifestyle changes can go a long way towards helping you feel like yourself again.

o Don’t skimp on sleep. A full 8 hours may seem like an unattainable luxury when you’re dealing
with a newborn, but poor sleep makes depression worse. Do what you can to get plenty of

rest-from enlisting the help of your husband or family members to catching naps when you

can.

o Set aside quatity time for yourself to relax and take a break from your mom duties. Find small
ways to pamper yoursetf, tiketaking a bubble bath, savoring a hot cup of tea, or lighting scented

candles.

o Make meals a priority. When you’re depressed, nutrition often suffers. What you eat has an
impact on mood, as well as the quatity of your breast milk, so do your best to establish healthy

eating habits.

o Get out in the sunshine. Sunlight lifts your mood, so try to get at least 10 to 15 minutes of sun
per daY.

o Ease back into exercise. Studies show that exercise may be just as effective as medication when
it comes to treating depression, so the sooner you get back up and moving, the better. No need

to overdo it. A 3O-minute walk each day will work wonders’

Running Head: Post-Partum
1

Postpartum depression

Student’s Name

Institutional Affiliation

Postpartum depression

The birth of a child brings with it feelings of joy and happiness to the family and relatives but more so the mother. It may also result to depression after the birth the newborn. This leads to a condition referred to as postpartum depression. Postpartum depression describes the range of emotions, physical and behavioral changes that mothers experience after the birth of the baby. These feelings may include hopelessness, isolation, worthlessness and lack of interest in the baby which are harmful to both the mother and the baby as it may result to harming the baby (Dobson, 2000). This condition is different from the baby blues that normally last for a few days after the birth of the baby. Baby blues on the other hand is characterized by sad feelings, anxiousness, mood swings and loss of appetite.

So, what causes this disorder among women? Melinda(2013) observes that postpartum depression is caused by the changes in the levels of hormones of women during pregnancy. During the period of pregnancy, there is an increase in the levels of estrogen and progesterone. After delivery, there is a sudden reduction in the levels of the hormones including thyroid which causes the brain to develop feelings of hopelessness and sadness.She adds that a woman who has experienced a miscarriage is likely to develop the disorder. The factors that are likely to cause the disorder among pregnant women are poor support from family, friends and relatives, giving birth to a sickly baby, stress or prior experience of depression in ones’ life. Moreover, the chances of post-partum depression are increased by the occurrence of the bipolar disorder among the woman’s family members.

The symptoms of the disorder include losing interest in the activities that the individual loved to do, insomnia, inability to concentrate, loss of appetite that may eventually lead to weight loss and feeling hopeless. In addition, the mother has hallucinations that make her to hear or see things that are not present. These may also be compounded with the thoughts of suicide or killing the baby.

In turn, the disorder has a ripple effect to the emotion and physical behavior of the mother. Her behavior normally changes for the worse. The mother develops weak and negative emotions that may cause her to harm herself or her child. Physically, she becomes less active with little or no interest in the activities that once were her hobby. The woman also becomes weaker due to poor feeding habits as a result of loss of appetite. Subsequently, she becomes detached from her partner and her friends. Dobson (2000) observes that those who do not recognize the disorder may take the attitude to be a negative one thus harming the relationship that they had with the woman. In addition, the mother losses interest in the baby and this may lead to the development of negative feelings that harm the mother child bonding process. The effects of the postpartum are more serious if not treated. It may lead to the death of the mother and the child due to the thoughts of suicide.

In order to avert the effect of the disorder, the mothers who exhibit the symptoms of the disorder ought to be given medical treatment. The common methods that are used to treat the disorder are using antidepressants and counseling the mother. Melinda (2013) says that those with the lighter from of the disorder are better off with counseling alone while those who are burdened with the disorder ought to be given the antidepressants. However, the use of antidepressants can affect the baby through the breast milk and therefore Lyness(2010) recommends counseling. The process of counseling involves instilling positive thoughts that are meant to counter the effect of the reduced levels of hormones in the mother’s body.

During therapy, the women are emphasized to take focus on things that they would like to do in the day such as taking a walk. The importance of reading inspirational books is also highlighted during these sessions. The books lift up the moods and lighten the emotions of the women. In addition, the mother is urged to focus on activities that she once loved so as to bring back her old moods.

Lyness(2010) recommends the use of exercise for the women who are suffering from the disorder. This could be in the form of yoga and joking. Exercise as she notes, serves as a distraction of thoughts that face the woman by engaging her mind in physical activities. In addition, it enhances the appetite levels and reduces stress. She stresses that the women who face the disorder ought to be with their friends and relatives. This will help ease the burden that she has. She underscores the importance of sleep and rest to the individual as it is crucial in calming the mind. Lyness(2010) concludes by noting that patience and optimism are very important in the road to recovery of the woman.

The benefit of helping the women with this disorder is that they will be able to lead normal livesas before and with strengthen the bond betweenthe mother and the child. The relationship of the woman and the partner will also be enhanced as a result of positivity in the life of the woman. The treatment method is stated in the advocacy plan below. ( that transition is a little rough and it is our intended purpose to assist the individuals in our area with POST PART Depression. The paper can be more stated as the who, what, when, were , why (its important to childhood development and the bonding and attachement the mother and child under go. ( poor bonding causes what kinds of issue’s later on in life could be in their so that our desired outcome is to do the below

Advocacy Plan

The first step in our plan will be to find women who have postpartum depression. We want to assist women to help them alleviate the symptoms of postpartum depression. Since a great deal of women who have it don’t know about it until it’s been going on for a while, it is critical for us to find and help women before it gets to the point that they will need extra care. We will begin our action plan

January 1, 2014

. For our plan we will set up a safe quiet place for women to get treatment which will be paid for through ongoing grants and federal funding. This is not something we will be able to get money for once and be done with; we will need continuing fundraising and grants written. Women who are already seeing a doctor can ask for a referral to the facility, or can see one of the on-site doctors for an evaluation. This evaluation would help the doctors determine what type of treatment the patient needs and determine and course of treatment. In this facility we will give women who are experience postpartum depression access to the therapy they need so they can talk about how they are feeling each time they come in and not be judged. We will have a councilor as well on site to discuss progress with the women on their emotional status. Meditation and exercise will also be offered at the building so the women can relieve stress and relax. Medication will also be obtainable through doctors on site when needed. Women who are prescribed medication though will have to check in weekly for check-ups. This is to ensure everything is going smoothly and they aren’t having any unexpected changes while on the medication. We will need to talk to the city for land, but ultimately the people involved in this project will be the families of the women who are ill and need medical help. The women cannot be expected to do this on their own; they will need emotional support from their family and friends while undergoing treatment. While doing so, family members can come be with the women in treatment and help her whenever possible.
The end result we hope to accomplish by doing this is to assist women who are suffering from postpartum depression, whether it be the early stages or late stages, and help them be able to have a positive outlook on life. We want them to go through their day to day routine with no symptoms of depression, and be happy with themselves and experience the joy of their new baby

Date to begin	Objective	Action	Desired result	Resources needed	Date of completion
January 1, 2014	To help women suffering from post-partum.	Build a center and have counseling and therapy available	To create a place for women to get the help they need.	People -Money -Building	June 1, 2015

Helping Women Suffering From Post-Partum
Outcome: To help women suffering from post-partum be able to find coping
mechanisms and relaxation techniques in the Coos County area

To build this structure and have the medical staff on site that we need, it is going to take a lot of money. This will be done through grants and fundraisers. We will also need a location for the building. With the amount of medical staff needed, we might want to use land near the hospital. The building could also be a large wing added onto the medical center or perhaps an unused area of the hospital. There are several options for the placement of the facility. We will also need an exercise and relaxation trainer to help the women on a daily basis. The community may get involved with this project by helping to build the center and by volunteering their various expertise. The center will need doctors, nurse practitioners, physical therapists, and other experts as well. The expected completion date for the center will be June 1, 2015.

References

Dobson, V. 2000.The Science of Infanticide and Mental Illness. Psychology, Public Policy and
Law 6 (4): 1098–1112.

Lyness, D. 2010. Postpartum disorder. Retrieved from
http://drmaryalm.wordpress.com/2012/07/18/how-postpartum-depression-affects-your
baby/

Melinda, S.2013. Self-Help for Postpartum. Retrieved from
http://kidshealth.org/parent/pregnancy_newborn/communicating/bonding.html

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