Solved by verified expert:These are the five articles that I have chosen. 3 articles are PDF files.The article titles are Can Marijuana Make It Better? Prospective Effects of Marijuana and
Temperament on Risk for Anxiety and DepressionThe Covariation of Trait Anger and Borderline Personality: A Bivariate Twin-Siblings StudyThe Role of Genes, Stress, and Dopamine in the Development of SchizophreniaAnnotation: The role of Prefrontal Deficits, Low Autonomic Arousal, and Early Factors in the Development of Antisocial and Aggressive Behavior in Children https://onlinelibrary.wiley.com/doi/pdf/10.1111/14…The Biological Basis for Self-injury in the Mentally Retarded https://www.sciencedirect.com/science/article/pii/…The worksheet I provided my instructor has done an example to follow just don’t copy it . you will have to erase the example to insert your work to the questions. Please cite your work.
psy_215_module_four_worksheet_guidelines_and_rubric.pdf
psy_215_research_gap_worksheet.pdf
psy_215_article_2.pdf
psy_215_article_3.pdf
psy_215_article_1.pdf
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PSY 215 Module Four Worksheet Guidelines and Rubric
Overview: For this worksheet task, due in Module Four, you will identify a gap in abnormal psychology research and begin to develop a basic research question
to address the identified gap. First, review the literature from the five articles in your chosen track (three that were provided for you and two that you chose on
your own). Using the Research Gap Worksheet as a guide, identify a gap in the research from your articles. Based on that research gap, develop a question to
address the gap. This process of reviewing the current body of knowledge and addressing areas that need further investigation is one that psychology
researchers engage in on a regular basis. Ultimately, your completion of this assignment will better prepare you to be a wise consumer and producer of research.
Note: The Research Gap Worksheet is filled out to provide an example for you to follow. Use the sheet as a template by deleting the highlighted portions and
replacing them with your own content.
Prompt: The following elements must be addressed, as also outlined in the worksheet and the Final Project Part I Guidelines and Rubric document:
A. Identify a gap in abnormal psychology research presented in the course that is unexplored or underdeveloped. For example, is there an unexplored
aspect of abnormal psychology you believe could be further explored?
B. Develop a basic research question addressing the identified gap. In other words, create a question that you could answer in potential research further
investigating your identified gap. Be sure to support your developed research question with examples from research to support your claims.
Please refer to the Research & Citations page on the SNHU Online Writing Center website for proper APA formatting of sources.
Guidelines for Submission: Your worksheet must be submitted with double spacing, 12-point Times New Roman font, one-inch margins, and APA-style citations.
Critical Elements
Research Plan: Gap
Research Plan:
Research Question
Exemplary (100%)
Meets “Proficient” criteria, and
response demonstrates keen
insight into an unexplored or
underdeveloped area of
abnormal psychology based on
the research presented in the
course
Meets “Proficient” criteria, and
developed research question
demonstrates keen insight into
how to develop research
questions that address the
identified gap
Proficient (85%)
Identifies a gap in the abnormal
psychology research presented
in the course that is unexplored
or underdeveloped
Needs Improvement (55%)
Identifies a gap in the abnormal
psychology research presented
in the course that is unexplored
or underdeveloped, but
identification contains
inaccuracies
Not Evident (0%)
Does not identify a gap in the
abnormal psychology research
presented in the course that is
unexplored or underdeveloped
Develops a basic research
question addressing the
identified gap that is supported
by examples from the research
Develops a basic research
question addressing the
identified gap, but developed
research question is cursory,
contains inaccuracies, or lacks
examples from the research
Does not develop a basic
research question addressing
the identified gap
Value
40
40
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy-toread format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Total
20
100%
PSY 215 Research Gap Worksheet
This worksheet will help you complete the Module Four Worksheet: Identifying a Research Gap.
In order to complete this worksheet, you will need to review all five studies you have selected for
your final project.
This worksheet is filled out to provide an example for you to follow.
Note: Use this sheet as a template by deleting the highlighted portions and replacing them with
your own content.
Gap Identification
Based upon your review of the articles in your chosen track and the additional articles you
selected, identify a gap in the abnormal psychology research presented in the course that is
unexplored or underdeveloped. For example, is there an unexplored aspect of abnormal
psychology you believe could be further explored? When reviewing a resource, one good way of
identifying a research gap is to look at the author’s own conclusions and any suggestions for
future research, which may point his or her readers to areas of the study that require further
research.
Family and other forms of social support have been shown to benefit patients who are suffering
from schizophrenia. Current trends indicate that family-oriented therapeutic interventions might
be even more beneficial amongst racial/ethnic minority populations if they are conducted within
a cultural and spiritual context. While treatment outcomes appear to be largely unaffected by a
therapist-patient mismatch with regard to race/ethnicity/spirituality, it is unclear whether or not a
patient’s treatment outcomes are affected by a similar mismatch between the patient and his or
her family members.
Research Question
Develop a basic research question addressing the identified gap. In other words, create a question
that you could answer in research further investigating your identified gap. Remember: An
effective research question should be clear and focus your research. Ideally, it should also be
something that you are interested in or care about.
Within family-focused treatment for schizophrenia, are therapeutic outcomes impacted by a
race/ethnic/spiritual mismatch between a patient and his or her family?
Journal of Abnormal Psychology
2012, Vol. 121, No. 2, 458 – 466
© 2011 American Psychological Association
0021-843X/11/$12.00 DOI: 10.1037/a0026393
The Covariation of Trait Anger and Borderline Personality:
A Bivariate Twin-Siblings Study
Marijn A. Distel, Mark Patrick Roeling,
Jorim J. Tielbeek, and Désie van Toor
Catherine A. Derom
University Hospital Gasthuisberg, Katholieke Universiteit
Leuven, Belgium
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
VU University Amsterdam, Amsterdam, the Netherlands
Timothy J. Trull
Dorret I. Boomsma
University of Missouri–Columbia
VU University Amsterdam, Amsterdam, the Netherlands
Anger can be defined as an emotion consisting of feelings of variable intensity, from mild irritation
or annoyance to intense fury and rage. Borderline personality disorder (BPD) is characterized by
impulsivity and instability of interpersonal relationships, of self-image, and of negative affects.
Borderline personality and trait anger are often observed together. The present study examined the extent
to which a genetic association explains the covariation between a trait measure of borderline personality
and trait anger. To this end, self-report data of 5,457 twins and 1,487 of their siblings registered with the
Netherlands Twin Register and the East Flanders Prospective Twin Survey were analyzed using genetic
structural equation modeling. A significant phenotypic correlation was observed between the two traits (rP ⫽
.52). This correlation was explained by genetic (54%) and by environmental influences (46%). A shared
genetic risk factor is thus one of the explanations for the covariation of borderline personality and trait anger.
Keywords: borderline personality, trait anger, twin study, genetic factors
(“anger-in”) or expressed outwardly in some form of aggressive
behavior (“anger-out”). Anger has been related to several important constructs in behavioral medicine and psychological research.
For example, high levels of internal expression of anger and trait
anger have been associated with increased blood pressure and
induced hypertension (Markovitz, Matthews, Wing, Kuller, &
Meilahn, 1991; Schneider, Egan, Johnson, Drobny, & Julius,
1986), increased risk for coronary heart diseases (Atchison &
Condon, 1993; Williams et al., 2000; Leon, 1992; Kawachi, Sparrow, Spiro, Vokonas, & Weiss, 1996; Eaker, Sullivan, Kelly–
Hayes, D’Agonstino, & Benjamin, 2004; Chang, Ford, Meoni,
Wang, & Klag, 2002), and mental disorders such as anorexia and
bulimia nervosa (Fassino, Daga, Piero, Leombruni, & Rovera,
2001) bipolar disorder (Posternak & Zimmerman, 2002), and
borderline personality disorder (Morse et al., 2009).
Borderline personality disorder (BPD) is characterized by a
pervasive pattern of instability of interpersonal relationships, of
self-image, and of negative affects, and marked impulsivity that
begins by early adulthood and is present in a variety of contexts
(American Psychiatric Association [APA], 2000). BPD is diagnosed in approximately 1% to 2% of the general population
(Lenzenweger, Lane, Loranger, & Kessler, 2007; Torgersen, Kringlen, & Cramer, 2001) and is associated with a variety of negative
outcomes such as self-harm behavior, suicidal behavior, impaired
occupational and interpersonal functioning, delinquent behavior,
and substance abuse (Skodol et al., 2002). Inappropriate, intense
anger or difficulty controlling anger is the most prevalent BPD
criterion in clinical samples (Zanarini, Frankenburg, Hennen,
Reich, & Silk, 2005), nonclinical samples (Trull, 1995), and in first
degree relatives of BPD patients (Zanarini et al., 2004). Further,
Anger can be defined as an emotion that consists of feelings of
variable intensity, from mild irritation or annoyance to intense fury
and rage (Spielberger, Jacobs, Russell, & Crane, 1983). It can be
conceptualized as state anger, referring to an episode of anger
occurring at a specified time, or as trait anger, referring to an
aspect of personality (Eckhardt, Norlander, & Deffenbacher,
2004). Feelings of anger may be suppressed or directed inward
This article was published Online First December 12, 2011.
Marijn A. Distel, Department of Biological Psychology, VU University
Amsterdam, Amsterdam, The Netherlands, and EMGO⫹ Institute for
Health and Care Research, VU University Medical Center, Amsterdam, the
Netherlands; Mark Patrick Roeling, Jorim Tielbeek, and Désie van Toor,
Department of Biological Psychology, VU University Amsterdam, Amsterdam, The Netherlands; Catherine A. Derom, Department of Human
Genetics, University Hospital Gasthuisberg, Katholieke Universiteit Leuven, Belgium; Timothy J. Trull, Department of Psychological Sciences,
University of Missouri–Columbia, Columbia, Missouri; and Dorret I.
Boomsma, Department of Biological Psychology, VU University Amsterdam, Amsterdam, The Netherlands, EMGO⫹ Institute for Health and Care
Research, and Neuroscience Campus Amsterdam, VU University Medical
Center, Amsterdam, the Netherlands.
The present study was supported by the Borderline Personality Disorder
Research Foundation, Spinozapremie (NWO/SPI 56 – 464-14192), and
Twin-Family Database for behavior genetics and genomics studies (NWO
480 – 04-004). The authors declare no financial or other conflicts of interest.
Correspondence concerning this article should be addressed to Marijn A.
Distel, Department of Biological Psychology, VU University Amsterdam,
Van der Boechorststraat 1, 1081 BT Amsterdam, the Netherlands. E-mail:
ma.distel@psy.vu.nl/m.distel@ggzIngeest.nl
458
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
TRAIT ANGER AND BORDERLINE PERSONALITY
459
this feature was found to be among the slowest symptoms to remit
in BPD patients across 8- to 10-year follow up (Zanarini et al.,
2007).
Both trait anger and the trait of borderline personality are
heritable. Rebollo and Boomsma (2006) conducted a longitudinal
twin family study into the genetics of trait anger. The genetic
architecture of the trait differed in men and women. In males 23%
of the variance was explained by additive genetic effects and 26%
by dominant genetic effects, leading to a total heritability of 49%.
In women, 34% of the variance was explained by additive genetic
effects and no dominant genetic effects were found. Other studies
only focused indirectly on the heritability of anger or violence, for
example in genetic studies on antisocial personality disorder for
which the heritability was estimated at 38% (Cadoret & Stewart,
1991; Torgersen et al., 2008). Large-scale twin and twin family
studies of BPD and the trait of borderline personality report
heritability estimates around 40% (Distel et al., 2008a; Bornovalova et al., 2009; Kendler et al., 2008; Torgersen et al., 2008;
Distel et al., 2009). The study by Distel et al. (2009), included
twins as well as their parents and nontwin siblings and provided
evidence for the influence of nonadditive genetic effects, while
suggesting no effects of cultural transmission from parents to
offspring.
Some overlap between trait anger and the trait of borderline
personality is expected, considering that one of the nine criteria for
BPD concerns inappropriate expressions of anger and intense,
chronic feeling of anger (APA, 2000). However, most of the BPD
criteria do not directly tap trait anger. On the other hand, there are
many cognitive processes associated with trait anger (Owen, 2011;
Wilkowski & Robinson, 2010) that may at least partially explain
some of the remaining symptoms and features of borderline personality. For example, selective attention and reasoning biases
associated with trait anger may lead individuals to be hypervigilant
to possible threat or aggression and to attribute hostile intentions to
others so as to arouse anger more frequently (Wilkowski & Robinson, 2010). These cognitive processes associated with anger may
lead to rejection sensitivity and to interpersonal conflict and disruption often seen in those with BPD, for example (Romero–
Canyas et al., 2010). Therefore, an examination of the phenotypic
and genotypic association between trait anger and borderline personality can help to index the degree to which the two traits may
share a common underlying cause as well as point to potential
shared mechanisms (e.g., cognitive processes and biases) that may
inform theories of the etiology of BPD.
In the present study, we explored shared genetic risk factors as
a possible explanation for the covariation of borderline personality
and trait anger in the population. Data from twins and their siblings
were available from the Netherlands Twin Register (NTR;
Boomsma et al., 2006) and the East Flanders Prospective Twin
Survey (EFPTS; Derom et al., 2006) to disentangle genetic and
environmental influences on the covariance between borderline
personality and trait anger.
the NTR established in 1978 (Boomsma et al., 2006). Every 2
years, surveys on health and lifestyle were sent to the twin families. For the present study, data from the seventh survey were used
which was sent in 2004 –2005. Dutch-speaking twins in Belgium
were also asked to take part in the Dutch health, lifestyle, and
personality study. Belgian participants were recruited through the
EFPTS, a population-based register of multiple births in the Belgian province of East Flanders which was started in 1964 (Derom
et al., 2006). Young adult twins were contacted by mail and invited
to complete a survey which was enclosed with the letter. A
nonresponse study (Distel et al., 2007) showed that for a substantial group of targeted participants the addresses were incorrect.
This group thus never received the questionnaire. After correcting
for this, the response rate was estimated at 52.2% in the group of
targeted participants who participated before and 13.6% in the
group of targeted participants who were already registered, but
never completed a questionnaire.
For the Dutch sample zygosity was determined either from
DNA typing or from self-report answers to eight survey questions
on physical twin resemblance and confusion of the twins by family
members and strangers. Zygosity agreement reached 97% (Willemsen, Posthuma, & Boomsa, 2005). For the Belgian sample,
twin zygosity was determined through sequential analysis based on
sex, fetal membranes, umbilical cord blood groups, and placental
alkaline phosphatase until 1985. After that time, DNA fingerprinting was used. In case of missing or insufficient DNA information,
the zygosity of the same-sex DZ twins was based on survey items
on physical twin resemblance and confusion of the twins (see
Derom & Derom, 2005).
Data from 7,261 twins and siblings with valid scores on the trait
measures of borderline personality and anger were available. A
total of 928 twins were registered with the EFPTS. Twins with
unknown zygosity (N ⫽ 94), individuals with an unknown age
(N ⫽ 148) or sex (N ⫽ 12) and individuals aged below 18 (N ⫽
14) were excluded. A maximum of two brothers and two sisters
were included in the analyses, remaining siblings were excluded
(N ⫽ 49). This resulted in a total sample of 5,457 twins and 1,487
siblings from 3,946 families. The twin sample consisted of 813
monozygotic males (MZM), 416 dizygotic males (DZM), 2,095
monozygotic females (MZF), 1008 dizygotic females (DZF),
1,125 dizygotic opposite sex (DOS), and 528 brothers and 959
sisters. Table 1 shows the complete family configuration of the
sample. There were 1,866 families in which both members of a
twin pair completed the questionnaire, 1,725 families in which
only one member of the twin pair completed the questionnaire and
355 families in which only nontwin siblings completed the questionnaire. The mean (M) age of the twins was 34.46 years (standard deviation [SD] ⫽ 10.98, range ⫽ 18 – 87 years). The mean
age for the siblings was 39.89 years (SD ⫽ 12.55, range ⫽ 18 –91
years).
Methods
Trait anger was measured with the Dutch adaptation of the State
Trait Anger Scale (STAS, Spielberger et al., 1983; van der Ploeg,
Defanes, & Spielberger, 1982). The scale is designed to assess the
frequency of which an individual experiences the state anger over
time and in response to a variety of situations. The STASadaptation was scored on a 4-point Likert scale (1– 4; almost never,
Participants
The present study is part of an ongoing study on health, lifestyle,
and personality in twins and their family members registered with
Measures
DISTEL ET AL.
460
Table 1
Family Configuration in the Sample According to Zygosity, Cohort, and Number of Additional Nontwin Siblings
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Families yielding
MZM
Families yielding a twin pair
Families yielding a single twin
DZM
Families yielding a twin pair
Families yielding a single twin
MZF
Families yielding a twin pair
Families yielding a single twin
DZF
Families yielding a twin pair
Families yielding a single twin
DOS
Families yielding a twin pair
Families yielding a single twin
Families yielding no twins
Total
Note.
No siblings
1 sibling
2 siblings
3 siblings
4 siblings
Total
202
207
64
27
12
9
6
0
1
0
285
243
67
157
35
35
3
6
3
0
1
0
109
198
613
373
164
56
39
12
9
0
2
0
827
441
233
290
70
42
24
14
2
4
0
0
329
350
223
404
—
2769
79
67
282
921
11
17
62
209
2
4
10
40
1
1
1
7
316
493
355
3,946
MZM ⫽ monozygotic males; DZM ⫽ dizygotic males; MZF ⫽ monozygotic females; DZF ⫽ dizygotic females; DOS ⫽ dizygotic opposite s …
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