PROF. XAVIER

An annotated bibliography is a list of sources in which each full reference listing is followed by a brief

paragraph that summarizes, describes, and/or critically evaluates a source.

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Double spaced evenly throughout your paper with no additional spacing between paragraphs or bibliographical entries.

Use hanging indentation for the full reference listing at the beginning of each entry.

Indent the first line of your summary paragraph.

Left justify—straight left edge, ragged right edge.

Cite appropriately.

Briefly summarize the article.

Evaluate and/or critique the usefulness of the article.

Use Times New Roman, 12 pt. font.

Annotated Bibliography Sample

Fox, L., & Delgado, E. (2008). Mission accomplished: Choice theory. International Journal of

Reality Therapy, 27(2), 50-51. Retrieved from www.journalofrealitytherapy.com

William Glasser’s choice theory has consistently netted positive results within

educational settings and addresses the needs of at-risk students. Fox and Delgado (2008) reported

on the implementation, process, and results of a Secret Agents Club they instituted as an after-

school group for at-risk students. Using a Secret Agents kit created by Susan Mayes, Fox and

Delgado intentionally developed a program that incorporated the principles of choice theory,

focusing in on four of the basic needs as defined by Glasser. The implications of this program are

positive with self-actualization occurring in the participants at their peer maturation level (Fox &

Delgado, 2008). Addressing the need for fun was another strong point of the program, and Fox

and Delgado (2008) asserted that fun and belonging, along with the students believing that they

could make a difference, were the driving forces in their Secret Agents Club. Fox and Delgado

believe that the students self-actualized because of their participation in the fun but structured

program through both individual and group activities. It is clear that the authors enjoyed the

development, implementation, and results of their program. However, discussions of any

limitations of their program or areas for improvement are missing in this article, leaving a

somewhat biased view of the program. Regardless, this article can be useful in demonstrating the

effectiveness of a program based on addressing Glasser’s five basic needs to help at-risk

children.

Shillingford, M. A., & Edwards, O. W. (2008). Professional school counselors using choice

theory to meet the needs of children of prisoners. Professional School Counseling, 12,

62-65. http://dx.doi.org/10.5330/PSC.n.2010-12.62

Children of prisoners are particularly an at-risk population, and in this article Shillingford

and Edwards (2008) clarify some of the challenges these children face, such as increased stress,

violence, and abuse. The authors presented choice theory as a viable therapeutic framework to

address the needs of this population, recognizing the importance of including both school and

home environments with school counselors providing a link between the two. Shillingford and

Edwards briefly reviewed Glasser’s choice theory, which emphasizes five motivational needs

(survival, love and belongingness, power, freedom, and fun), as well as offered an overview of

selected, pertinent research that espoused the effectiveness of choice theory. A case illustration

was presented that demonstrated the implementation of choice theory. Alonzo, the subject of the

case study, is an African American student whose father was incarcerated for more than 5 years

at the time of the study. He was referred to Shillingford because of frequent physical and verbal

altercations with other students and for swearing at his teachers. Shillingford and Edwards

reported that choice theory was determined to be a good course of action given the theory’s

emphasis that disconnectedness is a major cause of relational and behavior problems. The

outcome of the therapeutic model was positive, showing improved functioning of the student in

social, academic, and behavioral areas. Shillingford and Edwards acknowledge limitations of

their study and the need for future research studies. This article highlights aspects of choice

theory (such as the seven positive habits and seven deadly habits) as part of the strategy used to

increase the functioning of children of prisoners and presents a practical application of the theory

to help meet needs through an individual counseling approach. However, as the article indicated,

more research should be done to further substantiate the value of choice theory in this

application. Shillingford and Edwards conclude that choice theory is a good theory for school

counselors to appropriate to help them teach children that they can resolve problems themselves

and that choices have consequences, positive or negative.

Walter, S. M., Lambie, G. W., & Ngazimbi, E. E. (2008). A choice theory counseling group

succeeds with middle school students who displayed disciplinary problems. Middle

School Journal, 40(2), 4-12. Retrieved from

http://www.amle.org/ServicesEvents/MiddleSchoolJournal/tabid/175/Default.aspx

Many middle school students exhibit disciplinary misconduct in counter-reaction to their

distress and disengagement reactions driven by the developmental needs of this transitional time.

Walter et al. (2008) assert that choice theory is a particularly fitting approach to addressing the

negative attitudes and behaviors for at-risk students. The authors succinctly review the principles

of choice theory and reality therapy as it specifically applies to the middle school population. A

brief review of research is presented that indicated that choice theory and reality therapy have

positive results in addressing disciplinary problems. After addressing the educator’s role with at-

risk students, Walter et al. present a case example that illustrates choice theory using a group

approach, consisting of 10 meetings. They broke the meetings down into three phases,

elaborating on the process and progress the group achieved. Teachers reported that they observed

improvements in the behavior of the students who participated in the groups and that these

students became more engaging, enthusiastic, and happier. Walter et al. gave a balanced analysis

of the case study. They shared implications for educators in middle schools (such as becoming

advocates for students when issues arise that make it difficult for students to implement good

choices) and noted that methodological issues arise when researching the effectiveness of

intervention techniques with this population. The overview of Glasser’s choice theory and reality

therapy included in this article and the breakdown of the phases of the group experiences makes

this article a good source for a practical example of choice theory at work.

If you are not very familiar with formating MS Word, scroll down for additional help.

To create a hanging indent paragraph—for references.

Grab the top triangle, if necessary and drag it to the 0-inch mark on the ruler.

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Click on the spacing icon in the paragragh section to intiate the drop- down menu. Select 2.0 for double spacing.

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