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Hello all! In this discussion forum, we will be looking at logical fallacies. These are all around us and we often overlook them! Before you complete the assignments for this unit, be sure to read through the outcomes and supplementary materials provided! You will especially want to pay special atte…
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Order on TutorsGallery →Hello all! In this discussion forum, we will be looking at logical fallacies. These are all around us and we often overlook them! Before you complete the assignments for this unit, be sure to read through the outcomes and supplementary materials provided! You will especially want to pay special attention to the Critical Thinking PowerPoint. We will be looking at how the writers and creators of advertising use logical fallacies in their work.
**Initial Post**
After viewing the [Critical Thinking Fundamentals PowerPoint.pptx](https://classroom.galencollege.edu/courses/4197800/files/309839485?wrap=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=7255&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fe769f404-8110-4511-afe6-6ff8f7ed7ebd%2FCritical%2520Thinking%2520Fundamentals%2520Power%2520Point.pptx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3Mzc5OTY4NTAsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2U3NjlmNDA0LTgxMTAtNDUxMS1hZmU2LTZmZjhmN2VkN2ViZC9Dcml0aWNhbCUyMFRoaW5raW5nJTIwRnVuZGFtZW50YWxzJTIwUG93ZXIlMjBQb2ludC5wcHR4IiwianRpIjoiMjFjNWVkNGMtYzZkZS00NGU4LTgxMjMtZWMwZDQyMDRlN2QyIiwiaG9zdCI6bnVsbCwiZXhwIjoxNzM4MDgzMjUwfQ.9bnD9MediCovqlGGmSp35c7lv8ZH8MTzvbRYCpkjQ_iqr9ZrsBLRWAv16GEUQ_Aue9LsWW4NgoRt5J3D7JHesQ "Open this document with ReadSpeaker docReader") [Critical Thinking Fundamentals PowerPoint.pptx](https://classroom.galencollege.edu/courses/4197800/files/309839485/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=7255&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fe769f404-8110-4511-afe6-6ff8f7ed7ebd%2FCritical%2520Thinking%2520Fundamentals%2520Power%2520Point.pptx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3Mzc5Nzc4NjUsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2U3NjlmNDA0LTgxMTAtNDUxMS1hZmU2LTZmZjhmN2VkN2ViZC9Dcml0aWNhbCUyMFRoaW5raW5nJTIwRnVuZGFtZW50YWxzJTIwUG93ZXIlMjBQb2ludC5wcHR4IiwianRpIjoiZmIwNWQ4YmYtMTc4ZC00NWMzLWJiZmYtMTczMzE4YmM1ODVkIiwiaG9zdCI6bnVsbCwiZXhwIjoxNzM4MDY0MjY1fQ.Vu0E0a_B57eUO455ALdkfPpMgmrI17xyfzL6dLgHdCIX9od9EICMn11AOoXcnKhFKIT-zHG7M8l8kUG3nEwi1Q "Open this document with ReadSpeaker docReader") do some internet research and locate an advertisement that uses one of the two logical fallacies explained in the PowerPoint. You can use a print advertisement or a television, radio, or internet commercial.
1. In your initial post, share your link to the commercial you chose. Then address the following:
2. Why did you choose this advertisement? (USLO 4.2)
3. What logical fallacy was used in the commercial? (USLO 4.2)
4. How did they use and show this fallacy? (USLO 4.2)
5. How effective was the fallacy for the commercial? (USLO 4.2)
6. As a writer, how can you use critical thinking to ensure that your points are clear and logical? (USLO 4.1)
Your initial response should have your informed input and should be at least **100 words**. Your input should be in your own words, demonstrating your understanding and comprehension of the topic. When referring to the Critical Thinking PowerPoint, remember to include an in-text citation and reference in APA 7th-edition format. See examples below.
**Response Posts**
Then, return to the discussion assignment on a second and third day to respond to your peers' posts. Your responses should be substantive and generate discussion to further explore the topic(s). You can respond to your instructor or your classmates’ posts for credit. Each response post should be at least **75 words each, and you should respond to two of your peers**
**Unit Discussion Requirements**
As part of your learning experience, active participation in discussions is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the discussion forum that corresponds to the grading rubric.
The initial post and responses should be in your own words and demonstrate critical thinking, analysis, and expected level of knowledge. _Initial posts and replies should be in complete sentences and in paragraph form. You should not have bullet points as they are not in complete sentences or paragraph form. Copy-pasting may result in a zero._
_To fully address the chosen prompt, you will refer to the topical outline of the course syllabus that corresponds with the prompt you select. This will help guide you in demonstrating your understanding of the content while providing a thorough and detailed discussion post. Each prompt or response to a prompt should be more than a few sentences to demonstrate critical thinking._ _Initial posts must include a minimum of one APA 7th_ _edition style in-text citations and full matching references of appropriate reading to support your responses._
To meet the minimum participation requirements, you will post relevant content 3 different days during the week. The first post is due by day four of the week by 11:59PM, Eastern Time. Once you make the initial post, you will see other people’s posts. You will post replies on at least two additional days by day seven of the week by 11:59PM, Eastern Time.
**Reference & Citation Examples:**
**Reference**
Waltz, R. (2022). _Critical thinking fundamentals_[PowerPoint slides]. Galen College of Nursing.
[https://classroom.galencollege.edu/courses/3366901/files/219116315?wrap=1](https://classroom.galencollege.edu/courses/3366901/files/219116315?wrap=1)
Parenthetical citation: (Waltz, 2022)
Narrative citation: Waltz (2022) presents an overview of critical thinking.
– [\
\
CriticalThinkingFundamentalsPowerPoint.pptx](https://www.sweetstudy.com/files/criticalthinkingfundamentalspowerpoint-pptx "CriticalThinkingFundamentalsPowerPoint.pptx")
– 2 years ago
– [\ \ Screenshot2025-01-27203611.png](https://www.sweetstudy.com/files/screenshot2025-01-27203611-png "Screenshot2025-01-27203611.png") – 2 years ago
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Screenshot2025-01-27203611.png](https://www.sweetstudy.com/files/screenshot2025-01-27203611-png "Screenshot2025-01-27203611.png")
– 2 years ago
– 2 years ago **files (2)** – ## SubmityourMilestoneTwoliteraturereviewwek4.docx – ## milestoneweek3needtobemoredetails.docx **## SubmityourMilestoneTwoliteraturereviewwek4.docx** Submit your Milestone Two literature review. The literature review should be a paper integrating your review of the exis…
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– ## SubmityourMilestoneTwoliteraturereviewwek4.docx
– ## milestoneweek3needtobemoredetails.docx
**## SubmityourMilestoneTwoliteraturereviewwek4.docx**
Submit your Milestone Two literature review. The literature review should be a paper integrating your review of the existing research and theory and relating it to your fully developed topic. You should have incorporated feedback to revise your research questions, and you should have provided support for the basic or applied study.
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the
[guidelines and rubric](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1807309&type=content&rcode=snhu-3223878).
If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course.
n Module Two, you submitted a paper summarizing potential resources for your research proposal and how they relate to your research questions and purpose. For the Milestone Two Literature Review, you will expand your Milestone One submission to fully address the theoretical framework of your project and additional research you have found. The literature review is a major section of the capstone research proposal. Completing this milestone will provide you with a solid foundation for your capstone project. Refer to the Module Four resources for additional information on how to write a literature review. Review the Final Project Guidelines and Rubric and the Final Project and Milestone Alignment Guide to see how the critical elements in this milestone prepare you to meet the final project requirements and course outcomes used to evaluate your final capstone project.
**The final project is meant for you to propose a hypothetical study. You are not and should not be conducting human-subject research for this project. It is not necessary for the purposes of this assignment. All human-subject research requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the subjects.**
Prompt
Write a five- to seven-page paper integrating your review of the existing research and theory and relating it to your fully developed topic. Organize your review so it provides a logical argument for the background of your proposed research and how your research fits into the big picture. Revise your research questions and support for the basic or applied study based on feedback. Appropriately synthesize the literature into the message you want to convey. Draw from multiple sources to communicate your points.
In your submission, be sure to include the
**critical elements** listed below.
· Clearly state your
**research questions** or intervention.
·
**Evaluate** how your chosen
**topic fits** into the field of psychology.
·
**Synthesize** previous scholarly
**research findings** related to the topic, research questions, or intervention.
· Ensure synthesis includes scholarly, peer-reviewed research.
· Compare and
**evaluate** the
**studies** and resources discussed in the literature review.
· Evaluate and compare their arguments, methodology, conclusions, and impact.
·
**Address research gaps.** Connect gaps in the overall research to argue for the necessity of your chosen research questions or intervention.
· Explain how your research will address gaps you have identified in existing research on your topic.
· Review the
**contribution of existing research** to your chosen research question. Discuss how this research will help your chosen research questions or intervention address real-world problems. Describe implications for the general public.
·
**Organize and align the literature review to** your
**message**. Synthesize the literature into the message.
· Revise and synthesize new points and theories from Module Three and feedback you received.
· For applied research projects, integrate stakeholder information.
·
**Develop** a
**synthesizing conclusion**. Include a
**conclusion** that does the following:
· Ties together the literature addressed
· Reiterates the connection to the research questions and the main argument
·
**Articulation of Response**. Ensure that the submission has no major errors related to citations, grammar, spelling, or syntax.
What to Submit
Your paper must be submitted as a five- to seven-page Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
Milestone Two Rubric
Criteria Meets Expectations (100%) In Progress (80%) Does Not Meet Expectations (0%) Value
State Research Question Clearly states the research questions or intervention N/A Does not clearly state the research questions or intervention 5
Evaluate Topic Fit to Field Evaluates how the chosen topic fits into the field of psychology Evaluates how the chosen topic fits into the field of psychology, but evaluation is cursory or contains inaccuracies Does not evaluate how the chosen topic fits into the field of psychology 5
Synthesize Research Findings Synthesizes previous scholarly research related to the topic, research questions, or intervention Synthesizes previous research related to the topic, research questions, or intervention, but not all research is scholarly or peer-reviewed Does not synthesize previous scholarly research related to the topic, research questions, or intervention 10
Evaluate Studies Compares and evaluates the studies and resources discussed in the literature review Compares the studies and resources discussed in the literature review, but does not effectively or accurately evaluate them Does not compare or evaluate the studies and resources discussed in the literature review 15
Address Research Gaps Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention, but some relevant or pivotal gaps were not addressed Does not connect gaps in the overall research to argue for the necessity of the chosen research questions or intervention 20
Review Contribution of Existing Research Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public, but discussion is cursory or has gaps in logic Does not discuss how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public 15
Organize and Align Literature Review to Message Organizes the literature review according to the message and synthesizes the literature into the message Organizes the literature review according to the message and but improvements can be made in the way the literature is synthesized into the message Does not organize the literature review according to the message or synthesize the literature into the message 20
Develop Synthesizing Conclusion Includes a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument Includes a conclusion that ties the literature addressed and reiterates the connection to the research questions and the main arguments, but connections are unconvincing or conclusion does not effectively connect to literature Does not include a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument 5
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has minor errors related to citations, grammar, spelling, syntax, or organization with room for improvement Submission has major errors related to citations, grammar, spelling, syntax, or organization 5
Total: 100%
**## milestoneweek3needtobemoredetails.docx**
1
#### **Milestone One: Resource Collection** My name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**
#### Research Topic
The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.
#### Research Questions
1. What psychosocial residuals of early trauma persist into adolescence?
2. How does early trauma affect academic performance and social relationships during adolescence?
3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?
4. How can schools and community organizations design supportive environments for these adolescents?
#### Importance of the Topic
Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.
#### Literature Review
The following peer-reviewed resources support this research and provide insights into the topic.
1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.
2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.
3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.
4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.
5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.
Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.
**Analysis of Sources**
Each source adds to different information that contributes to the research topic:
· Felitti et al. on the lifetime effect of trauma,
· building resilience and engagement in school by Bethell et al.
· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.
· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.
· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.
**Conclusion**:
These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.
References
Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)
Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)
Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
**## milestoneweek3needtobemoredetails.docx**
1
#### **Milestone One: Resource Collection** My name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**
#### Research Topic
The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.
#### Research Questions
1. What psychosocial residuals of early trauma persist into adolescence?
2. How does early trauma affect academic performance and social relationships during adolescence?
3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?
4. How can schools and community organizations design supportive environments for these adolescents?
#### Importance of the Topic
Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.
#### Literature Review
The following peer-reviewed resources support this research and provide insights into the topic.
1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.
2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.
3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.
4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.
5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.
Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.
**Analysis of Sources**
Each source adds to different information that contributes to the research topic:
· Felitti et al. on the lifetime effect of trauma,
· building resilience and engagement in school by Bethell et al.
· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.
· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.
· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.
**Conclusion**:
These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.
References
Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)
Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)
Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
**## SubmityourMilestoneTwoliteraturereviewwek4.docx**
Submit your Milestone Two literature review. The literature review should be a paper integrating your review of the existing research and theory and relating it to your fully developed topic. You should have incorporated feedback to revise your research questions, and you should have provided support for the basic or applied study.
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the
[guidelines and rubric](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1807309&type=content&rcode=snhu-3223878).
If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course.
n Module Two, you submitted a paper summarizing potential resources for your research proposal and how they relate to your research questions and purpose. For the Milestone Two Literature Review, you will expand your Milestone One submission to fully address the theoretical framework of your project and additional research you have found. The literature review is a major section of the capstone research proposal. Completing this milestone will provide you with a solid foundation for your capstone project. Refer to the Module Four resources for additional information on how to write a literature review. Review the Final Project Guidelines and Rubric and the Final Project and Milestone Alignment Guide to see how the critical elements in this milestone prepare you to meet the final project requirements and course outcomes used to evaluate your final capstone project.
**The final project is meant for you to propose a hypothetical study. You are not and should not be conducting human-subject research for this project. It is not necessary for the purposes of this assignment. All human-subject research requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the subjects.**
Prompt
Write a five- to seven-page paper integrating your review of the existing research and theory and relating it to your fully developed topic. Organize your review so it provides a logical argument for the background of your proposed research and how your research fits into the big picture. Revise your research questions and support for the basic or applied study based on feedback. Appropriately synthesize the literature into the message you want to convey. Draw from multiple sources to communicate your points.
In your submission, be sure to include the
**critical elements** listed below.
· Clearly state your
**research questions** or intervention.
·
**Evaluate** how your chosen
**topic fits** into the field of psychology.
·
**Synthesize** previous scholarly
**research findings** related to the topic, research questions, or intervention.
· Ensure synthesis includes scholarly, peer-reviewed research.
· Compare and
**evaluate** the
**studies** and resources discussed in the literature review.
· Evaluate and compare their arguments, methodology, conclusions, and impact.
·
**Address research gaps.** Connect gaps in the overall research to argue for the necessity of your chosen research questions or intervention.
· Explain how your research will address gaps you have identified in existing research on your topic.
· Review the
**contribution of existing research** to your chosen research question. Discuss how this research will help your chosen research questions or intervention address real-world problems. Describe implications for the general public.
·
**Organize and align the literature review to** your
**message**. Synthesize the literature into the message.
· Revise and synthesize new points and theories from Module Three and feedback you received.
· For applied research projects, integrate stakeholder information.
·
**Develop** a
**synthesizing conclusion**. Include a
**conclusion** that does the following:
· Ties together the literature addressed
· Reiterates the connection to the research questions and the main argument
·
**Articulation of Response**. Ensure that the submission has no major errors related to citations, grammar, spelling, or syntax.
What to Submit
Your paper must be submitted as a five- to seven-page Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
Milestone Two Rubric
Criteria Meets Expectations (100%) In Progress (80%) Does Not Meet Expectations (0%) Value
State Research Question Clearly states the research questions or intervention N/A Does not clearly state the research questions or intervention 5
Evaluate Topic Fit to Field Evaluates how the chosen topic fits into the field of psychology Evaluates how the chosen topic fits into the field of psychology, but evaluation is cursory or contains inaccuracies Does not evaluate how the chosen topic fits into the field of psychology 5
Synthesize Research Findings Synthesizes previous scholarly research related to the topic, research questions, or intervention Synthesizes previous research related to the topic, research questions, or intervention, but not all research is scholarly or peer-reviewed Does not synthesize previous scholarly research related to the topic, research questions, or intervention 10
Evaluate Studies Compares and evaluates the studies and resources discussed in the literature review Compares the studies and resources discussed in the literature review, but does not effectively or accurately evaluate them Does not compare or evaluate the studies and resources discussed in the literature review 15
Address Research Gaps Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention, but some relevant or pivotal gaps were not addressed Does not connect gaps in the overall research to argue for the necessity of the chosen research questions or intervention 20
Review Contribution of Existing Research Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public, but discussion is cursory or has gaps in logic Does not discuss how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public 15
Organize and Align Literature Review to Message Organizes the literature review according to the message and synthesizes the literature into the message Organizes the literature review according to the message and but improvements can be made in the way the literature is synthesized into the message Does not organize the literature review according to the message or synthesize the literature into the message 20
Develop Synthesizing Conclusion Includes a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument Includes a conclusion that ties the literature addressed and reiterates the connection to the research questions and the main arguments, but connections are unconvincing or conclusion does not effectively connect to literature Does not include a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument 5
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has minor errors related to citations, grammar, spelling, syntax, or organization with room for improvement Submission has major errors related to citations, grammar, spelling, syntax, or organization 5
Total: 100%
**## milestoneweek3needtobemoredetails.docx**
1
#### **Milestone One: Resource Collection** My name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**
#### Research Topic
The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.
#### Research Questions
1. What psychosocial residuals of early trauma persist into adolescence?
2. How does early trauma affect academic performance and social relationships during adolescence?
3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?
4. How can schools and community organizations design supportive environments for these adolescents?
#### Importance of the Topic
Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.
#### Literature Review
The following peer-reviewed resources support this research and provide insights into the topic.
1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.
2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.
3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.
4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.
5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.
Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.
**Analysis of Sources**
Each source adds to different information that contributes to the research topic:
· Felitti et al. on the lifetime effect of trauma,
· building resilience and engagement in school by Bethell et al.
· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.
· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.
· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.
**Conclusion**:
These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.
References
Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)
Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)
Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
**## SubmityourMilestoneTwoliteraturereviewwek4.docx**
Submit your Milestone Two literature review. The literature review should be a paper integrating your review of the existing research and theory and relating it to your fully developed topic. You should have incorporated feedback to revise your research questions, and you should have provided support for the basic or applied study.
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the
[guidelines and rubric](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1807309&type=content&rcode=snhu-3223878).
If you have any questions after reading the feedback for this submission, reach out to your instructor. Remember that your instructor is a resource you should utilize throughout the course.
n Module Two, you submitted a paper summarizing potential resources for your research proposal and how they relate to your research questions and purpose. For the Milestone Two Literature Review, you will expand your Milestone One submission to fully address the theoretical framework of your project and additional research you have found. The literature review is a major section of the capstone research proposal. Completing this milestone will provide you with a solid foundation for your capstone project. Refer to the Module Four resources for additional information on how to write a literature review. Review the Final Project Guidelines and Rubric and the Final Project and Milestone Alignment Guide to see how the critical elements in this milestone prepare you to meet the final project requirements and course outcomes used to evaluate your final capstone project.
**The final project is meant for you to propose a hypothetical study. You are not and should not be conducting human-subject research for this project. It is not necessary for the purposes of this assignment. All human-subject research requires written approval from the SNHU COCE Institutional Review Board in order to protect the welfare and ensure ethical treatment of the subjects.**
Prompt
Write a five- to seven-page paper integrating your review of the existing research and theory and relating it to your fully developed topic. Organize your review so it provides a logical argument for the background of your proposed research and how your research fits into the big picture. Revise your research questions and support for the basic or applied study based on feedback. Appropriately synthesize the literature into the message you want to convey. Draw from multiple sources to communicate your points.
In your submission, be sure to include the
**critical elements** listed below.
· Clearly state your
**research questions** or intervention.
·
**Evaluate** how your chosen
**topic fits** into the field of psychology.
·
**Synthesize** previous scholarly
**research findings** related to the topic, research questions, or intervention.
· Ensure synthesis includes scholarly, peer-reviewed research.
· Compare and
**evaluate** the
**studies** and resources discussed in the literature review.
· Evaluate and compare their arguments, methodology, conclusions, and impact.
·
**Address research gaps.** Connect gaps in the overall research to argue for the necessity of your chosen research questions or intervention.
· Explain how your research will address gaps you have identified in existing research on your topic.
· Review the
**contribution of existing research** to your chosen research question. Discuss how this research will help your chosen research questions or intervention address real-world problems. Describe implications for the general public.
·
**Organize and align the literature review to** your
**message**. Synthesize the literature into the message.
· Revise and synthesize new points and theories from Module Three and feedback you received.
· For applied research projects, integrate stakeholder information.
·
**Develop** a
**synthesizing conclusion**. Include a
**conclusion** that does the following:
· Ties together the literature addressed
· Reiterates the connection to the research questions and the main argument
·
**Articulation of Response**. Ensure that the submission has no major errors related to citations, grammar, spelling, or syntax.
What to Submit
Your paper must be submitted as a five- to seven-page Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
Milestone Two Rubric
Criteria Meets Expectations (100%) In Progress (80%) Does Not Meet Expectations (0%) Value
State Research Question Clearly states the research questions or intervention N/A Does not clearly state the research questions or intervention 5
Evaluate Topic Fit to Field Evaluates how the chosen topic fits into the field of psychology Evaluates how the chosen topic fits into the field of psychology, but evaluation is cursory or contains inaccuracies Does not evaluate how the chosen topic fits into the field of psychology 5
Synthesize Research Findings Synthesizes previous scholarly research related to the topic, research questions, or intervention Synthesizes previous research related to the topic, research questions, or intervention, but not all research is scholarly or peer-reviewed Does not synthesize previous scholarly research related to the topic, research questions, or intervention 10
Evaluate Studies Compares and evaluates the studies and resources discussed in the literature review Compares the studies and resources discussed in the literature review, but does not effectively or accurately evaluate them Does not compare or evaluate the studies and resources discussed in the literature review 15
Address Research Gaps Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention Connects gaps in the overall research to argue for the necessity of the chosen research questions or intervention, but some relevant or pivotal gaps were not addressed Does not connect gaps in the overall research to argue for the necessity of the chosen research questions or intervention 20
Review Contribution of Existing Research Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public Discusses how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public, but discussion is cursory or has gaps in logic Does not discuss how the existing body of research helps the chosen research questions or intervention address real-world problems and implications for the general public 15
Organize and Align Literature Review to Message Organizes the literature review according to the message and synthesizes the literature into the message Organizes the literature review according to the message and but improvements can be made in the way the literature is synthesized into the message Does not organize the literature review according to the message or synthesize the literature into the message 20
Develop Synthesizing Conclusion Includes a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument Includes a conclusion that ties the literature addressed and reiterates the connection to the research questions and the main arguments, but connections are unconvincing or conclusion does not effectively connect to literature Does not include a conclusion that ties together the literature addressed and reiterates the connection to the research questions and the main argument 5
Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has minor errors related to citations, grammar, spelling, syntax, or organization with room for improvement Submission has major errors related to citations, grammar, spelling, syntax, or organization 5
Total: 100%
**## milestoneweek3needtobemoredetails.docx**
1
#### **Milestone One: Resource Collection** My name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**
#### Research Topic
The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.
#### Research Questions
1. What psychosocial residuals of early trauma persist into adolescence?
2. How does early trauma affect academic performance and social relationships during adolescence?
3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?
4. How can schools and community organizations design supportive environments for these adolescents?
#### Importance of the Topic
Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.
#### Literature Review
The following peer-reviewed resources support this research and provide insights into the topic.
1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.
2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.
3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.
4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.
5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.
Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.
**Analysis of Sources**
Each source adds to different information that contributes to the research topic:
· Felitti et al. on the lifetime effect of trauma,
· building resilience and engagement in school by Bethell et al.
· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.
· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.
· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.
**Conclusion**:
These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.
References
Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)
Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)
Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)
Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
– 2 years ago **files (1)** – ## Paperinstructions.docx **## Paperinstructions.docx** Complete a literature review on relevant literature relating to social media management **Submission Instructions:** · Your literature review should be a minimum of 750 words. · Include 7 scholarly sources in your …
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**files (1)**
– ## Paperinstructions.docx
**## Paperinstructions.docx**
Complete a literature review on relevant literature relating to social media management
**Submission Instructions:**
· Your literature review should be a minimum of 750 words.
· Include 7 scholarly sources in your literature review.
· Sources must be cited in text and referenced according to the current APA.
**## Paperinstructions.docx**
Complete a literature review on relevant literature relating to social media management
**Submission Instructions:**
· Your literature review should be a minimum of 750 words.
· Include 7 scholarly sources in your literature review.
· Sources must be cited in text and referenced according to the current APA.
– 2 years ago **files (1)** – ## Discussion.docx **## Discussion.docx** Please discuss statements A and B. A. The top marketing objectives for social publishing are brand awareness, engagement, lead generation, and customer retention. Please define and describe each of those terms. For each term, ex…
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**## Discussion.docx**
Please discuss statements A and B.
A. The top marketing objectives for social publishing are brand awareness, engagement, lead generation, and customer retention. Please define and describe each of those terms. For each term, explain how it can be achieved.
B. Describe some of the types of content marketers use in social publishing strategies.
**Submission Instructions:**
·
**250 words for each answer**
· formatted and cited in current APA style with support from at least 2 academic sources per answer cited in-text (4 sources total; cited in-text).
**## Discussion.docx**
Please discuss statements A and B.
A. The top marketing objectives for social publishing are brand awareness, engagement, lead generation, and customer retention. Please define and describe each of those terms. For each term, explain how it can be achieved.
B. Describe some of the types of content marketers use in social publishing strategies.
**Submission Instructions:**
·
**250 words for each answer**
· formatted and cited in current APA style with support from at least 2 academic sources per answer cited in-text (4 sources total; cited in-text).
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– 2 years ago **files (1)** – ## ClassDiscussion-Week4info1.pdf **## ClassDiscussion-Week4info1.pdf** Class Discussion – Week 4 In this week's discussion, we will focus on Galtung's (1969) seminal article, "Violence, Peace, and Peace Research" (refer to the syllabus or the library database). Written…
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– ## ClassDiscussion-Week4info1.pdf
**## ClassDiscussion-Week4info1.pdf**
Class Discussion – Week 4
In this week's discussion, we will focus on Galtung's (1969) seminal article, "Violence,
Peace, and Peace Research" (refer to the syllabus or the library database). Written in
1969, this article introduces fundamental concepts still relevant today. Galtung, a key
figure in conflict resolution, outlines six dimensions of violence through dichotomies.
Share your understanding of each dimension in your own words and provide examples
to illustrate the dichotomies.
Excerpt from book chapter:
The original idea of structural violence is commonly associated with the Norwegian
sociologist, John Galtung (1969) and has exerted a formative influence on the field of
conflict resolution. According to Galtung (1969), structural violence is the ongoing and
institutionalized harm done to individuals by preventing them from meeting their basic
needs for survival, well-being, identity and freedom. Structural violence is embedded
into the structures of social order and the institutional arrangements of power on a
constant basis (Barak, 2003). As aptly defined by Bornstein “structural violence is built
into everyday life, into the economy, a political system, and into the landscape” (2002, p.
6). We might also talk about ‘symbolic’ or ‘soft’ violence, which Bourdieu uses to explain
modes of socio-cultural domination hidden in everyday life and dominant discourses
(Bourdieu, 1984).
We suggest differentiating between macro-social and micro-social levels of structural
violence. The core-periphery notion of the global North and the global South is found at
the highest macroscopic level. This concept has been widely regarded from a historical
perspective and is discussed by Wallerstein (1974) in his world-system theory. Due to
the ongoing process of globalization, however, inequalities on a spatial basis, although
not dismissible, cannot be regarded quite as simple. International intertwining and
interaction are steadily increasing. Modern information technology has de-localized
functions of the core regions, although we should not entirely dismiss the idea that the
Western industrialized core nations, which are geographically located in the northern
hemisphere, remain in a powerful dominant position with respect to the so-called
underdeveloped, periphery countries.
A notable example of how industrial nations exercise their power can be illustrated by
the contemporary HIV/Aids pandemic in many regions of Africa. The manner in which
medical aid is being distributed is completely dominated by the political and economic
structure of the core nations. In her book The Crisis Caravan: What's wrong with
humanitarian aid (2010), journalist Linda Polman argues that Western humanitarian aid
not only contributes to structural violence but to a macabre industry of aid organizations,
the media and warmongers. This industry, states Polman, leads to direct physical
violence for the sake of maintaining the humanitarian aid system. Such a conflict
environment illustrates one of the cruelest manifestations of structural violence.
On a microscopic level, Galtung (1971) identified core-periphery relationships within
core regions. We can also look at the spatial level where one can identify immense
differences between rural and urban areas, where the former are often left out of the
process of economic development. Not only on an economic basis, but also
ideologically, rural regions are generally perceived as being backward and the
population as “hillbillies”. Existing stereotypes fuel structural violence committed by the
dominant societal class.
Structural violence is not only based on spatial separations. We can also identify this
notion on a socially constructed cultural basis. A common challenge to any society is its
treatment of ethnic minorities. Many self-perceived “forward societies” – most notably
the United States – have officially eliminated institutional racial or ethnic discrimination,
which has always been a very powerful form of structural violence. Yet a closer look at
the American distribution of wealth, educational opportunities and the prison system
sheds light on the actual state of affairs with regard to U.S. racial discrimination.
We also should be reminded of Foucault’s work and the creation of the concept of
legality and illegality. Particularly with regard to the phenomenon of undocumented
immigrants in the United States, one must recognize that describing these individuals as
“illegal”, regardless of his/her contribution to society, is structural violence in its most
obvious form. Can we approach immigration issues with the demanded neutrality if such
preconceptions are at play? We believe it is our ethical mandate to challenge truisms
that exist with regard to terminology arising out of an established power/knowledge
context.
A further stinging example of structural violence can be observed in the treatment of
individuals within the LGBT community, who suffer in a similar manner as ethnic
minorities. In public discourse it seems that the rights of the LGBT community have
come a long way. While one must acknowledge that progress has been made, strong
hidden forms of homophobia can be identified as they are manifested by accepted
social norms applicable to LGBT couples. LGBT couples, for example, who are not
allowed to marry, are being denied a vast number of rights, which married couples
inherit with their legal marital status. The fact that such injustices are hidden behind the
overtly propagated progress merely nurtures and upholds structural violence caused by
prevailing social ideals and institutions.
Galtung’s (1969) typology of structural violence – despite its fundamental importance in
the field of conflict resolution – is not enough. While it is suitable to describe a variety of
social phenomena in their current status, it provides more of a societal snapshot than an
in-depth understanding. Societies and cultures are dynamic entities constantly
undergoing changes.
Structural violence is a notion that is fundamental to my own research and practice in
the field of conflict resolution. Together with my mentor I wrote the article The Bedouins
in Israel's Negev Desert: Ubiquitous yet Invisible to the Dominant SocietyLinks to an
external site.. The article is based on an advanced field practicum I did during my
graduate studies. While I am hesitant in promoting my own writing, I recommend
reading this article as an example of structural violence. The photos were taken there
during the trip and should give you an idea what the unrecognized villages look like.
Unrecognized village
Unrecognized Bedouin village in the Negev dessert without access to infrastructure.
negev
Unrecognized Bedouin village in the Negev dessert
Negev
Unrecognized Bedouin village in the Negev dessert without access to infrastructure.
Powerlines in the background.
Works cited:
Barak, G. (2003). Violence and nonviolence: Pathways to understanding. Thousand
Oaks: Sage Publications.
Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste. Cambridge:
Harvard University Press.
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research,
6(3), 167-191.
Galtung, J. (1971). A Structural Theory of Imperialism. Journal of Peace Research, 8(2),
81-117.
Polman, L. (2010). The crisis caravan: What's wrong with humanitarian aid? (1st u. s.
editio. ed.). New York: Metropolitan Books.
Wallerstein, I. M. (1974). The modern world-system. New York: Academic Press.
**## ClassDiscussion-Week4info1.pdf**
Class Discussion – Week 4
In this week's discussion, we will focus on Galtung's (1969) seminal article, "Violence,
Peace, and Peace Research" (refer to the syllabus or the library database). Written in
1969, this article introduces fundamental concepts still relevant today. Galtung, a key
figure in conflict resolution, outlines six dimensions of violence through dichotomies.
Share your understanding of each dimension in your own words and provide examples
to illustrate the dichotomies.
Excerpt from book chapter:
The original idea of structural violence is commonly associated with the Norwegian
sociologist, John Galtung (1969) and has exerted a formative influence on the field of
conflict resolution. According to Galtung (1969), structural violence is the ongoing and
institutionalized harm done to individuals by preventing them from meeting their basic
needs for survival, well-being, identity and freedom. Structural violence is embedded
into the structures of social order and the institutional arrangements of power on a
constant basis (Barak, 2003). As aptly defined by Bornstein “structural violence is built
into everyday life, into the economy, a political system, and into the landscape” (2002, p.
6). We might also talk about ‘symbolic’ or ‘soft’ violence, which Bourdieu uses to explain
modes of socio-cultural domination hidden in everyday life and dominant discourses
(Bourdieu, 1984).
We suggest differentiating between macro-social and micro-social levels of structural
violence. The core-periphery notion of the global North and the global South is found at
the highest macroscopic level. This concept has been widely regarded from a historical
perspective and is discussed by Wallerstein (1974) in his world-system theory. Due to
the ongoing process of globalization, however, inequalities on a spatial basis, although
not dismissible, cannot be regarded quite as simple. International intertwining and
interaction are steadily increasing. Modern information technology has de-localized
functions of the core regions, although we should not entirely dismiss the idea that the
Western industrialized core nations, which are geographically located in the northern
hemisphere, remain in a powerful dominant position with respect to the so-called
underdeveloped, periphery countries.
A notable example of how industrial nations exercise their power can be illustrated by
the contemporary HIV/Aids pandemic in many regions of Africa. The manner in which
medical aid is being distributed is completely dominated by the political and economic
structure of the core nations. In her book The Crisis Caravan: What's wrong with
humanitarian aid (2010), journalist Linda Polman argues that Western humanitarian aid
not only contributes to structural violence but to a macabre industry of aid organizations,
the media and warmongers. This industry, states Polman, leads to direct physical
violence for the sake of maintaining the humanitarian aid system. Such a conflict
environment illustrates one of the cruelest manifestations of structural violence.
On a microscopic level, Galtung (1971) identified core-periphery relationships within
core regions. We can also look at the spatial level where one can identify immense
differences between rural and urban areas, where the former are often left out of the
process of economic development. Not only on an economic basis, but also
ideologically, rural regions are generally perceived as being backward and the
population as “hillbillies”. Existing stereotypes fuel structural violence committed by the
dominant societal class.
Structural violence is not only based on spatial separations. We can also identify this
notion on a socially constructed cultural basis. A common challenge to any society is its
treatment of ethnic minorities. Many self-perceived “forward societies” – most notably
the United States – have officially eliminated institutional racial or ethnic discrimination,
which has always been a very powerful form of structural violence. Yet a closer look at
the American distribution of wealth, educational opportunities and the prison system
sheds light on the actual state of affairs with regard to U.S. racial discrimination.
We also should be reminded of Foucault’s work and the creation of the concept of
legality and illegality. Particularly with regard to the phenomenon of undocumented
immigrants in the United States, one must recognize that describing these individuals as
“illegal”, regardless of his/her contribution to society, is structural violence in its most
obvious form. Can we approach immigration issues with the demanded neutrality if such
preconceptions are at play? We believe it is our ethical mandate to challenge truisms
that exist with regard to terminology arising out of an established power/knowledge
context.
A further stinging example of structural violence can be observed in the treatment of
individuals within the LGBT community, who suffer in a similar manner as ethnic
minorities. In public discourse it seems that the rights of the LGBT community have
come a long way. While one must acknowledge that progress has been made, strong
hidden forms of homophobia can be identified as they are manifested by accepted
social norms applicable to LGBT couples. LGBT couples, for example, who are not
allowed to marry, are being denied a vast number of rights, which married couples
inherit with their legal marital status. The fact that such injustices are hidden behind the
overtly propagated progress merely nurtures and upholds structural violence caused by
prevailing social ideals and institutions.
Galtung’s (1969) typology of structural violence – despite its fundamental importance in
the field of conflict resolution – is not enough. While it is suitable to describe a variety of
social phenomena in their current status, it provides more of a societal snapshot than an
in-depth understanding. Societies and cultures are dynamic entities constantly
undergoing changes.
Structural violence is a notion that is fundamental to my own research and practice in
the field of conflict resolution. Together with my mentor I wrote the article The Bedouins
in Israel's Negev Desert: Ubiquitous yet Invisible to the Dominant SocietyLinks to an
external site.. The article is based on an advanced field practicum I did during my
graduate studies. While I am hesitant in promoting my own writing, I recommend
reading this article as an example of structural violence. The photos were taken there
during the trip and should give you an idea what the unrecognized villages look like.
Unrecognized village
Unrecognized Bedouin village in the Negev dessert without access to infrastructure.
negev
Unrecognized Bedouin village in the Negev dessert
Negev
Unrecognized Bedouin village in the Negev dessert without access to infrastructure.
Powerlines in the background.
Works cited:
Barak, G. (2003). Violence and nonviolence: Pathways to understanding. Thousand
Oaks: Sage Publications.
Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste. Cambridge:
Harvard University Press.
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research,
6(3), 167-191.
Galtung, J. (1971). A Structural Theory of Imperialism. Journal of Peace Research, 8(2),
81-117.
Polman, L. (2010). The crisis caravan: What's wrong with humanitarian aid? (1st u. s.
editio. ed.). New York: Metropolitan Books.
Wallerstein, I. M. (1974). The modern world-system. New York: Academic Press.
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