Assignment Prompt & Instructions
– 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 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