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– 2 years ago **files (4)** – ## milestone1114.docx – ## MilestoneOneRevised1.docx – MilestoneThreeMethodologyDesignandData1.docx – final9snhu.docx **## milestone1114.docx** 1 #### **Milestone One: Resource Collection** Laporsha Terrell PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie Janu…
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– 2 years ago
**files (4)**
– ## milestone1114.docx
– ## MilestoneOneRevised1.docx
– MilestoneThreeMethodologyDesignandData1.docx
– final9snhu.docx
**## milestone1114.docx**
1
#### **Milestone One: Resource Collection** Laporsha Terrell 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
**## MilestoneOneRevised1.docx**
2
**Milestone One: Resource Collection**
**PSY-790-10178-M01**
**Capstone in Psychology**
**Elizabeth Babskie**
**January 31, 2025**
**Milestone One: Resource Collection**
**Overview of Research**
Early childhood traumatic experiences including abuse, neglect, and witnessing violence and its impact on emotional, cognitive, and social development in adolescents will be the proposed topic of research. The research will also explore how interventions can foster resilience in adolescents facing these challenges, particularly within school environments. The key areas of interest involve the psychosocial effects of early trauma, the impact on academic performance, social relationships, and effective interventions.
**Research Questions**
The research questions proposed are as follows:
1. What psychosocial residuals of early trauma persist in adolescence?
2. Does trauma early affect later academic and social performance in the adolescent period?
3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?
4. How can supportive environments for these adolescents be designed by schools and community organizations?
These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.
**Evaluation of Topic Fit to the Field of Psychology**
The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate on what psychological mechanisms undergo these and thereby apply interventions when the developing world needs care support.
**Synthesis of Previous Scholarly Research Findings**
The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasizes the role of resilience in mitigating the effects of ACEs. It links early trauma to poor school engagement and overall health. Although Bethell et al. (2014) provide valuable insights into resilience, their study falls short in detailing specific interventions, which this research intends to explore further, particularly within school environments.
Brunzell et al. (2016) introduce trauma-informed education and how integrating positive psychology within school settings can improve outcomes for traumatized students. While the study provides practical insights, its lack of quantitative data limits its ability to generalize findings across diverse settings, a gap this research seeks to fill. Alisic et al. (2014) focus on PTSD prevalence in children and adolescents with trauma exposure, identifying risk factors, and advocating for early interventions. This study, however, does not incorporate other important mental health issues among children, such as depression and anxiety, which this research is trying to present. Whereas Bryant and Deane (2022) conducted a comprehensive review of cognitive-behavioral treatments for trauma-related disorders among children and adolescents, the key focus still lies in the area of CBT. No consideration of other therapeutic approaches has been made, such as mindfulness and family-based interventions that could be highly relevant when considering treatment of trauma within a broader approach.
**Comparison and Evaluation of Studies**
A comparison of these studies indicates that, while they provide a clear understanding of early trauma and its association with mental health, each has some limitations:
· While the studies by Felitti et al. (1998) and Bethell et al. (2014) are based on long-term trauma, the interventions aimed at adolescents are only minimally addressed.
· Brunzell et al. (2016) present a promising model of trauma-informed education; however, the absence of quantitative evidence limits the generalization of their findings.
· Alisic et al. (2014) study and also Bryant and Deane (2022) literature were quite enlightening on interventions, such as CBT; however, there was a shortage regarding the variety of interventions discussed. This paper will add to current information by considering other kinds of interventions, such as family-based therapy and mindfulness, which can probably represent more holistic approaches in adolescents.
**Addressing Research Gaps**
A critical gap identified in the literature is the insufficient exploration of specific interventions aimed at fostering resilience in adolescents, especially within educational contexts. While resilience is often discussed in theoretical terms, there is a lack of detailed research on how resilience-building practices can be integrated into school environments. Additionally, most studies focus on PTSD as the primary mental health issue resulting from childhood trauma, with less emphasis on other outcomes like depression, anxiety, or social withdrawal.
**The Research will Fill this Gap by:**
· Exploring how different interventions (including CBT, mindfulness, family therapy) can be implemented in schools to support adolescents.
· Investigating how schools and community organizations can create trauma-informed environments that foster resilience.
· Expanding the focus to include a broader range of mental health challenges, not just PTSD.
**Contribution of Existing Research to Real-World Problems**
Existing research on childhood trauma has significant implications for the general public. By identifying the long-term effects of trauma, these studies emphasize the need for early intervention to prevent the development of serious mental health issues in adolescents. There is an increasing recognition of the importance of trauma-informed practices both at schools and in other community venues to support vulnerable youth.
This research will help further this effort by providing actionable insights into how schools can implement effective interventions to mitigate the effects of trauma. By focusing on resilience-building strategies, the study aims to offer practical solutions that can be adopted by educational institutions and community organizations to support vulnerable adolescents. This research is vital for public health, education, and social services, as it directly addresses the well-being of a high-risk population and offers evidence-based strategies for improvement.
**Organizing and Aligning the Literature Review to the Message**
The literature review should be logically organized to flow from identifying the research topic through synthesizing previous work, identifying research gaps, and culminating in implications for this study. This clear path includes the following general form for this type of literature review paper:
1.
**Introduction**: A brief introduction to the research topic and questions.
2.
**Literature Review**: A summary of prior research regarding how trauma impacts adolescent development and intervention.
3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.
4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and its contribution to practical applications.
5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.
**Synthesizing Conclusion**
The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.
Bottom of Form
References
Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The 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., New check, 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., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (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://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)
**MilestoneThreeMethodologyDesignandData1.docx**
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**final9snhu.docx**
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**## milestone1114.docx**
1
#### **Milestone One: Resource Collection** Laporsha Terrell 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
**## MilestoneOneRevised1.docx**
2
**Milestone One: Resource Collection**
**PSY-790-10178-M01**
**Capstone in Psychology**
**Elizabeth Babskie**
**January 31, 2025**
**Milestone One: Resource Collection**
**Overview of Research**
Early childhood traumatic experiences including abuse, neglect, and witnessing violence and its impact on emotional, cognitive, and social development in adolescents will be the proposed topic of research. The research will also explore how interventions can foster resilience in adolescents facing these challenges, particularly within school environments. The key areas of interest involve the psychosocial effects of early trauma, the impact on academic performance, social relationships, and effective interventions.
**Research Questions**
The research questions proposed are as follows:
1. What psychosocial residuals of early trauma persist in adolescence?
2. Does trauma early affect later academic and social performance in the adolescent period?
3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?
4. How can supportive environments for these adolescents be designed by schools and community organizations?
These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.
**Evaluation of Topic Fit to the Field of Psychology**
The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate on what psychological mechanisms undergo these and thereby apply interventions when the developing world needs care support.
**Synthesis of Previous Scholarly Research Findings**
The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasizes the role of resilience in mitigating the effects of ACEs. It links early trauma to poor school engagement and overall health. Although Bethell et al. (2014) provide valuable insights into resilience, their study falls short in detailing specific interventions, which this research intends to explore further, particularly within school environments.
Brunzell et al. (2016) introduce trauma-informed education and how integrating positive psychology within school settings can improve outcomes for traumatized students. While the study provides practical insights, its lack of quantitative data limits its ability to generalize findings across diverse settings, a gap this research seeks to fill. Alisic et al. (2014) focus on PTSD prevalence in children and adolescents with trauma exposure, identifying risk factors, and advocating for early interventions. This study, however, does not incorporate other important mental health issues among children, such as depression and anxiety, which this research is trying to present. Whereas Bryant and Deane (2022) conducted a comprehensive review of cognitive-behavioral treatments for trauma-related disorders among children and adolescents, the key focus still lies in the area of CBT. No consideration of other therapeutic approaches has been made, such as mindfulness and family-based interventions that could be highly relevant when considering treatment of trauma within a broader approach.
**Comparison and Evaluation of Studies**
A comparison of these studies indicates that, while they provide a clear understanding of early trauma and its association with mental health, each has some limitations:
· While the studies by Felitti et al. (1998) and Bethell et al. (2014) are based on long-term trauma, the interventions aimed at adolescents are only minimally addressed.
· Brunzell et al. (2016) present a promising model of trauma-informed education; however, the absence of quantitative evidence limits the generalization of their findings.
· Alisic et al. (2014) study and also Bryant and Deane (2022) literature were quite enlightening on interventions, such as CBT; however, there was a shortage regarding the variety of interventions discussed. This paper will add to current information by considering other kinds of interventions, such as family-based therapy and mindfulness, which can probably represent more holistic approaches in adolescents.
**Addressing Research Gaps**
A critical gap identified in the literature is the insufficient exploration of specific interventions aimed at fostering resilience in adolescents, especially within educational contexts. While resilience is often discussed in theoretical terms, there is a lack of detailed research on how resilience-building practices can be integrated into school environments. Additionally, most studies focus on PTSD as the primary mental health issue resulting from childhood trauma, with less emphasis on other outcomes like depression, anxiety, or social withdrawal.
**The Research will Fill this Gap by:**
· Exploring how different interventions (including CBT, mindfulness, family therapy) can be implemented in schools to support adolescents.
· Investigating how schools and community organizations can create trauma-informed environments that foster resilience.
· Expanding the focus to include a broader range of mental health challenges, not just PTSD.
**Contribution of Existing Research to Real-World Problems**
Existing research on childhood trauma has significant implications for the general public. By identifying the long-term effects of trauma, these studies emphasize the need for early intervention to prevent the development of serious mental health issues in adolescents. There is an increasing recognition of the importance of trauma-informed practices both at schools and in other community venues to support vulnerable youth.
This research will help further this effort by providing actionable insights into how schools can implement effective interventions to mitigate the effects of trauma. By focusing on resilience-building strategies, the study aims to offer practical solutions that can be adopted by educational institutions and community organizations to support vulnerable adolescents. This research is vital for public health, education, and social services, as it directly addresses the well-being of a high-risk population and offers evidence-based strategies for improvement.
**Organizing and Aligning the Literature Review to the Message**
The literature review should be logically organized to flow from identifying the research topic through synthesizing previous work, identifying research gaps, and culminating in implications for this study. This clear path includes the following general form for this type of literature review paper:
1.
**Introduction**: A brief introduction to the research topic and questions.
2.
**Literature Review**: A summary of prior research regarding how trauma impacts adolescent development and intervention.
3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.
4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and its contribution to practical applications.
5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.
**Synthesizing Conclusion**
The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.
Bottom of Form
References
Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The 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., New check, 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., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (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://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)
**MilestoneThreeMethodologyDesignandData1.docx**
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**final9snhu.docx**
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**## milestone1114.docx**
1
#### **Milestone One: Resource Collection** Laporsha Terrell 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
**## MilestoneOneRevised1.docx**
2
**Milestone One: Resource Collection**
**PSY-790-10178-M01**
**Capstone in Psychology**
**Elizabeth Babskie**
**January 31, 2025**
**Milestone One: Resource Collection**
**Overview of Research**
Early childhood traumatic experiences including abuse, neglect, and witnessing violence and its impact on emotional, cognitive, and social development in adolescents will be the proposed topic of research. The research will also explore how interventions can foster resilience in adolescents facing these challenges, particularly within school environments. The key areas of interest involve the psychosocial effects of early trauma, the impact on academic performance, social relationships, and effective interventions.
**Research Questions**
The research questions proposed are as follows:
1. What psychosocial residuals of early trauma persist in adolescence?
2. Does trauma early affect later academic and social performance in the adolescent period?
3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?
4. How can supportive environments for these adolescents be designed by schools and community organizations?
These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.
**Evaluation of Topic Fit to the Field of Psychology**
The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate on what psychological mechanisms undergo these and thereby apply interventions when the developing world needs care support.
**Synthesis of Previous Scholarly Research Findings**
The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasizes the role of resilience in mitigating the effects of ACEs. It links early trauma to poor school engagement and overall health. Although Bethell et al. (2014) provide valuable insights into resilience, their study falls short in detailing specific interventions, which this research intends to explore further, particularly within school environments.
Brunzell et al. (2016) introduce trauma-informed education and how integrating positive psychology within school settings can improve outcomes for traumatized students. While the study provides practical insights, its lack of quantitative data limits its ability to generalize findings across diverse settings, a gap this research seeks to fill. Alisic et al. (2014) focus on PTSD prevalence in children and adolescents with trauma exposure, identifying risk factors, and advocating for early interventions. This study, however, does not incorporate other important mental health issues among children, such as depression and anxiety, which this research is trying to present. Whereas Bryant and Deane (2022) conducted a comprehensive review of cognitive-behavioral treatments for trauma-related disorders among children and adolescents, the key focus still lies in the area of CBT. No consideration of other therapeutic approaches has been made, such as mindfulness and family-based interventions that could be highly relevant when considering treatment of trauma within a broader approach.
**Comparison and Evaluation of Studies**
A comparison of these studies indicates that, while they provide a clear understanding of early trauma and its association with mental health, each has some limitations:
· While the studies by Felitti et al. (1998) and Bethell et al. (2014) are based on long-term trauma, the interventions aimed at adolescents are only minimally addressed.
· Brunzell et al. (2016) present a promising model of trauma-informed education; however, the absence of quantitative evidence limits the generalization of their findings.
· Alisic et al. (2014) study and also Bryant and Deane (2022) literature were quite enlightening on interventions, such as CBT; however, there was a shortage regarding the variety of interventions discussed. This paper will add to current information by considering other kinds of interventions, such as family-based therapy and mindfulness, which can probably represent more holistic approaches in adolescents.
**Addressing Research Gaps**
A critical gap identified in the literature is the insufficient exploration of specific interventions aimed at fostering resilience in adolescents, especially within educational contexts. While resilience is often discussed in theoretical terms, there is a lack of detailed research on how resilience-building practices can be integrated into school environments. Additionally, most studies focus on PTSD as the primary mental health issue resulting from childhood trauma, with less emphasis on other outcomes like depression, anxiety, or social withdrawal.
**The Research will Fill this Gap by:**
· Exploring how different interventions (including CBT, mindfulness, family therapy) can be implemented in schools to support adolescents.
· Investigating how schools and community organizations can create trauma-informed environments that foster resilience.
· Expanding the focus to include a broader range of mental health challenges, not just PTSD.
**Contribution of Existing Research to Real-World Problems**
Existing research on childhood trauma has significant implications for the general public. By identifying the long-term effects of trauma, these studies emphasize the need for early intervention to prevent the development of serious mental health issues in adolescents. There is an increasing recognition of the importance of trauma-informed practices both at schools and in other community venues to support vulnerable youth.
This research will help further this effort by providing actionable insights into how schools can implement effective interventions to mitigate the effects of trauma. By focusing on resilience-building strategies, the study aims to offer practical solutions that can be adopted by educational institutions and community organizations to support vulnerable adolescents. This research is vital for public health, education, and social services, as it directly addresses the well-being of a high-risk population and offers evidence-based strategies for improvement.
**Organizing and Aligning the Literature Review to the Message**
The literature review should be logically organized to flow from identifying the research topic through synthesizing previous work, identifying research gaps, and culminating in implications for this study. This clear path includes the following general form for this type of literature review paper:
1.
**Introduction**: A brief introduction to the research topic and questions.
2.
**Literature Review**: A summary of prior research regarding how trauma impacts adolescent development and intervention.
3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.
4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and its contribution to practical applications.
5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.
**Synthesizing Conclusion**
The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.
Bottom of Form
References
Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The 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., New check, 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., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (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://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)
**MilestoneThreeMethodologyDesignandData1.docx**
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**final9snhu.docx**
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