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Develop a presentation that articulates a convincing need for the research proposal you have developed. Refer to the Module Nine resources for additional information on how to develop an effective presentation. At a minimum, the presentation should:

Demonstrate both your understanding of the problem you have identified and the need for the research or intervention you propose
Follow effective presentation principles to convey information to the target audience
Incorporate audio and visual elements
Recorded narration is recommended.
Incorporate features to make the presentation engaging and appealing to your target audience(s).
Be an appropriate length to convey all necessary information while keeping the audience’s attention

The Impact of Early Childhood Trauma on Adolescent Development

PSY-790-10178-M01

Capstone in Psychology

Elizabeth Babskie

January 31, 2025

Table of Contents

I. Introduction……………………………………………………………….…………… 3

· Overview of Research

· Research Questions

· Evaluation of Topic Fit to the Field of Psychology

· Target Audience

II. Literature Review………………………………………………………………………. 7

· Synthesis of Previous Scholarly Research Findings

· Comparison and Evaluation of Studies

· Addressing Research Gaps

· Contribution of Existing Research to Real-World Problems

· Organizing and Aligning the Literature Review to the Message

· Synthesizing Conclusion

III. Research Design………………………………………………………………………… 13

· Research Method

· Support for the Method to be Adopted

· Advantages and Disadvantages of Research Design

· Data-Collection Tools

· Population and Sampling Procedures

· Data Collection Process

· Data Analysis and Reporting

· Limitations and Assumptions

IV. Ethical Consideration…………………………………………………………………… 19

· Ethical Considerations Regarding the Research Problem

· Ethical Considerations Regarding the Population Under Study

· Ethical Considerations Regarding the Data-Collection Instruments and Their Analysis

· Ethical Considerations Regarding Other Aspects of the Study

V. Conclusion………………………………………………………………………….……23

The Impact of Early Childhood Trauma on Adolescent Development

I.
Introduction

Overview of Research

The impact of early childhood trauma, including experiences such as abuse, neglect, and witnessing violence, has long been a topic of interest in psychology. These early traumatic experiences are known to impact the emotional, cognitive and social development of a person and these effects may persist to even adolescence. The aim of this study is to examine how childhood trauma affects adolescence with specific emphasis on the psychological aspect of emotional and social wellbeing and academic achievement. It also aims at identifying how effective intervention strategies can be used to enhance resilience of adolescents who have gone through such adversities especially in schools. Schools and community organizations, as primary agents of socialization during adolescence, have a unique opportunity to support these young people in overcoming the effects of early trauma.

Research suggests that trauma experienced during early childhood is often linked to disruptions in emotional and cognitive development, leading to difficulties in social interactions and academic engagement. These adolescents may have poor self-regulation skills, interpersonal relationships, and academic performance (Kalogeratos et al., 2024). Measures that can help in preventing or overcoming these challenges include; trauma informed care, SEL, and mental health services can go along way in reducing the impacts of early trauma. Realizing the need for early interventions, this study seeks to fill the gap between the knowledge of the theory of trauma and the application of intervention with specific emphasis on schools and community-based organizations for traumatized adolescents.

Research Questions

The proposed research aims to explore the lingering psychosocial effects of early childhood trauma, particularly how these residuals manifest during adolescence. A key inquiry in this study is identifying the specific ways in which early trauma continues to influence to determine how adolescents are affected by early trauma in terms of their emotional, cognitive and social development. Also, the study will assess whether childhood trauma has any effects on academic and social achievement in the later years. Knowledge of these effects can help in the formulation of long-term impact of early childhood stressors on human beings. Another major area of emphasis of the study is to establish what can be done to help adolescents who have experienced early trauma to become resilient. With reference to various therapeutic, educational, as well as community-based interventions, the study aims at identifying effective interventions that can enhance the development of adaptive coping styles and improved well-being. Lastly, the study will explore how schools and community organizations can design supportive environments tailored to the needs of these adolescents. By addressing these research questions, the study aims to bridge the gap between trauma theory and practical intervention strategies, contributing to a more comprehensive understanding of how to support traumatized adolescents in academic and social settings.

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.

Target Audience

The primary audience for this research includes mental health professionals, educators, and community leaders who work with adolescents, particularly those in school and community settings. This study will be useful to school counselors, psychologists, social workers, and educators who work with young people and their mental health. Also, other community organizations that deal with at-risk youths can benefit from the findings of this research since it will offer recommendations on the kind of interventions that can be implemented to enhance resilience among youths who have experienced early traumas.

This study will also be useful to scholars in the field of developmental psychology because it considers the impact of early childhood trauma on development. Other researchers who may have interest in trauma, resilience, and adolescent development will be in a position to expand from this study and understand the various ways in which early experiences have an impact on later outcomes. In this way, filling the gaps in the current state of knowledge, this study will provide fresh information on how further interventions can be developed to support adolescents who were exposed to early trauma and help them become successful individuals.

II.
Literature Review

Synthesis of Previous Scholarly Research Findings

The literature review of early childhood trauma and its impact on adolescent development can be considered rather well-developed, especially the works that can be referred to as classical, including that of Felitti et al. (1998) that established the relationship between ACEs and health issues in the future. According to the study conducted by Felitti et al., it was evident that early trauma increases the vulnerability to mental health disorders such as PTSD, anxiety, and depression. However, their study was mainly concerned with adults and there was no significant concern given to the developmental stage of adolescents. This is a big gap since the adolescent phase is a very sensitive stage of human development, and early trauma at this stage has different effects that may not be observed when the person is an adult. To some extent, this research will seek to fill this gap by concentrating on adolescent development and the psychosocial impact of trauma during this age.

Another important study by Bethell et al. (2014) extends the ACEs framework by focusing on the protective factors that may help to reduce the impact of childhood adversity. Their research is mainly concerned with the relationship between early adversity and disaffiliation from school, and health consequences. Bethell et al. (2014) note that resilience is something that can be built in children and it is very effective in mitigating the effects of trauma. However, the study has not gone further to explain the kind of interventions that can be used to enhance resilience among adolescents especially in school. This is an area that the proposed research intends to focus on as a way of establishing more information. This study will therefore seek to investigate how school-based interventions can help in building resilience in adolescents and helping them cope with the effects of early childhood trauma.

On the same note, Brunzell et al. (2016) presented trauma-informed education as a model that seeks to adopt trauma-sensitive practices in school for learners with ACEs. This model also encourages the use of positive psychology, which is the study of the positive traits rather than the negative aspects. According to Brunzell et al. (2016), trauma-sensitive schools may enhance the learning process and the outcomes of traumatized learners. However, one has to note that the study does not provide quantitative evidence that would allow for generalizing the results of the research to various educational contexts. This gap is important because it raises concern on the current available literature that lacks empirical research evidence on the implementation of trauma-informed education in various school settings. This research will endeavour to do so by exploring trauma-informed interventions and their effectiveness in the improvement of adolescent resilience as well as increased academic performance.

Alisic et al. (2014) discussed PTSD in children and adolescents and factors associated with it and the need for early treatment. They stressed the high rate of PTSD in traumatized children and the need to intervene as soon as possible. Although their study was useful in establishing the link between trauma and PTSD, this study only looked at this one mental health outcome and not the other possible problems that traumatized children may experience, including depression, anxiety, or social isolation. The generalisability of this study is restricted to PTSD since the authors do not explore other forms of mental health that may be associated with early trauma among adolescents. This study intends to widen the scope to the other mental health related issues, like anxiety and depression and examine a range of various treatments for these problems.

Bryant and Deane (2022) conducted a comprehensive review of cognitive-behavioral therapy (CBT) for trauma-related disorders in children and adolescents. They focused on CBT as a potentially helpful therapeutic model in PTSD and this model is commonly used. Nevertheless, the review covered only CBT and did not examine other POTs like mindfulness-based therapies or family-based interventions that might be helpful for treating adolescents with trauma history. Although CBT has been demonstrated efficacy for the most part it is not a universal treatment and other forms of therapy might be helpful. This research will add value to the already existing literature by incorporating other forms of therapy such as mindfulness and family therapy and also to understand how all these therapies can be modified and implemented in the school and community settings to impact traumatized adolescents.

Comparison and Evaluation of Studies

A comparison of the studies have highlighted several issues with concerns to the trends and limitations. First, although Felitti et al. (1998) and Bethell et al. (2014) explored the long-term dangerous outcome of childhood trauma, including but not limited to mental health, they did not discussed about the approach or strategies aimed at the adolescents. There is a necessity to conduct research on the interventions for adolescents because this group of people is in a different developmental stage and needs appropriate attention. While the study by Brunzell et al. (2016) provides a good framework on how trauma-informed education should be conducted, it does not present rigorous data that would allow for generalization of the results obtained in different educational contexts. This is an area of weakness that the proposed research will fill by collecting data on the impact of trauma-informed practices in schools.

In addition, the studies conducted by Alisic et al. (2014) and Bryant & Deane (2022) highlight PTSD and CBT correspondingly; however, they do not consider other mental health outcomes or possible therapeutic approaches which may be more suitable for the adolescents. For instance, mindfulness and family-based therapies that have been found effective in treatment of trauma and resilience in adolescents are not well covered. Thus, the broadening of the range of interventions in question will enable this research to offer a broader perspective on the therapeutic management of adolescents with trauma.

Addressing Research Gaps

One weakness noted in the literature is that there is limited research done on the general intervention strategies that can be used to promote resilience in adolescents with more emphasis on school-age youths. Even though the concept of resilience is frequently mentioned in literature, there is little empirical work done to explain how the practices aimed at building resilience can be implemented in school contexts. Most of them are dedicated to the topic of trauma and its outcomes, including PTSD, but they do not consider the question of how to enhance resilience in youth in schools. This is a major gap because schools are a major part of adolescents’ lives and can be the ideal places to deliver care and resilience interventions for traumatized children.

Another notable gap is the focus on PTSD as the primary mental health outcome associated with childhood trauma, with less attention given to other issues such as depression, anxiety, or social withdrawal. It is also important to take a broader view of the potential impact of early trauma on adolescents since those who have been through trauma are at risk for developing various mental health issues. Moreover, although the literature emphasizes the significance of early intervention, there is a lack of literature on how schools and community organizations can systematically adopt trauma-informed practices that foster resilience. This research will aim at filling these gaps by examining various therapeutic approaches such as CBT, mindfulness, and family therapy and assessing how these can be implemented in schools for the affected adolescents.

Contribution of Existing Research to Real-World Problems

The existing body of research on childhood trauma is highly relevant to the real world especially in the areas of health, education and social services. These studies show that failure to address trauma early in the life of an adolescent is likely to lead to severe mental health complications in the future. It is increasingly becoming evident that there is a need to adopt trauma-sensitive approaches in schools and other settings where youths are found. With the growing body of knowledge on trauma and resilience, it is evident that educational facilities and community agencies can significantly reduce the impact of trauma.

This research will be useful in expanding the knowledge about the possibilities of how schools can help to prevent adverse effects of trauma and promote well-being of adolescents. In this way, the findings of the current research will be practical, and the latter will provide recommendations for educational institutions and community organizations that will help adolescents who experienced trauma. In addition, by exploring various types of therapies, this research will help to expand the understanding of how to provide better treatment to traumatized youth by considering their multiple mental health issues. The research findings can benefit a vulnerable population by enhancing mental health and identifying ways through which adolescents can be assisted to overcome the impacts of early abuse.

Organizing and Aligning the Literature Review to the Message

The literature review is done in a manner that logically lays down the groundwork for the chosen research topic and its significance in psychology. It starts with a review of literature on childhood trauma and its effect on adolescent development; the second part compares the studies in order to define the shortcomings and limitations of the given field. The review also identifies the research questions that this study seeks to answer, with the gaps being the lack of adequate research on resilience promotion in adolescents especially in school settings. Last, the review establishes the contribution of previous studies to practice and how this study will help to address the existing gaps and provide recommendations for the care of adolescents with early trauma.

The literature review shows that there is a gap in the literature concerning the development of interventions that would help adolescents who experienced early trauma to build resilience. As it has been noted in the previous research, trauma and PTSD have been found to be prevalent in the general population, however, there is limited research on the intervention strategies in schools. This research seeks to fill this gap by examining different therapeutic approaches including CBT, mindfulness and family therapies and assessing their applicability in helping adolescents in school settings. In doing so, the study will be of significant value to the field of psychology and help enhance the quality of life of adolescents who are affected by early trauma.

III.
Research Design

Research Method

The research design will be mixed methods, wherein both the quantitative and qualitative approaches are merged to give a correct understanding of the research problem. This is because this method gives a clear understanding of the research problem due to the confluence of both methods’ strengths. Quantitative data will enable statistical proof of early childhood trauma association with adolescent mental health, whereas the qualitative data will show profound experiences lived by adolescents themselves and how trauma influences mechanisms of development (Berry et al., 2021).

Support for the Method to be Adopted.

A mixed-methods approach to the subject of discussion best applies for numerous reasons. Quantitatively it shall allow the determination of the prevalence and level of seriousness of a mental health issue among adolescents with early childhood trauma experiences. The surveys and psychological assessments being standardized surveys, data will be acquired, which might be generalizable. Qualitative it holds in-depth interviews among adolescents, caregivers, and mental health professionals regarding subjective experiences pertaining to trauma and their impact upon development. This inclusion provides an overview because it captures the broader and deeper concern of the matter.

Advantages and Disadvantages of Research Design

The mixed-methods design comes with various benefits. First, it facilitates triangulation whereby data findings from both the quantitative and qualitative methods may be cross calibrated against one another for results validity to increase. Second, it offers flexibility in terms of data collection and analysis, and the researcher has ample room to adapt the study as new insights come forth. However, there are still some weaknesses to be realized. The mixed-methods approach can be very time-consuming and resource-intensive, requiring expertise both in quantitative and qualitative research methods. Moreover, there are a lot of challenges when trying to combine both types of data, especially if the findings from each method conflict. Despite the above challenges, a mixed-methods design is appropriate for this study since it responds to the objectives of research by establishing statistical relationships as well as the lived experiences of trauma. It permits an in-depth exploration of the research questions, something that cannot be achieved using only one method.

Data-Collection Tools

Quantitative data shall be collected using standardized instruments such as the Childhood Trauma Questionnaire and the Youth Self-Report. Another instrument that has been commonly used is the Childhood Trauma Questionnaire, which is well accepted with good reliability and validity for childhood trauma assessment. Youth Self-Report is a self-report measure for assessing emotional and behavioral problems among adolescents, hence providing a detailed picture of the mental health outcome. These instruments are well validated and have been used extensively before in research about childhood trauma and adolescent mental health. For the qualitative section, semi-structured interviews will be held with adolescents, caregivers, and mental health professionals.

An interview guide will be developed based on a literature review that shall include open-ended questions to allow for detailed responses regarding the experiences of trauma and its impact on the participants’ mental health and development. Qualitative data will be valid and dependable through member checking whereby the participants are asked for their consent to have a look at their responses to authenticate them, and triangulation whereby data from different sources are cross-checked to ensure congruence.

Population and Sampling Procedures

The targeted population for this research is adolescents aged 12-18 years who have experienced traumatic experiences early in life, that is, before reaching the age of 6. The study participants will be recruited from schools, mental health clinics, and community organizations dealing with at-risk youth. Purposive sampling will be used to ensure that the sample is representative concerning gender, ethnicity, and socio-economic status and type of trauma experienced. This is justifiable because this approach allows the inclusion of participants who are highly likely to produce rich and varied data about the research topic.

Data Collection Process

When participants have given their consent, participants will be issued the questionnaire for the quantitative surveys either online or in manual versions based on participants’ preference. The qualitative interview will be done in a secluded place within a private facility through either in a face-to-face meeting or video conference, and voice audio recording provided with informed consent. Its duration will about 60 – 90 min, and those will be carried out verbatim for analysis of the content of the interviews.

Data Analysis and Reporting

The quantitative data will be analyzed using Statistical Package for Social Sciences (SPSS) or R and all the analysis will be done in line with the ethical consideration on handling of sensitive data. The quantitative method also entails the use of descriptive and inferential statistics to establish the connection between early childhood trauma and adolescent mental health; however, there are control variables like socioeconomic status and family environment. For the qualitative data, thematic analysis will be used to analyze the results to ensure that the study captures the participants’ experiences and as a way of making sure that the study represents the views of the participants (Peverill et al., 2023). This approach is to ensure that the two types of data that are collected are analyzed in an ethical manner that respects the participants’ voices and experiences.

Limitations and Assumptions

One limitation of this study is that participants may struggle to recall childhood events accurately or may hesitate to disclose distressing experiences. Additionally, self-reported measures introduce social desirability bias, potentially affecting responses. To address this, caregiver and clinical ratings will be incorporated for a more comprehensive view. The study’s cross-sectional design also limits causal conclusions between early trauma and adolescent mental health (Bernard et al., 2021). This limitation will be acknowledged, and future research using longitudinal designs will be recommended to explore long-term trauma effects.

Ethical Considerations

As the population is comprised of people with traumatizing experiences special attention will be paid to the possible threat related to narration of such events. Thus, in order to alleviate these risks qualified psychological workers will be available during the study to provide participants with psychological assistance if needed. This consideration is consistent with the code of ethical conduct of APA which highlighted the dignity of participants and tried to avoid any harm that may result from their involvement in the research.

Ethical Considerations Regarding the Research Problem

Several ethical issues can be identified in the research problem itself as well as in the context of the proposed study. The topic is quite sensitive in a way, as it concerns people who may experience discomfort while discussing the events that have caused them suffering. It is important that the researcher accepts that there is a possibility of causing harm and or distress to the participants while conducting the study especially during interviews where they are asked to recall painful past experiences. To reduce the risk of emotional distress, the participants will be provided with the number of mental health professionals who will be available to attend to any participant who develops distress during or after the study (De Figueiredo et al., 2021). Also, the participants will be informed of their freedom to withdraw from the study at any given time without any repercussions. This makes sure that the participants do not feel forced to be part of the study in case they develop some level of discomfort or distress.

In compliance with the ethical consideration, consent to participate in the study will be sought from both the adolescents and their caregivers. The informed consent will involve the disclosure of the objectives of the study, the procedures that are to be followed in data collection, the possible risks and benefits of being in the study and the fact that participation is voluntary. Participants in the adolescent group will be given age-appropriate account of the study and the roles that they are expected to play so that they can ask any questions if any.

Ethical Considerations Regarding the Population Under Study

The main participants of this study are adolescents of the age of 12-18 years who have been subjected to early childhood trauma. This is a vulnerable group because trauma results in various emotional, behavioral, and psychological concern during teenage (Knipschild et al., 2024). Adolescents are in a vulnerable stage to develop and need much attention concerning their independence, privacy and other aspects.

As one of the ethical measures, identification and protection of the rights of participants to confidentiality and privacy will be observed in the study. Personal information of the participants will also not be included in the results, and each participant will be assigned a number instead. Data collected will be only accessible to the research team to eliminate any unauthorized personnel from gaining access to the information. Furthermore, the participants will be told that their identity will not be revealed in any report or presentation of the study results hence the privacy of the participants will be respected.

Since the target population consists of vulnerable individuals, special attention will be paid to the possible hazards related to the disclosure of trauma. To avoid this, licensed mental health care providers will be present during the study to attend to the emotional needs of the participants in case they are needed. This consideration is in line with the ethical principles outlined by APA such as the necessity to do no harm and to protect the well-being of the participants involved in the research (American Psychological Association, 2017).

Ethical Considerations Regarding the Data-Collection Instruments and Their Analysis

The research instrument employed in this study includes the Childhood Trauma Questionnaire (CTQ) and the Youth Self-Report (YSR), interviews, adolescent response questionnaires, caregiver interviews, and expert clinician interviews. Since the current study focuses on trauma, both the quantitative and the qualitative instruments have been established to have high reliability and validity in this field. Nevertheless, the use of these instruments has some other ethical implications in the following ways.

First, the self-report measures such as the CTQ and YSR depend on the participant’s ability to remember their trauma history and their mental health symptoms. Due to the nature of the topic, there is a possibility of recall bias depending on the fact that certain events may have been repressed by the participants or if the trauma happened at a tender age. To overcome this, the study will use multiple sources of data collection where besides self-report measures, the caregiver report and clinical assessment will be used to triangulate the results and get a clearer picture of the participants’ experiences as recommended by Bernard et al. (2021). Additionally, participants will be reminded that they are free to decline to answer any questions that they do not feel they can answer, and they can also decline to participate in the study at any time without any reason being required from them.

For the purpose of the qualitative interviews, the researcher will ensure that all the interviews are conducted in a secluded and private manner either face to face or online. The recording of the participants’ interactions will be done with their consent so as to facilitate transcription and analysis of the data. To ensure that the interviews are ethical, they will be written down word by word, and the data entered in the database will not include the identity of the participants. In the analysis of the collected data, thematic analysis will be used to analyze the data to determine the patterns and themes of early childhood trauma on adolescents’ mental health (Wade et al., 2022). To increase the reliability of the analysis and exclude any possibility of bias, the analysis will be done by different research workers. Moreover, member checking will be used whereby participants will be required to go through their interview transcripts and confirm the results.

Ethical Considerations Regarding Other Aspects of the Study

Apart from data collection and analysis, this study will follow other ethical considerations. Informed consent is one such principle that is vital in the health care setting. For this reason, it is important to seek informed consent from the participants’ guardians or parents since they are children. Adolescents will also agree to participate in the study, which is a consent form that is age appropriate for adolescents. The process will also help the adolescents and their caregivers to comprehend the objective, procedures, and risks involved in the study.

The study will also involve the dissemination of its findings. Ethical considerations will guide the way the results are shared. On the ethical disclosure of the results, some consideration will be observed as highlighted in the following section. The questionnaires will be analyzed in such a way that no participant will be identifiable from the information provided, Samples will not be used in any reports, publication or presentation. The results of the study will be explained to participants and their families and steps of helping adolescents who experience early childhood trauma will be suggested. In addition, these findings will be presented to schools, mental health clinics, community agencies, and other stakeholders that can intervene and provide support for adolescents who have experienced trauma.

Conclusion

In essence, this proposal of research forms a plan in finding out the ways early childhood trauma impacts adolescents’ mental health and development. Mixed methods will be blended with proper processes of data collection and analysis that would help to ascertain this especially important issue. With clarification provided on this ethical consideration considering limiting research study data, the results could contribute significantly more to the articulation around long-term effects and consequences deriving from early childhood trauma and should also be beneficial to inform interventions targeting adolescents who suffer from its results.

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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

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

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

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

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

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

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

https://doi.org/10.1192/bjp.bp.113.131227

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/10.1111/jcpp.13487

https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext

Milestone Three: Three Methodology, Design and Data

Porscha Terrell

PSY-790-10178-M01

Capstone in Psychology

Elizabeth Babskie

February 14, 2025

Milestone Three: Three Methodology, Design and Data

Introduction

The proposed research topic is “The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents.” In this regard, the topic will be directed at studying long-term changes in adolescent mental health and development due to early childhood trauma. The importance of this study can never be exaggerated since early childhood trauma has been associated with various adverse outcomes including severe mental disorders, behavioral disturbances, and damaged cognitive development. This complex phenomenon is best explored by a mixed methodology where a combination of the two methodologies quantifies and ascertains how this phenomenon of early childhood trauma may occur qualitatively, therefore allowing deep insight into it. The research proposal methodology, design, and data management tools include participant selection, data collection, analysis, and ethical considerations.

Research Method

Support for the Method to be Adopted.

A mixed-methods approach to the subject of discussion best applies for numerous reasons:

· Quantitative: It is in that the quantitative section shall allow the determination of the prevalence and level of seriousness of a mental health issue among adolescents with early childhood trauma experiences. The surveys and psychological assessments being standardized surveys, data will be acquired, which might be generalizable.

· Qualitative: The qualitative portion holds in-depth interviews among adolescents, caregivers, and mental health professionals regarding subjective experiences pertaining to trauma and their impact upon development. This inclusion provides an overview because it captures the broader and deeper concern of the matter.

Advantages and Disadvantages of Research Design

Data-Collection Tools

Population and Sampling Procedures

Data Collection Process

Recruitment of participants for data collection: Flyers and information materials will be sent to schools, clinics, and community organizations, to the adolescent population and their caregivers to volunteer to participate in the research. Interested participants will be given proper information on what the study intends to do and its methods so that they know about possible risks or benefits involved. Adolescents and their caregivers will be required to give consent after which the data collection begins.
When participants have given their consent, participants will be issued the questionnaire for the quantitative surveys either online or in manual versions based on participants’ preference. The qualitative interview will be done in a secluded place within a private facility through either in a face-to-face meeting or video conference, and voice audio recording provided with informed consent. Its duration will about 60 – 90 min, and those will be carried out verbatim for analysis of the content of the interviews.

Ethical consideration

This research project addresses many ethical considerations, such as the welfare of participants at all times. Since this is a sensitive topic, participants may experience emotional distress while discussing their experiences with trauma (De Figueiredo et al., 2021). In this process, qualified mental health personnel will always be standing by to offer support to the participants in case of need; further, participants will be assured of their right to withdraw from this study at any time without penalty.

Second, confidentiality will be maintained throughout the study. All data will be stored securely, with access limited to the research team. Identifiable information will be removed from the data, and participants will be assigned unique identifiers to protect their privacy. Finally, the findings of the study will be disseminated in a way that respects the confidentiality of the participants, with no identifying information included in any reports or publications.

Data Analysis

Quantitative data will be analyzed using statistical programs such as SPSS or R. Summary statistics, which include descriptive statistics, will describe the nature of the sample. Inferential statistics such as regression analysis will be used to identify relationships between early childhood trauma and adolescent mental health outcomes. The thematic analysis method shall be appropriately used in the proper interpretation of qualitative data; in other words, coding the data as the themes come out (Wade et al., 2022). Proper assistance shall be sought in terms of coding and qualitative data analysis with the aid of software. Some examples are NVivo.

Rationale for Statistical and Qualitative Analysis

Regression analysis is warranted because it allows an investigation into the association between early childhood trauma and adolescent mental health, while controlling for probable confounding variables related to socioeconomic status and family environment. Thematic analysis will be appropriate for the qualitative data because it allows the identification of patterns and themes that emerge from the participants’ narratives, thus providing an in-depth understanding of the impact of trauma on development (Peverill et al., 2023).

There will be several steps taken in this regard for the reliability of qualitative data. First, independent researchers will code the data but discuss amongst them what conflicts they have agreed on. Second, a member checking will take place, and the final findings will represent the views of the participants. Thirdly, the quantitative data will be triangulated to produce uniform valid results.

Limitations and Assumptions

The significant limitation of this study is that recall bias might affect it. This is because, for a considerable period in the early stages of their life, participants might have difficulty remembering certain events that had occurred in the past. There is a social desirability bias because this study largely relies on self-report measures. To control such limitations, this study will incorporate data from various sources, which shall include reports by caregivers and assessments by clinical persons that could give a full description of what happens to the participants.

Another limitation of the study was that it was cross-sectional (Bernard et al., 2021). This seriously limits the inference of causation between early childhood trauma and its relationship with mental health in an adolescent. Therefore, future work could overcome the limitation by being longitudinal to trace along the time factor the effects on the adolescent caused by trauma.

Dissemination of Findings

The results of the current study will be publicized through various channels so that it does not reach only a partial audience. The report will be prepared and shared with the stakeholders. The stakeholders are schools, mental health clinics, and community organizations. The second presentation will be at academic conferences and peer-reviewed journals. The summary of the findings will be presented to the participants and their families with recommendations on how to support adolescents who have experienced early childhood trauma.

Conclusion

References

https://link.springer.com/article/10.1007/s40653-020-00319-9

Berry, O. O., Londoño Tobón, A., & Njoroge, W. F. (2021). Social determinants of health: the impact of racism on early childhood mental health.
Current psychiatry reports,
23, 1-10.

https://link.springer.com/article/10.1007/s11920-021-01240-0

https://www.sciencedirect.com/science/article/pii/S0278584620304875

https://www.sciencedirect.com/science/article/pii/S1878929322001232

Wade, M., Wright, L., & Finegold, K. E. (2022). The effects of early life adversity on children’s mental health and cognitive functioning.
Translational Psychiatry,
12(1), 244.

https://www.nature.com/articles/s41398-022-02001-0

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Milestone One: Resource Collection Laporsha Terrell PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 Milestone One: Resource Collection

Research Topic

Research Questions

Importance of the Topic

Literature Review

Milestone One: Resource Collection

Laporsha Terrell
PSY-790-10178-M01
Capstone in Psychology
Elizabeth Babskie
January 15, 2025

Milestone One: Resource Collection