Continue to integrate and synthesize the 6–10 peer-reviewed journal articles that you chose in Week 5 for this paper.
Make sure that about 80 percent of your articles are current, or from the past 5 years.
Assignment (4–6 pages, not including title page and reference page)
Include the following
Begin with a brief introduction explaining the problem within the topic of study.
Provide an integrated synthesis of your resources related to your problem statement.
Conclude with a summary paragraph.
The paper should be 4-6 pages long, not including the title page and reference page. The paper should include a brief introduction explaining the topic and the problem focus. Conclude with a summary paragraph, summarizing main points of the literature review. Proofread carefully. You will include this review, with expanded research as needed, as part of the final project
PSYC 6393/FPSY 6393/IPSY 6393/DPSY 6393: Capstone
Literature Review Matrix Template
References (complete APA format):
Peer reviewed?
Yes or No
What are the main ideas or themes from this article?
How do these main themes relate to your Capstone problem?
1.
Pataky, M. G., Báez, J. C., & Renshaw, K. J. (2019). Making schools trauma informed: using the ACE study and implementation science to screen for trauma. Social Work in Mental Health, 17(6), 639.
YES
This journal article’s main focus solely concentrates on the impact trauma has on urban schools and what assesses, or universal screenings will have a meaningful impact on identifying and treating childhood trauma. One resource the article suggested that will benefit students is psychoeducation about trauma normalizing trauma symptoms. It informs children about the harmful activity that occurs in their life is not acceptable (Pataky, Báez & Renshaw, 2019).
My capstone problem focuses on the lack of resources schools have to support student’s trauma. Whereas this article can help support the solution to the problem being addressed.
2.
R. B.-Banks, Y., & Meyer, J. (2017). Childhood Trauma in Today’s Urban Classroom: Moving beyond the Therapist’s Office. Educational Foundations, 30(1–4), 63–75.
YES
The article focuses on the writing of future teacher candidates seeking experience from licensed therapists to understand how essential Trauma-Informed Practices are necessary for the urban setting classrooms. Teachers are the frontline viewers of childhood trauma and working alongside licensed therapists gives the teachers the necessary tools when addressing certain behaviors trauma causes.
A lack of resources in the schools starts with the teachers not being knowledgeable about addressing trauma in the classroom which trickles down to the school inability of trauma. The article supports the fact that before teachers enter any classroom, they should have knowledge of how to address trauma. Many schools do lack the resources of supporting children with trauma if teachers are not giving adequate training.
3. Harden, T., Kenemore, T., Mann, K., Edwards, M., List, C., & Martinson, K. J. (2015). The Truth N’ Trauma project: Addressing community violence through a youth-led, trauma-informed and restorative framework. Child & Adolescent Social Work Journal, 32(1), 65–79. https://doi-org.ezp.waldenulibrary.org/10.1007/s10560-014-0366-0
YES
Chicago, one of America’s urban cities, is known for tons of community violence. The article addresses the therapeutic factors to support childhood trauma outside of the school. Through positive youth development the “Truth N Trauma” program has created practices to assist the youth with trauma experiences
To assist the schools, a neighborhood program established in the City of Chicago addresses trauma and assists youth in ways the schools cannot. The lack of resources for addressing trauma navigates a traumatized child to negative behaviors and outcomes. The article supports the capstone topic and problem statement by insinuating the schools lack resources to command the communities to help and step in on what the school is missing. Therefore, programs as such are necessary to support children beyond the classroom.
4. Crosby, S. D., Howell, P., & Thomas, S. (2018). Social justice education through trauma-informed teaching. Middle School Journal, 49(4), 15–23. https://doi-org.ezp.waldenulibrary.org/10.1080/00940771.2018.1488470
YES
The article solely focuses on justice in education and teachers using the strategy of trauma-informed teaching. Injustice education is a reality in urban school settings which enhances negligence in the learning environment. The article explains that trauma -informed teaching is an enactment social justice education.
Practicing trauma-informed teaching in the classroom is an innovative tool that schools can adopt to ensure trauma is accurately addressed. The article can support capstone by addressing what practices can help the problem.
5. Mallett, C. A. (2017). The School-to-Prison Pipeline: Disproportionate Impact on Vulnerable Children and Adolescents. Education and Urban Society, 49(6), 563–592.
5. Mallett, C. A. (2017). The School-to-Prison Pipeline: Disproportionate Impact on Vulnerable Children and Adolescents. Education and Urban Society, 49(6), 563–592.
YES
The article’s main idea explains how childhood trauma is navigation to the prison pipeline, due to expulsion from schools settings and behavior not properly cared mentally. Children are thrown until the juvenile system and become frequently incarcerated adults.
Schools are pushing children into the criminal justice system through their unjust disciplinary actions. The disproportion in the education system makes it difficult for a child to learn, especially those a who are battered from violence in the community. The schools additional help to support troubled students other than through expulsion which leads to incarcerated.
6.
McGruder, K. (2019). Children Learn What They Live: Addressing Early Childhood Trauma Resulting in Toxic Stress in Schools. Mid-Western Educational Researcher, 31(1), 117–137.
YES
Children are like a sponge they soak in what they learn and use it in their daily activity, from living in toxic environments and learning in them and increasing the stress of children mentally, physically, and emotionally. The schools’ systems have adopted negative reinforcements to address troubled students such as detention, suspension, or expulsion, to redirect behaviors. Meanwhile, the strategy has not been successful for the student it has induced stress in the learning environment.
Instead, positive reinforcements many schools rely on negative reinforcements as the only option to punishment children with adverse backgrounds. This article supports the fact that schools adds more stress upon a child than their home. School suppose is safe haven to many but to others it is like prison.
7.
Morgan, A., Pendergast, D., Brown, R., & Heck, D. (2015). Relational Ways of Being an Educator: Trauma-Informed Practice Supporting Disenfranchised Young People. International Journal of Inclusive Education, 19(10), 1037–1051.
yes
Students have the rights to a high-quality education no matter what. The article explains how disfranchised, or trauma children or youth are required alternatives to re-engage them educationally. Educators have to be flexible with understanding all learners’ needs, especially those who have been excluded due to life circumstances. The articles explore the critical factors of trauma-informed practices and how to redress trauma through learning.
The article explains and support the problem of how teachers should be equipped and flexible to teach all children no matter what the circumstances.
8.
Phelps, C., & Sperry, L. L. (2020). Children and the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S73-S75. http://dx.doi.org/10.1037/tra0000861
yes
The Covid-19 pandemic is one of many added on trauma a child who has previously dealt with trauma has to cope with. Schools have not organized any skill service to support those with their trauma-related needs. The pandemic could be contributing to the trauma while also trying to adapt the lifestyle of learning virtual.
The covid-19 pandemic is a new trauma child have to cope with in the everyday life now. This article addresses supports the problem by proving that schools are not fully prepared with resources to help students deal with new life stresses when they impose.
9. Dye, H. (2018). The impact and long-term effects of childhood trauma. Journal of Human Behavior in the Social Environment, 28(3), 381–392. https://doi-org.ezp.waldenulibrary.org/10.1080/10911359.2018.1435328
yes
The article explains the factors of early childhood trauma and the long-term effects it has on an individual life-long. Early childhood can cause cognitive changes that influence healthy development.
Understanding the long-term effects of trauma is essential to help build the problem that is being addressed in the paper.
10. Fecser, M. E. (2015). Classroom Strategies for Traumatized, Oppositional Students. Reclaiming Children & Youth, 24(1), 20–24.
yes
The article explains the many strategies that could be used to disruptive behavior from students who respond through their traumatized background.
Disruptive behavior is one of many reactions or response children answer to when they have dealt with trauma. It is necessary for educators to appropriately respond to the behavior other than just with negative reinforcements.
11. Carello, J., & Butler, L. D. (2015). Practicing What We Teach: Trauma-Informed Educational Practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi-org.ezp.waldenulibrary.org/10.1080/08841233.2015.1030059
yes
The article offers the start of applying trauma-informed care to education and making students feel safe other than mentally and physically and emotionally. The use of positive psychology in education can change the dynamics of trauma.
The article supports the problem of my capstone by explaining what strategies are beneficial to help children cope with their trauma other than just through academic success.
12. Honsinger, C., & Brown, M. H. (2019). Preparing Trauma-Sensitive Teachers: Strategies for Teacher Educators. Teacher Educators’ Journal, 12, 129–152.
yes
Numerous children who attend school have faced trauma or will experience sometime in their life. Nevertheless, how everyday exposure of trauma is and the substantial effect on students in the classroom, many teachers cannot identify and react appropriately.
The main theme of this article just supports the problem on how many teachers are inadequate to support trauma inside the classroom when it is needed.
13.
14.
15.
©Walden University 2019
Childhood trauma can have an initial and overwhelming impact on a child’s education.
Childhood trauma in the schools is on a continuous rise, and it is substantially one of the country’s top running public health issues (Gaffney ,2019). Every year, more and more students are entering the school system having to deal with distinctive forms of trauma, such as neglect, violence, natural disasters, and life-threatening illnesses. Nearly 35 million U.S. children have experienced one or more types of childhood trauma (Stevens, 2013). Numerous schools find it challenging to handle this amount of trauma which cause students’ academic success to suffer. Trauma or traumatic experiences can have a running impact on a student’s ability to learn in school and be academically successful. Early childhood traumatic stress is an exogenous variable which has an indirect effect on school achievement through maladaptive behaviors (Christle, Jolivette, & Nelson, 2007).
Schools have the initial impact to positively or negatively influence childhood trauma. Students who have encountered trauma may revisit trauma due to unconscious decisions or resources a school may provide. For example, poor choices in curriculum or assignments that encourage students to read or perform traumatizing experience can hurt rather than help academically. Teachers have been highly trained in content and pedagogy, but lack training in traumatology or trauma-informed best practices (Cummings, Addante, Swindell & Meadan, 2017).
The focus of this Capstone Project is to explore why schools do not have the necessary resources to help children suffering from trauma and the risk of suffering academically. The social change factor includes how the trauma influences behavior and learning and why the resources are not available. ————— Capstone problem
Reference:
Christle CA, Jolivette K, Nelson M. School characteristics related to high school dropout rates. Remedial and Special Education. 2007;28(6):325–339.
Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating Supportive Environments for Children Who have had Exposure to Traumatic Events. Journal of Child and Family Studies, 26(10), 2728-2741. https://doi.org/10.1007/s10826-017-0774-9
Gaffney, C. (2019). When Schools Cause Trauma. https://www.tolerance.org/magazine/summer-2019/when-schools-cause-trauma
Stevens, J. (2013).Adverse Childhood Experiences https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/
University of Washington Psychology Writing Center
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Copyright 2016, University of Washington litrev.pdf
Writing a Literature Review in Psychology
What is a literature review?
How is a literature review different from a research article?
The two purposes: describe/compare and evaluate
Getting started
Select a topic and gather articles
Choose a current, well-studied, specific topic
Search the research literature
Read the articles
Write the literature review
Structure
How to proceed: describe, compare, evaluate
Tips
Conclusion
WHAT IS A LITERATURE REVIEW?
Literature reviews survey research on a particular area or topic in psychology. Their main purpose is to knit together
theories and results from multiple studies to give an overview of a field of research.
How is a Literature Review Different from a Research Article?
Research articles:
• are empirical articles that describe one or several related studies on a specific, quantitative, testable research
question
• are typically organized into four text sections: Introduction, Methods, Results, Discussion
The Introduction of a research article includes a condensed literature review. Its purpose is to describe what is known
about the area of study, with the goal of giving the context and rationale for the study itself.
Published literature reviews are called review articles. Review articles emphasize interpretation. By surveying the key
studies done in a certain research area, a review article interprets how each line of research supports or fails to
support a theory. Unlike a research article, which is quite specific, a review article tells a more general story of an area
of research by describing, comparing, and evaluating the key theories and main evidence in that area.
The Two Purposes of a Literature Review
Your review has two purposes: (1) to describe and compare studies in a specific area of research and (2) to evaluate
those studies. Both purposes are vital: a thorough summary and comparison of the current research is necessary
before you can build a strong evaluative argument about the theories tested.
Getting Started
(1) Select a research topic and identify relevant articles.
(2) Read the articles until you understand what about them is relevant to your review.
(3) Digest the articles: Understand the main points well enough to talk about them.
(4) Write the review, keeping in mind your two purposes: to describe and compare, and to evaluate.
SELECT A TOPIC AND COLLECT ARTICLES
Choose a Current, Well-Studied, Specific Topic
Pick a topic that interests you. If you’re interested in a subject, you’re likely to already know something about it. Your
interest will help you to choose meaningful articles, making your paper more fun both to write and to read.
The topic should be both current and well studied. Your goal is to describe and evaluate recent findings in a specific
area of research, so pick a topic that you find in current research journals. Recent issues of APA journals can provide
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inspiration. Find an area that is well defined and well studied, meaning that several research groups are studying the
topic and have approached it from different perspectives. If all the articles you find are from the same research group
(i.e., the same authors), broaden your topic or use more general search terms.
You may need to narrow your topic. The subject of a short literature review must be specific enough, yet have
sufficient literature on the subject, for you to cover it in depth. A broad topic will yield thousands of articles, which is
impossible to survey meaningfully. If you are drowning in articles, or each article you find seems to be about a
completely different aspect of the subject, narrow your topic. Choose one article that interests to you and focus on
the specific question investigated. For example, a search for ‘teenage alcohol use’ will flood you with articles, but
searching for ‘teenage alcohol use and criminal behavior’ will yield both fewer and more focused articles.
You may need to broaden your topic. You need enough articles on your topic for a thorough review of the research. If
you’re unable to find much literature on your topic, or if you find articles you want that are not easy to find online,
broaden your topic. What’s a more general way to ask your question of interest? For example, if you’re having a hard
time finding articles on ‘discrimination against Asian-American women in STEM fields,’ broaden your topic (e.g.,
‘academic discrimination against Asian-American women’ or ‘discrimination against women in STEM.’)
Consider several topics, and keep an open mind. Don’t fall in love with a topic before you find how much research has
been done in that area. By exploring different topics, you may discover something that is newly exciting to you!
Search the Research Literature
Do a preliminary search. Use online databases (e.g., PsycInfo, Social Sciences Citation Index (SSCI), Medline) to search
the research literature. If you don’t know how to search online databases, ask your instructor or reference librarian.
Reference librarians are invaluable!
Search for helpful articles. Find one or more pivotal articles that can be a foundation for your paper. A pivotal article
may be exceptionally well written, contain particularly valuable citations, or clarify relationships between different
but related lines of research. Two sources of such articles in psychology are:
• Psychological Bulletin
• Current Directions in Psychological Science (published by the American Psychological Society) has general,
short articles written by scientists who have published a lot in their research area.
Older review articles (5-10 years old) may help you to understand the history of a research area and to find more
current research in that area. To follow up on an older review article:
• Search PsycInfo for whether authors cited in an earlier article have continued to do research in the area
• Search SSCI for recent studies that have cited the authors of an earlier review
How many articles? Although published review articles may cite more than 100 articles, literature reviews for courses
are often shorter because they present only highlights of a research area and are not exhaustive. A short literature
review may survey 7-12 research articles and be about 10-15 pages long. For course paper guidelines, ask your
instructor.
Choose representative articles, not just the first ones you find. This consideration is more important than the length of
your review.
Choose readable articles. Some research areas are harder to understand than others. Scan articles in the topic areas
you are considering to decide on the readability of the research in those areas.
READ THE ARTICLES
To write an effective review, you’ll need a solid grasp of the relevant research. Begin by reading the article you find
easiest. Read, re-read, and mentally digest it until you have a conversational understanding of the paper. You don’t
know what you know until you can talk about it. And if you can’t talk about it, you won’t be able to write about it.
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Read selectively. Don’t start by reading the articles from beginning to end. First, read just the Abstract to get an
overview of the study.
Scan the article to identify the answers to these “Why-What-What-What” questions:
(1) Why did they do the study? Why does it matter?
(2) What did they do?
(3) What did they find?
(4) What does it mean?
The previous four questions correspond to these parts of a research article:
(1) Introduction: the research question and hypotheses
(2) Methods
(3) Results
(4) Discussion
Create a summary sheet of each article’s key points. This will help you to integrate each article into your paper.
Read for depth. After you understand an article’s main points, read each section in detail for to gain the necessary in-
depth understanding to compare the work of different researchers.
WRITE THE LITERATURE REVIEW
Main Goal
Your goal is to evaluate a body of literature; i.e., to “identify relations, contradictions, gaps, and inconsistencies” and
“suggest next steps to solve the research problem” (APA Publication Manual 2010, p. 10). Begin writing when you
have decided on your story and how to organize your research to support that story.
Organization
Organize the literature review to highlight the theme that you want to emphasize – the story that you want to tell.
Literature reviews tend to be organized something like this:
Introduction:
(1) Introduce the research topic (what it is, why does it matter)
(2) Frame the story: narrow the research topic to the studies you will discuss
(3) Briefly outline how you have organized the review
Body:
(1) Headings. Use theme headings to organize your argument (see below)
(2) Describe, compare, and evaluate studies for each section of your argument under your headings
(a) Describe the relevant parts of each study and explain why it is relevant to the subtopic at hand.
(b) Compare the studies if need be, to discuss their implications (i.e., your interpretation of what the
studies show and whether there are important differences or similarities)
(c) Evaluate the importance of each study or group of studies, as well as the implications for the
subtopic, and where research should go from here (on the level of the subtopic)
Conclusion: Final evaluation, summation and conclusion
Headings. Use headings to identify major sections that show the organization of the paper. (Headings also help you to
identify organizational problems while you’re writing.) Avoid the standard headings of research articles (Introduction,
Method, Results, Discussion). Use specific, conceptual headings. If you are reviewing whether facial expressions are
universally understood, headings might include Studies in Western Cultures and Studies in Non-Western Cultures.
Organize your argument into topics that fit under each heading (one or more per heading).
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Describe. For each section or subtopic, briefly describe each article or line of research. Avoid sudden jumps betewen
broader and narrower ideas. Keep your story in mind to help keep your thoughts connected.
Compare. For each section or topic, compare related studies, if this is relevant to you story. Comparisons may involve
the research question, hypotheses, methods, data analysis, results, or conclusions. However, you don’t want to
compare everything. That wouldn’t be a story! Which parts are relevant? What evidence supports your arguments?
Identifying strengths and weaknesses of each study will help you make meaningful comparisons.
If you’re having trouble synthesizing information, you probably don’t understand the articles well. Reread sections
you don’t understand. Discuss the studies with someone: you don’t know what you know until you can talk about it.
Evaluate. Descriptions/comparisons alone are not illuminating. For each section or topic, evaluate the studies you
have reviewed based on your comparisons. Tell your reader what you conclude, and why. Evaluating research is the
most subjective part of your paper. Even so, always support your claims with evidence. Evaluation requires much
thought and takes on some risk, but without it, your paper is just a book report.
Final evaluation and summation. On a broader scale, relating to your main theme, tell your reader what you conclude
and why. Reiterate your main claims and outline the evidence that supports them.
Conclusion. How does your evaluatio change or add to current knowledge in the field field? What future studies are
implied by your analysis? How would such studies add to current knowledge of the topic?
Tips
Allow enough time. Don’t underestimate the time required to choose the right articles. Select your topic and collect
articles early. Budget half of your time for research and reading, and the other half for writing.
Don’t start writing too early. You need a solid understanding of the research before you can evaluate it, and you need
to evaluate the research before you can write about it. This takes more time than many novice writers realize.
Take breaks. Leave time to step away from the paper so that you’ll have a fresh perspective when you return.
Revise and revise. Expect to revise multiple times. Ask others to read your paper before you write the final version.
Use specific language and concrete examples. Avoid vague references such as “this” (e.g., not “this shows”, but “this
result shows”). Sentences that start with “I feel” signal unsupported statements; revise or delete. Have a reason for
everything you write. Make every word mean something.
Paraphrase, don’t quote. Direct quotes are seldom used in scientific writing and should be avoided; paraphrase
instead (APA Publication Manual, 2010).
Don’t plagiarize. Plagiarism is easy to avoid if you give credit where due. Whenever you cite someone else’s ideas or
use their language, identify the author and year of publication. If you’re not sure whether to cite, cite. Using old
review articles is not plagiarism as long as you cite those papers and don’t present their ideas as your own.
CONCLUSION
The purpose of a literature review is to survey, describe, compare, and evaluate research articles on a particular topic.
Choose a current topic that is neither too broad nor too narrow. Find the story that you want to tell. Spend a lot of
time reading and thinking before you write. Think critically about the main hypotheses, findings, and arguments in a
line of research. Identify areas of agreement among different articles as well as their differences and areas for future
study. Expect to revise your review many times to refine your story. A well-written literature review gives the reader a
comprehensive understanding of the main findings and remaining questions brought about by research on that topic.