Question.3533 - Lab #1 The Basic Elements of a Research Project and APA Style (15 points total) For Lab 1, I suggest doing each of these parts as 3 separate documents. In Canvas, there are additional resources to help you. Use the checklist below to make sure that you’ve completed all parts of this lab. PART 1. Use track changes in Microsoft Word to correct errors in a list of citations. These are supposed to be in APA format, but there are errors in the formatting that you will need to correct. PART 2. Create a Bibliography or References page including citations for each of the 5 listed sources (your book, and 4 journal articles) PART 3. Use the Tarleton Library online databases (e.g., PsychInfo) to find 5 primary sources such as academic journal articles in a topic that interests you. Summarize what you learned from each of the 5 in ONE paper. Use APA formatting for the paper and include your citations page. Include a title page, your paper, and the references. You do not need an abstract. Your paper should be between 3 to 5 pages not including the title page and references. BEFORE YOU GET STARTED… Writing in APA style is generally expected from students in psychology and related programs. While it is not the only style a researcher encounters, it is widely used. The Tarleton library has a powerful APA tool that you can use to find examples of formatting, how to handle citations, and what kinds of formatting are appropriate for different kinds of papers. You should consult the Tarleton library tools before turning in an assignment or asking formatting questions. Here are the resources available to you online at the library. Please follow the directions to get to these tools so you can use them throughout the semester and throughout your academic career at TSU. Go to the TSU library website on citing sources and scroll down to the APA style links (https://www.tarleton.edu/library/get-help/citing.htmlLinks to an external site.). Click on the “Sample Student Paper…” link to get an example paper with notes pointing out where APA style should be applied. Log in to APA Academic Writer, click on the “LEARN” tab, and look at the quick guides, tutorials, etc. to get familiar with the resources available to you. You will want to use these as we go during the semester.
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Part 2 Martín?García, E., Fernández?Castillo, N., Burokas, A., Gutiérrez?Cuesta, J., Sánchez?Mora, C., Casas, M., ... & Maldonado, R. (2015). Frustrated expected reward induces differential transcriptional changes in the mouse brain. Addiction biology, 20(1), 22-37. McBride, D. M. (2023). The process of research in psychology. Sage Publications. Reifsteck, E. J., Anderson, S. N., Newton, J. D., & Maher, J. P. (2021). A practical guide and empirical example for implementing ecological momentary assessment in sport psychology research with athletes. Sport, Exercise, and Performance Psychology, 10(3), 408. Shain, L. M., Nguyen, M., & Meadows, A. L. (2022). Relationships among adverse childhood experiences, delay discounting, impulsivity, and diabetes self-management. Health Psychology, 41(8), 566. Swithenbank, Z., Harrison, R., & Porcellato, L. (2022). Service user perceptions of smoking cessation in residential substance use treatment. PloS one, 17(6), e0270045. Part 3 Introduction This assignment will be based on analyzing primary sources considering the interventions that could aid the children affected by trauma. This assignment will analyze the spectrum of trauma care based on the primary sources from various academic sources and other reviews to understand the current situation of children, the trauma evident among them, and the prospects of interventions that could be impacted by trauma in children. In nexus with this, the research-based analysis will focus on trauma-focused cognitive-behavioral therapy (TF-CBT), parent-centered child interaction therapy (PCIT), and even understanding the interventions for play therapy in children. Trauma Evident in Children According to Spinazzola et al. (2021), developmental trauma disorder (DTD) and post-traumatic stress disorder (PTSD) have been found to affect children in major scenarios sharing some unique traumatic antecedents with 15 symptoms of emotional, behavioral, and relational dysregulation. In nexus with this, the diagnosis of trauma among children is highly crucial where emotional responses, behavioral changes, sleep and eating issues, and much more need to be evaluated effectively. Similarly, childhood trauma could be defined as events involving actual or threatened death, serious injury, accident, or sexual violence, which are the key modifiable risk factors for psychopathology in children, adolescents, and adults (Danese et al., 2020). In this scenario, understanding the interventions for helping children affected by trauma is essential and even requires clinical implementation of adequate assessment and treatment in this area that could be hampered by substantial obstacles within service delivery. Interventions to help children impacted by trauma In accordance with Kim et al. (2021), the high prevalence of childhood trauma and adversity, coupled with a lack of trauma-informed training among teachers can expose the children and teachers to disrupted self-regulatory and attachment capacities manifesting disorganized behavior in the classroom. From this journal, I understood the importance of interventions for childhood trauma and adverse issues that could be faced by the child affecting its growth and future behavior. Similarly, the article by Hisaka (2024), found that recognizing trauma-related symptoms in a child or adolescent is highly crucial where general symptoms typically hypervigilance, avoidance, and intrusive or unwanted thoughts that may affect future scenarios of the child. TF-CBT The application of TF-CBT (Trauma-focused cognitive behavioral therapy) is based on an evidence-based treatment approach that aids children, adolescents, and their parents in overcoming trauma-related difficulties including child maltreatment. Similarly, Danese et al. (2020) suggested trauma-focused psychotherapies majorly target cognitive and behavioral factors that contribute to the maintenance of PTSD and generally include psycho-education provided information to children and families for PTSD symptoms and the treatment rationale; coping skills training for better management of intense negative emotions for exposing trauma memories and reminders for addressing avoidance and building coherent trauma narrative. This literature hence crucially provided evidence of trauma narrative and restructuring cognition that could be addressed through this intervention. On the contrary, this is limited to understanding the indication of eye movement desensitization and reprocessing involving recalling traumatic events. PCIT Lieneman et al. (2017), analyzed the parent-child interaction therapy with empirically supported intervention among children between 2 to 7 years of age. This therapy generally is based on two phases child-directed interaction and parent-directed interaction where the therapists instruct and coach caregivers in play therapy as well as operant conditioning skills. This article clearly stated the effectiveness of PCT through various studies on family and meta-analyses describing varied primary findings that could be applied in the overall scenario. For instance, I noted that PCIT could significantly reduce the ECBI intensity scores for the PCIT group but does not apply to the family creative therapy group. On the other hand, community-based studies have shown that post-clinical intensity was less than the pre-clinical intensity in some cases; however, other clinical cutoffs remained the same affecting the overall child. Play Therapy From various articles and sources, play therapy has been evident as the major part for children in the intervention of psychological issues where the expression of their thoughts. According to Spinazzola et al. (2021), the utilization of play therapy in children could aid them in expressing their feelings more easily through toys rather than words. This expression suggests the advent of uncovering and dealing with psychological issues by observing and gaining insights into a child’s problems through other approaches rather than the conventional way of remaining stuck on words. It is essential to understand that play is at the heart of childhood based on a dynamic process enabling the children to express themselves accordingly and be socialized. These sources thus crucially identify the environment and scenario of intervention that could be applied in play therapy with the effectiveness of social understanding and intervention of children in trauma. Summary It could be summarized that the interventions to help children with trauma are based on improving the detection of childhood trauma and applying related psychopathology. Here, various pieces of evidence have been presented with discussion and understanding of improving the traumatic event of children and required for the mental health practitioner. Thus, exploring the library, various factors and primary sources have been evident that crucially describe the pattern of interventions for children in trauma appreciating the importance of psychotherapy including TF-CBT, PCIT, and Play Therapy. References Danese, A., McLaughlin, K. A., Samara, M., & Stover, C. S. (2020). Psychopathology in children exposed to trauma: detection and intervention needed to reduce downstream burden. bmj, 371. Hisaka, N. (2024, September 11). Trauma care for children and adolescents - HelpGuide.org. HelpGuide.org. Retrieved September 16, 2024, from https://www.helpguide.org/family/parenting/trauma-care-for-children. Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional learning program on teacher attitudes and burnout: A mixed-methods study. School mental health, 13(1), 55-68. Lieneman, C. C., Brabson, L. A., Highlander, A., Wallace, N. M., & McNeil, C. B. (2017). Parent–child interaction therapy: Current perspectives. Psychology research and behavior management, 239-256. Spinazzola, J., Van der Kolk, B., & Ford, J. D. (2021). Developmental trauma disorder: A legacy of attachment trauma in victimized children. Journal of traumatic stress, 34(4), 711-720.More Articles From Psychology
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