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– 2 years ago **files (7)** – ## AcademicIntegrityAcademicDishonestyandPlagiarismConsequences.pdf – ## 5.1.1Lesson_HowtoFormatYourEssaysLayout_202520FreshmanCompIENC-1101-20287.pdf – ## 5.1.2Lesson_WritinganIntroductoryParagraph_202520FreshmanCompIENC-1101-20287.pdf – 5.1Essay1PromptandSpecificP…

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– 2 years ago

**files (7)**

– ## AcademicIntegrityAcademicDishonestyandPlagiarismConsequences.pdf

– ## 5.1.1Lesson_HowtoFormatYourEssaysLayout_202520FreshmanCompIENC-1101-20287.pdf

– ## 5.1.2Lesson_WritinganIntroductoryParagraph_202520FreshmanCompIENC-1101-20287.pdf

– 5.1Essay1PromptandSpecificParagraphRequirements_202520FreshmanCompIENC-1101-20287.pdf
– MindsetCharacteristicsChart1.pdf
– 5.1.4Lesson_WritingBodyParagraphs_202520FreshmanCompIENC-1101-20287.pdf
– Brainology.TransformingStudentsMotivationtoLearn-paginated2.pdf

**## AcademicIntegrityAcademicDishonestyandPlagiarismConsequences.pdf**

1.1.4 Academic Integrity, Academic
Dishonesty, and Plagiarism Consequences
Academic Integrity

The writing you submit must be written by you. It must be a result of your thoughts
and self-expression. To develop your writing this semester, you can work with
Valencia's support team, which includes one of the campus Writing Centers,
Distance Tutoring, the class coach (when available), and your professor.

Academic Dishonesty
All forms of academic dishonesty are prohibited at Valencia College. Academic
dishonesty includes, but is not limited to, acts or attempted acts of plagiarism,
cheating, furnishing false information, forgery, alteration or misuse of documents,
misconduct during a testing situation, facilitating academic dishonesty, and misuse
of identification with intent to defraud or deceive.

Plagiarism
To avoid plagiarism, create your own work written by you. When sources are
required for an assignment, you must document the source's ideas by quoting
them and citing them as instructed in this course. Here are examples of
plagiarism:

Plagiarism is when a student uses Artificial Intelligence to generate writing or
generate ideas for writing.
Plagiarism is when a student uses online tools or resources that generate
writing.
Plagiarism is when a student uses undocumented ideas from any source.
Plagiarism is when a student uses analysis and interpretations of quotes and
readings from any source.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 1/2

Plagiarism is when a student uses another person's ideas, evidence, or
structure.
Plagiarism is when a student has someone write their assignments.
Plagiarism is when a student rewords or paraphrases information from any
source without MLA documentation.
Self-Plagiarism is when a student uses work submitted in another course.
Plagiarism can also occur when a student shares their work with someone else
and allows it to be copied or used in any way.

Plagiarism Consequences
If a student submits an assignment with plagiarized ideas, the assignment earns a
zero.
If there is a second instance of plagiarism, that assignment also receives a zero,
and the student may be required to meet with professor and/or the dean within 5
days of being notified of the issue.
If there is a third instance of plagiarism, the student will receive a grade of “F” as the
final grade in the course, and the issue may be referred to the college for action in
accordance with Policy 6Hx28:8-03, Student Code of Conduct.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 2/2

**## 5.1.1Lesson_HowtoFormatYourEssaysLayout_202520FreshmanCompIENC-1101-20287.pdf**

5.1.1 Lesson: How to Format Your Essay's
Layout
Instructions for MLA format

MLA formatting is required for your essays, and the format is explained below along
with an example image.
Here is an Example Essay Template
(https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

(https://online.valenciacollege.edu/courses/222539/files/58519806/download?
download_frd=1) you can download, tweak, and use.

Specific Requirements
Font size and style: Calibri 12 or Times New Roman 12
Spacing: 2.0
Margins: 1-inch top, bottom, left, and right
Pagination: Located in the upper right corner of each page. Need to use the insert
page numbers tool in MS-Word rather than a header. Add your last name. See
example below.
Identification: Located on the left side of the page. Type the necessary information
on page 1 only using the first four lines to include the following: your name,
professor's name, ENC 1101, and date
Title: Center only your essay's unique title

Example Format

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 1/3

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

Video Lesson
This video walks you through MLA format. It's actually from my ENC 1102 course, but
the only difference for you to notice is the course number (you are ENC 1101, of
course 🙂 My students found this walk-though very helpful, so here it is for you.

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 2/3


  0:00 / 5:31 1x1x

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 3/3

**## 5.1.2Lesson_WritinganIntroductoryParagraph_202520FreshmanCompIENC-1101-20287.pdf**

5.1.2 Lesson: Writing an Introductory
Paragraph

Requirements for an Introductory Paragraph
This lesson walks you through the 4 elements of an introduction: hook, bridge,
summary, and thesis statement.
Make sure you have read the instructions and chosen a prompt from Essay 1
Prompt and Specific Requirements page
(https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-
specific-paragraph-requirements) before you begin writing your essay's introductory
paragraph.

Hook: Begin your introduction with a 1-2 sentence hook that gains your audience's
interest on a broader but relatable topic. In the case of this essay, the broader
subject is learning. Your opening sentence should establish common ground with
your readers before jumping into your specific learning experience or what a growth
mindset is, so write your hook about learning and hard work or determination to
succeed that your audience would understand and find relatable.

Bridge to Essay Topic > Begin Summary: Once you have written a hook, you
need to bridge from that hook's idea into your essay's topic, which is learning to get
better at something important. Then, provide the necessary relevant context by
explaining what a growth mindset is (integrate, cite, explicate a quote that defines

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 1/3

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

this) AND introducing your specific learning situation. BOTH of these prepare your
audience for your thesis. (Use either Dweck's "Transforming Students'
Motivation to Learn"
(https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519826/download?
download_frd=1) or use Richard's "The Mindset Graphic"
(https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519828/download?
download_frd=1) for your introduction's one quote that explains what a growth
mindset is.)

Thesis Statement: The last sentence of your introductory paragraph is your thesis,
where you identify the specific learning experience AND state your main reason
improving your abilities mattered to you. AVOID announcements: Don't "announce"
your thesis by saying something like "In this paper, I will prove…" or "This paper will
show…" Avoid announcements of any kind please.

Point of View: Write using 1st person (I, me, my) for your personal details and 3rd
person when directing something towards the audience or in general about
mindsets (people, everyone, etc.). Do not write in 2nd person (you, your).

Style: The writing must be natural and organized to create cohesion among these
elements for an effective introduction and allow your voice to come through clearly.

Example Introduction
Hook > Bridge and Introduce Topic > Summary (set up context for your
situation) > Thesis Statement

Getting really good at something doesn't always come easy and can
require a lot of hard work to learn the necessary skills. Having the right mindset can
help. When people understand that they can develop, this is a growth mindset because

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 2/3

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

they recognize that "quote something from assigned reading that defines what a
growth mindset is for your audience" (cite using author's last name, page or par. #).
Explain quote briefly in 1-2 sentences to establish context. Transition into your
situation. When it comes to developing my abilities, I have shown a growth mindset,
particularly as a dancer. Dance requires determination and practice to become fluid in
the movements, which is very true in ballet, where I was determined to succeed.
Therefore, to achieve my goal to become the company's principle ballerina, I pushed
myself and practiced to develop my skills.

This student example is for illustration only.

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 3/3

**5.1Essay1PromptandSpecificParagraphRequirements_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1essay1promptandspecificparagraphrequirements-202520freshmancompienc-1101-20287-pdf-10189487)

**MindsetCharacteristicsChart1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mindsetcharacteristicschart1-pdf-10189493)

**5.1.4Lesson_WritingBodyParagraphs_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1-4lesson-writingbodyparagraphs-202520freshmancompienc-1101-20287-pdf-10189489)

**Brainology.TransformingStudentsMotivationtoLearn-paginated2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/brainology-transformingstudentsmotivationtolearn-paginated2-pdf-10189481)

**Brainology.TransformingStudentsMotivationtoLearn-paginated2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/brainology-transformingstudentsmotivationtolearn-paginated2-pdf-10189481)

**## AcademicIntegrityAcademicDishonestyandPlagiarismConsequences.pdf**

1.1.4 Academic Integrity, Academic
Dishonesty, and Plagiarism Consequences
Academic Integrity

The writing you submit must be written by you. It must be a result of your thoughts
and self-expression. To develop your writing this semester, you can work with
Valencia's support team, which includes one of the campus Writing Centers,
Distance Tutoring, the class coach (when available), and your professor.

Academic Dishonesty
All forms of academic dishonesty are prohibited at Valencia College. Academic
dishonesty includes, but is not limited to, acts or attempted acts of plagiarism,
cheating, furnishing false information, forgery, alteration or misuse of documents,
misconduct during a testing situation, facilitating academic dishonesty, and misuse
of identification with intent to defraud or deceive.

Plagiarism
To avoid plagiarism, create your own work written by you. When sources are
required for an assignment, you must document the source's ideas by quoting
them and citing them as instructed in this course. Here are examples of
plagiarism:

Plagiarism is when a student uses Artificial Intelligence to generate writing or
generate ideas for writing.
Plagiarism is when a student uses online tools or resources that generate
writing.
Plagiarism is when a student uses undocumented ideas from any source.
Plagiarism is when a student uses analysis and interpretations of quotes and
readings from any source.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 1/2

Plagiarism is when a student uses another person's ideas, evidence, or
structure.
Plagiarism is when a student has someone write their assignments.
Plagiarism is when a student rewords or paraphrases information from any
source without MLA documentation.
Self-Plagiarism is when a student uses work submitted in another course.
Plagiarism can also occur when a student shares their work with someone else
and allows it to be copied or used in any way.

Plagiarism Consequences
If a student submits an assignment with plagiarized ideas, the assignment earns a
zero.
If there is a second instance of plagiarism, that assignment also receives a zero,
and the student may be required to meet with professor and/or the dean within 5
days of being notified of the issue.
If there is a third instance of plagiarism, the student will receive a grade of “F” as the
final grade in the course, and the issue may be referred to the college for action in
accordance with Policy 6Hx28:8-03, Student Code of Conduct.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 2/2

**## 5.1.1Lesson_HowtoFormatYourEssaysLayout_202520FreshmanCompIENC-1101-20287.pdf**

5.1.1 Lesson: How to Format Your Essay's
Layout
Instructions for MLA format

MLA formatting is required for your essays, and the format is explained below along
with an example image.
Here is an Example Essay Template
(https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

(https://online.valenciacollege.edu/courses/222539/files/58519806/download?
download_frd=1) you can download, tweak, and use.

Specific Requirements
Font size and style: Calibri 12 or Times New Roman 12
Spacing: 2.0
Margins: 1-inch top, bottom, left, and right
Pagination: Located in the upper right corner of each page. Need to use the insert
page numbers tool in MS-Word rather than a header. Add your last name. See
example below.
Identification: Located on the left side of the page. Type the necessary information
on page 1 only using the first four lines to include the following: your name,
professor's name, ENC 1101, and date
Title: Center only your essay's unique title

Example Format

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 1/3

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

Video Lesson
This video walks you through MLA format. It's actually from my ENC 1102 course, but
the only difference for you to notice is the course number (you are ENC 1101, of
course 🙂 My students found this walk-though very helpful, so here it is for you.

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 2/3


  0:00 / 5:31 1x1x

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 3/3

**## 5.1.2Lesson_WritinganIntroductoryParagraph_202520FreshmanCompIENC-1101-20287.pdf**

5.1.2 Lesson: Writing an Introductory
Paragraph

Requirements for an Introductory Paragraph
This lesson walks you through the 4 elements of an introduction: hook, bridge,
summary, and thesis statement.
Make sure you have read the instructions and chosen a prompt from Essay 1
Prompt and Specific Requirements page
(https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-
specific-paragraph-requirements) before you begin writing your essay's introductory
paragraph.

Hook: Begin your introduction with a 1-2 sentence hook that gains your audience's
interest on a broader but relatable topic. In the case of this essay, the broader
subject is learning. Your opening sentence should establish common ground with
your readers before jumping into your specific learning experience or what a growth
mindset is, so write your hook about learning and hard work or determination to
succeed that your audience would understand and find relatable.

Bridge to Essay Topic > Begin Summary: Once you have written a hook, you
need to bridge from that hook's idea into your essay's topic, which is learning to get
better at something important. Then, provide the necessary relevant context by
explaining what a growth mindset is (integrate, cite, explicate a quote that defines

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 1/3

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

this) AND introducing your specific learning situation. BOTH of these prepare your
audience for your thesis. (Use either Dweck's "Transforming Students'
Motivation to Learn"
(https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519826/download?
download_frd=1) or use Richard's "The Mindset Graphic"
(https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519828/download?
download_frd=1) for your introduction's one quote that explains what a growth
mindset is.)

Thesis Statement: The last sentence of your introductory paragraph is your thesis,
where you identify the specific learning experience AND state your main reason
improving your abilities mattered to you. AVOID announcements: Don't "announce"
your thesis by saying something like "In this paper, I will prove…" or "This paper will
show…" Avoid announcements of any kind please.

Point of View: Write using 1st person (I, me, my) for your personal details and 3rd
person when directing something towards the audience or in general about
mindsets (people, everyone, etc.). Do not write in 2nd person (you, your).

Style: The writing must be natural and organized to create cohesion among these
elements for an effective introduction and allow your voice to come through clearly.

Example Introduction
Hook > Bridge and Introduce Topic > Summary (set up context for your
situation) > Thesis Statement

Getting really good at something doesn't always come easy and can
require a lot of hard work to learn the necessary skills. Having the right mindset can
help. When people understand that they can develop, this is a growth mindset because

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 2/3

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

they recognize that "quote something from assigned reading that defines what a
growth mindset is for your audience" (cite using author's last name, page or par. #).
Explain quote briefly in 1-2 sentences to establish context. Transition into your
situation. When it comes to developing my abilities, I have shown a growth mindset,
particularly as a dancer. Dance requires determination and practice to become fluid in
the movements, which is very true in ballet, where I was determined to succeed.
Therefore, to achieve my goal to become the company's principle ballerina, I pushed
myself and practiced to develop my skills.

This student example is for illustration only.

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 3/3

**5.1Essay1PromptandSpecificParagraphRequirements_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1essay1promptandspecificparagraphrequirements-202520freshmancompienc-1101-20287-pdf-10189487)

**MindsetCharacteristicsChart1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mindsetcharacteristicschart1-pdf-10189493)

**5.1.4Lesson_WritingBodyParagraphs_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1-4lesson-writingbodyparagraphs-202520freshmancompienc-1101-20287-pdf-10189489)

**Brainology.TransformingStudentsMotivationtoLearn-paginated2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/brainology-transformingstudentsmotivationtolearn-paginated2-pdf-10189481)

**## AcademicIntegrityAcademicDishonestyandPlagiarismConsequences.pdf**

1.1.4 Academic Integrity, Academic
Dishonesty, and Plagiarism Consequences
Academic Integrity

The writing you submit must be written by you. It must be a result of your thoughts
and self-expression. To develop your writing this semester, you can work with
Valencia's support team, which includes one of the campus Writing Centers,
Distance Tutoring, the class coach (when available), and your professor.

Academic Dishonesty
All forms of academic dishonesty are prohibited at Valencia College. Academic
dishonesty includes, but is not limited to, acts or attempted acts of plagiarism,
cheating, furnishing false information, forgery, alteration or misuse of documents,
misconduct during a testing situation, facilitating academic dishonesty, and misuse
of identification with intent to defraud or deceive.

Plagiarism
To avoid plagiarism, create your own work written by you. When sources are
required for an assignment, you must document the source's ideas by quoting
them and citing them as instructed in this course. Here are examples of
plagiarism:

Plagiarism is when a student uses Artificial Intelligence to generate writing or
generate ideas for writing.
Plagiarism is when a student uses online tools or resources that generate
writing.
Plagiarism is when a student uses undocumented ideas from any source.
Plagiarism is when a student uses analysis and interpretations of quotes and
readings from any source.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 1/2

Plagiarism is when a student uses another person's ideas, evidence, or
structure.
Plagiarism is when a student has someone write their assignments.
Plagiarism is when a student rewords or paraphrases information from any
source without MLA documentation.
Self-Plagiarism is when a student uses work submitted in another course.
Plagiarism can also occur when a student shares their work with someone else
and allows it to be copied or used in any way.

Plagiarism Consequences
If a student submits an assignment with plagiarized ideas, the assignment earns a
zero.
If there is a second instance of plagiarism, that assignment also receives a zero,
and the student may be required to meet with professor and/or the dean within 5
days of being notified of the issue.
If there is a third instance of plagiarism, the student will receive a grade of “F” as the
final grade in the course, and the issue may be referred to the college for action in
accordance with Policy 6Hx28:8-03, Student Code of Conduct.

2/11/25, 4:11 PM 1.1.4 Academic Integrity, Academic Dishonesty, and Plagiarism Consequences: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/1-dot-1-4-academic-integrity-academic-dishonesty-and-plagiarism-consequences 2/2

**## 5.1.1Lesson_HowtoFormatYourEssaysLayout_202520FreshmanCompIENC-1101-20287.pdf**

5.1.1 Lesson: How to Format Your Essay's
Layout
Instructions for MLA format

MLA formatting is required for your essays, and the format is explained below along
with an example image.
Here is an Example Essay Template
(https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

(https://online.valenciacollege.edu/courses/222539/files/58519806/download?
download_frd=1) you can download, tweak, and use.

Specific Requirements
Font size and style: Calibri 12 or Times New Roman 12
Spacing: 2.0
Margins: 1-inch top, bottom, left, and right
Pagination: Located in the upper right corner of each page. Need to use the insert
page numbers tool in MS-Word rather than a header. Add your last name. See
example below.
Identification: Located on the left side of the page. Type the necessary information
on page 1 only using the first four lines to include the following: your name,
professor's name, ENC 1101, and date
Title: Center only your essay's unique title

Example Format

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 1/3

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519806/download?download_frd=1)

Video Lesson
This video walks you through MLA format. It's actually from my ENC 1102 course, but
the only difference for you to notice is the course number (you are ENC 1101, of
course 🙂 My students found this walk-though very helpful, so here it is for you.

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 2/3


  0:00 / 5:31 1x1x

2/11/25, 4:10 PM 5.1.1 Lesson: How to Format Your Essay's Layout: 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-1-lesson-how-to-format-your-essays-layout 3/3

**## 5.1.2Lesson_WritinganIntroductoryParagraph_202520FreshmanCompIENC-1101-20287.pdf**

5.1.2 Lesson: Writing an Introductory
Paragraph

Requirements for an Introductory Paragraph
This lesson walks you through the 4 elements of an introduction: hook, bridge,
summary, and thesis statement.
Make sure you have read the instructions and chosen a prompt from Essay 1
Prompt and Specific Requirements page
(https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-
specific-paragraph-requirements) before you begin writing your essay's introductory
paragraph.

Hook: Begin your introduction with a 1-2 sentence hook that gains your audience's
interest on a broader but relatable topic. In the case of this essay, the broader
subject is learning. Your opening sentence should establish common ground with
your readers before jumping into your specific learning experience or what a growth
mindset is, so write your hook about learning and hard work or determination to
succeed that your audience would understand and find relatable.

Bridge to Essay Topic > Begin Summary: Once you have written a hook, you
need to bridge from that hook's idea into your essay's topic, which is learning to get
better at something important. Then, provide the necessary relevant context by
explaining what a growth mindset is (integrate, cite, explicate a quote that defines

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 1/3

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

[https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements](https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-essay-1-prompt-and-specific-paragraph-requirements)

this) AND introducing your specific learning situation. BOTH of these prepare your
audience for your thesis. (Use either Dweck's "Transforming Students'
Motivation to Learn"
(https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519826/download?
download_frd=1) or use Richard's "The Mindset Graphic"
(https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)
(https://online.valenciacollege.edu/courses/222539/files/58519828/download?
download_frd=1) for your introduction's one quote that explains what a growth
mindset is.)

Thesis Statement: The last sentence of your introductory paragraph is your thesis,
where you identify the specific learning experience AND state your main reason
improving your abilities mattered to you. AVOID announcements: Don't "announce"
your thesis by saying something like "In this paper, I will prove…" or "This paper will
show…" Avoid announcements of any kind please.

Point of View: Write using 1st person (I, me, my) for your personal details and 3rd
person when directing something towards the audience or in general about
mindsets (people, everyone, etc.). Do not write in 2nd person (you, your).

Style: The writing must be natural and organized to create cohesion among these
elements for an effective introduction and allow your voice to come through clearly.

Example Introduction
Hook > Bridge and Introduce Topic > Summary (set up context for your
situation) > Thesis Statement

Getting really good at something doesn't always come easy and can
require a lot of hard work to learn the necessary skills. Having the right mindset can
help. When people understand that they can develop, this is a growth mindset because

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 2/3

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519826?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519826/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1](https://online.valenciacollege.edu/courses/222539/files/58519828?wrap=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

[https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1](https://online.valenciacollege.edu/courses/222539/files/58519828/download?download_frd=1)

they recognize that "quote something from assigned reading that defines what a
growth mindset is for your audience" (cite using author's last name, page or par. #).
Explain quote briefly in 1-2 sentences to establish context. Transition into your
situation. When it comes to developing my abilities, I have shown a growth mindset,
particularly as a dancer. Dance requires determination and practice to become fluid in
the movements, which is very true in ballet, where I was determined to succeed.
Therefore, to achieve my goal to become the company's principle ballerina, I pushed
myself and practiced to develop my skills.

This student example is for illustration only.

2/11/25, 4:09 PM 5.1.2 Lesson: Writing an Introductory Paragraph : 202520 Freshman Comp I ENC-1101-20287

https://online.valenciacollege.edu/courses/222539/pages/5-dot-1-2-lesson-writing-an-introductory-paragraph 3/3

**5.1Essay1PromptandSpecificParagraphRequirements_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1essay1promptandspecificparagraphrequirements-202520freshmancompienc-1101-20287-pdf-10189487)

**MindsetCharacteristicsChart1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mindsetcharacteristicschart1-pdf-10189493)

**5.1.4Lesson_WritingBodyParagraphs_202520FreshmanCompIENC-1101-20287.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/5-1-4lesson-writingbodyparagraphs-202520freshmancompienc-1101-20287-pdf-10189489)

**Brainology.TransformingStudentsMotivationtoLearn-paginated2.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/brainology-transformingstudentsmotivationtolearn-paginated2-pdf-10189481)

November 5, 2026
[Solved] English

✓ Verified Academic Solution Available

Executive Solution Overview

Your writing assignment is to demonstrate your understanding of how Kant would resolve the issue. This entails explaining Kan't's view bn the existence of an objective morality, and why we should use reason and banish our emotions as we make our decision. 750 words using writing format – [\ \ IMG…

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Assignment Prompt & Instructions

Your writing assignment is to demonstrate your understanding of how Kant would resolve the issue. This entails explaining Kan't's view bn the existence of an objective morality, and why we should use reason and banish our emotions as we make our decision.

750 words using writing format

– [\
\
IMG_7701.jpeg](https://www.sweetstudy.com/files/img-7701-jpeg "IMG_7701.jpeg")

– 2 years ago

November 5, 2026
[Solved] Assistance

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachments – 2 years ago **files (2)** – ## ExplicationOne.docx – Reading.pdf **## ExplicationOne.docx** Write and Explication paper. · Your explication should focus on **"The Dream of the Rood"** · **All references should be to the versions of the attachment.** · Construct an explicatio…

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Order on TutorsGallery →

Assignment Prompt & Instructions

Please see attachments

– 2 years ago

**files (2)**

– ## ExplicationOne.docx

– Reading.pdf

**## ExplicationOne.docx**

Write and Explication paper.

· Your explication should focus on
**"The Dream of the Rood"**

·
**All references should be to the versions of the attachment.**

· Construct an explication with the following features:

· An introduction and conclusion– The explication may simply begin its analysis in the first paragraph. However, like a standard essay, the writer still needs a thesis to guide the discussion. Explications may end without a separate overarching conclusion, but they should end with a final review of how the elements discussed work together. However, a writer should never stop an essay simply because he/she has come to the end of minimum requirements.

· Thesis –
_The thesis for this paper should attempt to answer the “What does it all mean?” question_. The explication should show how the passage’s components work together to create an impression of the work as a whole, of the author, or of a character.

· Structure – Start with the big picture and move to the details. If the audience is unfamiliar with the passage, the writer may need to provide a brief overview of the contents. How the writer orders an explication varies depending on purpose, but typically, explications follow a chronological format commenting on portions of the passage in the order they appear in the text. However, it can also be useful to discuss the passage elementally, meaning the elements of the passage are discussed as a group. For instance, the writer collects the examples of imagery in the passage and comments on them once.

· Double-spaced, and have one-inch margins on all sides. 12 Font and centered titles. In the upper right corner should be the author’s last name and a page number. In the upper left corner of the first page only should be the following information: The Author’s name, The Instructor’s name, the Class, and the Date. Each item should be on a separate line and double-spaced.

· Use
**MLA style** documentation when constructing this paper
**. A Works Cited page is not required for this essay as your primary source is your textbook.** Length –
**Papers should be 2 pages long or roughly 500 words**.

·
**NO SECONDARY SOURCES SHOULD BE USED IN THE CREATION OF THIS ESSAY**

**Reading.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-pdf-10189435)

**Reading.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-pdf-10189435)

**## ExplicationOne.docx**

Write and Explication paper.

· Your explication should focus on
**"The Dream of the Rood"**

·
**All references should be to the versions of the attachment.**

· Construct an explication with the following features:

· An introduction and conclusion– The explication may simply begin its analysis in the first paragraph. However, like a standard essay, the writer still needs a thesis to guide the discussion. Explications may end without a separate overarching conclusion, but they should end with a final review of how the elements discussed work together. However, a writer should never stop an essay simply because he/she has come to the end of minimum requirements.

· Thesis –
_The thesis for this paper should attempt to answer the “What does it all mean?” question_. The explication should show how the passage’s components work together to create an impression of the work as a whole, of the author, or of a character.

· Structure – Start with the big picture and move to the details. If the audience is unfamiliar with the passage, the writer may need to provide a brief overview of the contents. How the writer orders an explication varies depending on purpose, but typically, explications follow a chronological format commenting on portions of the passage in the order they appear in the text. However, it can also be useful to discuss the passage elementally, meaning the elements of the passage are discussed as a group. For instance, the writer collects the examples of imagery in the passage and comments on them once.

· Double-spaced, and have one-inch margins on all sides. 12 Font and centered titles. In the upper right corner should be the author’s last name and a page number. In the upper left corner of the first page only should be the following information: The Author’s name, The Instructor’s name, the Class, and the Date. Each item should be on a separate line and double-spaced.

· Use
**MLA style** documentation when constructing this paper
**. A Works Cited page is not required for this essay as your primary source is your textbook.** Length –
**Papers should be 2 pages long or roughly 500 words**.

·
**NO SECONDARY SOURCES SHOULD BE USED IN THE CREATION OF THIS ESSAY**

**Reading.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-pdf-10189435)

**## ExplicationOne.docx**

Write and Explication paper.

· Your explication should focus on
**"The Dream of the Rood"**

·
**All references should be to the versions of the attachment.**

· Construct an explication with the following features:

· An introduction and conclusion– The explication may simply begin its analysis in the first paragraph. However, like a standard essay, the writer still needs a thesis to guide the discussion. Explications may end without a separate overarching conclusion, but they should end with a final review of how the elements discussed work together. However, a writer should never stop an essay simply because he/she has come to the end of minimum requirements.

· Thesis –
_The thesis for this paper should attempt to answer the “What does it all mean?” question_. The explication should show how the passage’s components work together to create an impression of the work as a whole, of the author, or of a character.

· Structure – Start with the big picture and move to the details. If the audience is unfamiliar with the passage, the writer may need to provide a brief overview of the contents. How the writer orders an explication varies depending on purpose, but typically, explications follow a chronological format commenting on portions of the passage in the order they appear in the text. However, it can also be useful to discuss the passage elementally, meaning the elements of the passage are discussed as a group. For instance, the writer collects the examples of imagery in the passage and comments on them once.

· Double-spaced, and have one-inch margins on all sides. 12 Font and centered titles. In the upper right corner should be the author’s last name and a page number. In the upper left corner of the first page only should be the following information: The Author’s name, The Instructor’s name, the Class, and the Date. Each item should be on a separate line and double-spaced.

· Use
**MLA style** documentation when constructing this paper
**. A Works Cited page is not required for this essay as your primary source is your textbook.** Length –
**Papers should be 2 pages long or roughly 500 words**.

·
**NO SECONDARY SOURCES SHOULD BE USED IN THE CREATION OF THIS ESSAY**

**Reading.pdf**

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November 5, 2026
[Solved] Counterargument & Response

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In this assignment, you will include your thesis, present at least two counter arguments to your thesis, and explain how you will refute them. – 2 years ago

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In this assignment, you will include your thesis, present at least two counter arguments to your thesis, and explain how you will refute them.

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[Solved] SVC101 Introduction to Speech and Verbal Communications (2025FEB10FT-1)

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[Solved] Social Media and Smartphone Policy Memo / concept sheet

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– 2 years ago **files (1)** – ## Conceptsheet.docx.docx **## Conceptsheet.docx.docx** **Social Media and Smartphone Policy Memo** Your task for this week is to compose an email or memo (you can choose which) that is based on the scenario below. You’ve been hired as an Assistant Director of Nursing a…

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– 2 years ago

**files (1)**

– ## Conceptsheet.docx.docx

**## Conceptsheet.docx.docx**

**Social Media and Smartphone Policy Memo**

Your task for this week is to compose an email or memo (you can choose which) that is based on the scenario below.

You’ve been hired as an Assistant Director of Nursing at a long-term care facility that recently opened. The Director has discovered that some nurses and other staff members have been posting videos and selfies on social media, sometimes with patients visible. In a TikTok video, a portion of a patient’s chart can be made out in the background, raising privacy concerns and the risk of HIPAA violations. In a Twitter post, a staff member complained about a patient in a potentially disrespectful way. On Facebook, an employee shared erroneous information about the facility’s holiday hours.

Your manager asks you to send a memo to the facility staff detailing a new social media and smartphone use policy to go into effect immediately. Employees should no longer use personal phones while working, except while on breaks. No photos or videos of the facility or patients should be posted on personal social media accounts, and all information or news about the facility should be approved by the Assistant Director before being posted.

Compose your email or memo in a document, adding the necessary headings and features of the format you’ve chosen. Use our text as a reference to decide what kind of email or memo to write, and to make sure your email or memo looks and sounds professional. Your email or memo should be no less than 200 words and no more than 300 words. Feel free to make up any necessary information or details as needed as you write.

Last, on a new page, write a 1-2 paragraph reflection on your email/memo addressing the following:

Which type of email/memo did you decide to compose for this scenario? Why?

What did you find challenging about writing your email/memo? Explain.

Criteria:

Structure and Organization Body

Formatting

Mechanics

Reflection

**## Conceptsheet.docx.docx**

**Social Media and Smartphone Policy Memo**

Your task for this week is to compose an email or memo (you can choose which) that is based on the scenario below.

You’ve been hired as an Assistant Director of Nursing at a long-term care facility that recently opened. The Director has discovered that some nurses and other staff members have been posting videos and selfies on social media, sometimes with patients visible. In a TikTok video, a portion of a patient’s chart can be made out in the background, raising privacy concerns and the risk of HIPAA violations. In a Twitter post, a staff member complained about a patient in a potentially disrespectful way. On Facebook, an employee shared erroneous information about the facility’s holiday hours.

Your manager asks you to send a memo to the facility staff detailing a new social media and smartphone use policy to go into effect immediately. Employees should no longer use personal phones while working, except while on breaks. No photos or videos of the facility or patients should be posted on personal social media accounts, and all information or news about the facility should be approved by the Assistant Director before being posted.

Compose your email or memo in a document, adding the necessary headings and features of the format you’ve chosen. Use our text as a reference to decide what kind of email or memo to write, and to make sure your email or memo looks and sounds professional. Your email or memo should be no less than 200 words and no more than 300 words. Feel free to make up any necessary information or details as needed as you write.

Last, on a new page, write a 1-2 paragraph reflection on your email/memo addressing the following:

Which type of email/memo did you decide to compose for this scenario? Why?

What did you find challenging about writing your email/memo? Explain.

Criteria:

Structure and Organization Body

Formatting

Mechanics

Reflection

November 5, 2026
[Solved] psy snh

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– 2 years ago **files (3)** – ## milestone1113.docx – ## MilestoneOne12111.docx – psyweek6.mht **## milestone1113.docx** 1 #### **Milestone One: Resource Collection** name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection** #### Research…

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– 2 years ago

**files (3)**

– ## milestone1113.docx

– ## MilestoneOne12111.docx

– psyweek6.mht

**## milestone1113.docx**

1

#### **Milestone One: Resource Collection** name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**

#### Research Topic

The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.

#### Research Questions

1. What psychosocial residuals of early trauma persist into adolescence?

2. How does early trauma affect academic performance and social relationships during adolescence?

3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?

4. How can schools and community organizations design supportive environments for these adolescents?

#### Importance of the Topic

Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.

#### Literature Review

The following peer-reviewed resources support this research and provide insights into the topic.

1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.

2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.

3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.

4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.

5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.

Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.

**Analysis of Sources**

Each source adds to different information that contributes to the research topic:

· Felitti et al. on the lifetime effect of trauma,

· building resilience and engagement in school by Bethell et al.

· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.

· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.

· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.

**Conclusion**:

These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.

References

Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

**## MilestoneOne12111.docx**

2

**Milestone One: Resource Collection**

Student’s name

Institution affiliation

Course

Instructor’s name

Date

**Milestone One: Resource Collection**

**Overview of the Research**

Early childhood traumatic experiences including abuse, neglect, and witnessing of 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 into adolescence?

2. Does trauma experienced early affect later academic and social performance in the adolescent period?

3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?

4. How can supportive environments for these adolescents be designed by schools and community organizations?

These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.

**Evaluation of Topic Fit to the Field of Psychology**

The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate to what psychological mechanisms undergird these and thereby apply interventions when the developing world needs care support.

**Synthesis of Previous Scholarly Research Findings**

The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasize 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 as a means 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 with regard to how trauma impacts adolescent development and intervention.

3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.

4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and, its contribution to practical applications.

5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.

**Synthesizing Conclusion**

The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.

Bottom of Form

References

Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The British Journal of Psychiatry_,
_204_(5), 335-340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience.
_Health affairs_,
_33_(12), 2106-2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study.
_American journal of preventive medicine_,
_14_(4), 245-258.
[https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)

**psyweek6.mht**

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**psyweek6.mht**

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**## milestone1113.docx**

1

#### **Milestone One: Resource Collection** name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**

#### Research Topic

The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.

#### Research Questions

1. What psychosocial residuals of early trauma persist into adolescence?

2. How does early trauma affect academic performance and social relationships during adolescence?

3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?

4. How can schools and community organizations design supportive environments for these adolescents?

#### Importance of the Topic

Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.

#### Literature Review

The following peer-reviewed resources support this research and provide insights into the topic.

1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.

2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.

3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.

4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.

5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.

Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.

**Analysis of Sources**

Each source adds to different information that contributes to the research topic:

· Felitti et al. on the lifetime effect of trauma,

· building resilience and engagement in school by Bethell et al.

· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.

· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.

· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.

**Conclusion**:

These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.

References

Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

**## MilestoneOne12111.docx**

2

**Milestone One: Resource Collection**

Student’s name

Institution affiliation

Course

Instructor’s name

Date

**Milestone One: Resource Collection**

**Overview of the Research**

Early childhood traumatic experiences including abuse, neglect, and witnessing of 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 into adolescence?

2. Does trauma experienced early affect later academic and social performance in the adolescent period?

3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?

4. How can supportive environments for these adolescents be designed by schools and community organizations?

These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.

**Evaluation of Topic Fit to the Field of Psychology**

The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate to what psychological mechanisms undergird these and thereby apply interventions when the developing world needs care support.

**Synthesis of Previous Scholarly Research Findings**

The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasize 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 as a means 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 with regard to how trauma impacts adolescent development and intervention.

3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.

4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and, its contribution to practical applications.

5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.

**Synthesizing Conclusion**

The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.

Bottom of Form

References

Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The British Journal of Psychiatry_,
_204_(5), 335-340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience.
_Health affairs_,
_33_(12), 2106-2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study.
_American journal of preventive medicine_,
_14_(4), 245-258.
[https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)

**psyweek6.mht**

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**## milestone1113.docx**

1

#### **Milestone One: Resource Collection** name PSY-790-10178-M01 Capstone in Psychology Elizabeth Babskie January 15, 2025 **Milestone One: Resource Collection**

#### Research Topic

The proposed research topic for my capstone project is: "The Influence of Trauma in Early Childhood on the Mental Health and Development of Adolescents." This research seeks to explore the long-term effects of early trauma, including abuse, neglect, and exposure to violence, on adolescents' emotional regulation, cognitive development, and social functioning. Additionally, it aims to evaluate interventions designed to mitigate the effects of early trauma and build resilience.

#### Research Questions

1. What psychosocial residuals of early trauma persist into adolescence?

2. How does early trauma affect academic performance and social relationships during adolescence?

3. Which interventions are most effective in fostering resilience among adolescents who experienced early trauma?

4. How can schools and community organizations design supportive environments for these adolescents?

#### Importance of the Topic

Childhood trauma is a significant public health concern with long-term consequences that extend into adolescence and adulthood. Studies consistently link early trauma to mental health challenges, including depression, anxiety, and PTSD, as well as impaired academic and social functioning. Despite its prevalence, interventions for adolescents remain underdeveloped, particularly those addressing resilience-building. This research is vital to improving our understanding of trauma's effects and creating evidence-based interventions to support affected individuals.

#### Literature Review

The following peer-reviewed resources support this research and provide insights into the topic.

1. Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
Citation: Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Summary: This foundational study established the ACE framework, highlighting the long-term impacts of childhood trauma on mental and physical health. The study emphasizes the cumulative effect of adverse experiences on psychological outcomes, laying the groundwork for understanding trauma's role in adolescence.
Evaluation: The methodology, including its large sample size, enhances the study's credibility. Its relevance to this research lies in its comprehensive exploration of early trauma's effects, but it focuses more on adult outcomes than adolescent development.

2. Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
Citation: Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)
Summary: This article examines how ACEs affect school engagement and overall health, emphasizing the protective role of resilience. It highlights strategies to foster resilience in children and adolescents to mitigate trauma's effects on education and social behavior.
Evaluation: The authors present strong, evidence-based arguments supported by national survey data. While the focus on school engagement aligns well with the proposed research, the article provides limited detail on specific interventions.

3. Brunzell, T., Stokes, H., & Waters, L. (2016).
Citation: Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0064-8
Summary: This article introduces trauma-informed education as a strategy to improve outcomes for students with adverse childhood experiences. It focuses on integrating resilience-building practices, such as mindfulness and positive psychology, within educational settings.
Evaluation: The study's strength lies in its practical application of trauma-informed practices within schools. However, the lack of quantitative data limits the generalizability of the findings.

4. Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014).
Citation: Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340. https://doi.org/10.1192/bjp.bp.113.131227
Summary: This meta-analysis provides an overview of PTSD prevalence in children and adolescents exposed to trauma. It highlights risk factors, including the type and timing of trauma, and underscores the importance of early interventions.
Evaluation: The present study crystallizes several studies' findings into concrete conclusions in the light of methodological rigor. Highly relevant: though focused on PTSD, other psychiatric outcomes, including depression and anxiety disorders, were not addressed.

5. Bryant, R. A., & Deane, F. P. (2022).
Citation: Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation. Journal of Child Psychology and Psychiatry, 63(2), 134–147. https://doi.org/10.1111/jcpp.13487
Summary: This review stipulates the effectiveness of CBT among traumatized children and adolescents; further, it outlines various barriers in implementing CBT through schools and local communities.

Evaluation: The authors give an extensive review of the efficiency of the CBT, hence being a good source in designing the intervention. On critical analysis, this article has failed to address another approach method, for example, mindfulness and family-based interventions.

**Analysis of Sources**

Each source adds to different information that contributes to the research topic:

· Felitti et al. on the lifetime effect of trauma,

· building resilience and engagement in school by Bethell et al.

· to fit the educational approach of the research, trauma-informed practices which can be explicitly implemented into schools by Brunzell et al.

· Alisic et al. provide solid data regarding PTSD prevalence to back up the importance of early intervention.

· Bryant & Deane discuss the debate evidence-based interventions informing practical strategies in developing resilience.

**Conclusion**:

These will add cumulatively to the knowledge base on early trauma effects and go a long way in helping to inform interventions for adolescents. The three resources above, therefore, provide evidence to inform the inclusion of strategies in resilience building, trauma-informed education, and cognitive behavioral approach. Synthesizing the findings, this proposed research is aimed at addressing the gaps in current practice and actionable solutions to support traumatized adolescents.

References

Alisic, E., Zalta, A. K., van Wesel, F., et al. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. British Journal of Psychiatry, 204(5), 335–340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014).
_Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience._ _Health Affairs_, 33(12), 2106–2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998).
_Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study._ _American Journal of Preventive Medicine_, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

**## MilestoneOne12111.docx**

2

**Milestone One: Resource Collection**

Student’s name

Institution affiliation

Course

Instructor’s name

Date

**Milestone One: Resource Collection**

**Overview of the Research**

Early childhood traumatic experiences including abuse, neglect, and witnessing of 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 into adolescence?

2. Does trauma experienced early affect later academic and social performance in the adolescent period?

3. Which interventions most effectively foster resilience in adolescents who have been traumatized early in their lives?

4. How can supportive environments for these adolescents be designed by schools and community organizations?

These questions have been identified at the core of the proposed research, which can help bridge gaps between trauma theory and intervention practices for adolescents.

**Evaluation of Topic Fit to the Field of Psychology**

The topic of review is trauma experienced during early childhood and its repercussions in later adolescent years. Trauma psychology generally falls under developmental psychology. Scientific evidence has already demonstrated that experiences of trauma significantly alter emotional modulation, cognitive maturation, and social functioning early in life. These changes contribute mightily toward structuring how well adolescents perform mental health, or disorders concerning them, for example, symptoms indicating PTSD, major depression, or anxiety problems. This study seeks to help build in its own unique area of resilient development interventions through schooling and at communities and elaborate to what psychological mechanisms undergird these and thereby apply interventions when the developing world needs care support.

**Synthesis of Previous Scholarly Research Findings**

The literature review draws from several critical studies including Felitti et al. (1998) who study foundational in trauma research, establishing the Adverse Childhood Experiences (ACE) framework and demonstrating the long-term effects of childhood trauma on physical and mental health outcomes. The study, however, emphasizes adult outcomes more than adolescent development, indicating a gap that the research aims to address by focusing on the adolescent phase. Additionally, Bethell et al. (2014) emphasize 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 as a means 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 with regard to how trauma impacts adolescent development and intervention.

3.
**Gap Identification**: A presentation of the shortcomings of the available research and what gaps this research will attempt to fill.

4.
**Proposed Research Contribution**: Identifying how the research will fill these gaps and, its contribution to practical applications.

5.
**Conclusion**: A summary of the synthesis of the literature, and the re-engagement with the research questions and the overall argument.

**Synthesizing Conclusion**

The literature review demonstrates a critical need for more focused research on interventions that build resilience in adolescents affected by early trauma. While existing studies have established the pervasive impacts of trauma, particularly regarding PTSD, they lack detailed exploration of intervention methods in educational settings. This research aims to bridge this gap by exploring various therapeutic interventions, such as CBT, mindfulness, and family-based therapies, and evaluating their effectiveness in supporting adolescents in school environments. By synthesizing the existing literature and proposing a path forward, the study will contribute valuable insights to the field of psychology, particularly in improving mental health outcomes for adolescents facing the consequences of early trauma.

Bottom of Form

References

Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
_The British Journal of Psychiatry_,
_204_(5), 335-340.
[https://doi.org/10.1192/bjp.bp.113.131227](https://doi.org/10.1192/bjp.bp.113.131227)

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience.
_Health affairs_,
_33_(12), 2106-2115.
[https://doi.org/10.1377/hlthaff.2014.0914](https://doi.org/10.1377/hlthaff.2014.0914)

Brunzell, T., Stokes, H., & Waters, L. (2016).
_Trauma-informed positive education: Using positive psychology to strengthen vulnerable students._ _Contemporary School Psychology_, 20(1), 63–83.
[https://doi.org/10.1007/s40688-015-0064-8](https://doi.org/10.1007/s40688-015-0064-8)

Bryant, R. A., & Deane, F. P. (2022).
_Cognitive-behavioral interventions for trauma-related disorders in children and adolescents: A review of efficacy and implementation._ _Journal of Child Psychology and Psychiatry_, 63(2), 134–147.
[https://doi.org/10.1111/jcpp.13487](https://doi.org/10.1111/jcpp.13487)

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study.
_American journal of preventive medicine_,
_14_(4), 245-258.
[https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext](https://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext)

**psyweek6.mht**

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The County Health Rankings & Roadmaps, a program of the University of Wisconsin Population Health Institute, works to improve health outcomes for all and to close the health disparities between those with the most and least opportunities for good health. On the [County Health Rankings website](https…

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The County Health Rankings & Roadmaps, a program of the University of Wisconsin Population Health Institute, works to improve health outcomes for all and to close the health disparities between those with the most and least opportunities for good health. On the [County Health Rankings website](https://www.countyhealthrankings.org/explore-health-rankings), enter in the zip code for a geographic area of interest (could be Oxford, your hometown, or another area that interests you) and explore the health outcomes and health factors of that county. Respond to the following:

## [Health Data](https://www.countyhealthrankings.org/explore-health-rankings)

– What are the leading health problems in this county?
– What are some of the potential underlying causes of poor health in this county? Think about the social determinants of health.
– What are some of your recommendations for how health departments and other public health organizations can address these health problems?

– 2 years ago

November 5, 2026