Thesis Statement for the Integrative Literature Review

Thesis Statement for your Integrative Literature Review

Literature reviews are one of the most important forms of academic communication.  They should provide a clear, compelling, and detailed overview of a topic.  Many literature reviews begin with a standard essay style introduction including a thesis sentence.  For your introduction this week, please begin with an attention-getting opening statement and a clear demonstration of the value to readers.  If we do not attract people's attention or demonstrate the value of our work, readers will tune out.  Give readers compelling reasons to continue reading.  This rationale will lead to your thesis statement.

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Step 1

Our first goal this week is to create the introduction to your paper by identifying your topic, stating its relevance to psychology, and stating your perspective as a thesis statement.  The thesis statement provides the rationale and outline of the subsequent literature review and is found at the end of an introduction.  See below for supporting resources and remember to review the grading rubric for this part of the assignment.

• https://writingcenter.uagc.edu/writing-a-thesis (Links to an external site.)

• https://writingcenter.uagc.edu/thesis-generator (Links to an external site.)
  

Step 2

The second goal is to begin presenting the relevant arguments and evidence.  The body of a general literature review provides a well-organized overview of the field including the primary claims, themes, and key evidence.  It is also important to summarize key methods, limitations, controversies, or contradictory findings from

research reports.  Consider comparing and contrasting the core claims and evidence from each domain, and prepare to give readers a final take home message at the end of the integrative literature review.  You will not know the full message until after reading all of your sources, but in general, conclusions are an inverted version of the introduction, so many of the same ideas from your introduction will be highlighted again in the conclusion.

Organize by domains:  The body of your integrative literature review is first organized by domain. You will have four primary subsections in the body of your paper, one for each domain.  For this week, please use at least one peer reviewed reference and at least one well-developed paragraph per domain. 

As you work towards the final paper, add information to each of these domain specific sections and organize that information by theme, **NOT** by source or author.  In this way, the body of your paper will first be organized by domain and will then be organized by themes within each domain, providing an overall logical structure and story for the paper. 

Your readers do not want to see an article-by-article description of the sources. Instead, each paragraph in a literature review should summarize, compare, and contrast ideas from multiple articles and the in-text citations for these paragraphs often list more than one source.  Remember to start each paragraph with a topic sentence, but almost never start a sentence with a citation or author name.  Readers first want to know about the topic or your discoveries about a topic. The citation information should then appear at the end of the sentence.  Remember, “information first, source second”.  This will help with the overall storytelling in your literature review and will help readers remember the main points.

Critiquing evidence:  When using empirical research, look for numerical evidence as well as verbal claims.  For example, if

researchers discovered that a therapy provides statistically significant relief or improvements in symptoms, mention which symptoms this applies to and report the size of those changes as well.  How much of an improvement is seen?  How many people were in the study? How strongly does the quantitative evidence support the authors’ conclusions?  Quantitative information is typically found in the results section of the paper and key results are often highlighted in the abstract and discussion.   See below for supporting resources and remember to review the grading rubric for this part of the assignment.

• Literature reviews: https://writingcenter.uagc.edu/writing- literature-review (Links to an external site.)

• Critiquing research: https://writingcenter.uagc.edu/writing- article-critique (Links to an external site.)
  

Step 3

Our conclusion provides a final chance to repeat key claims, remind readers of key evidence, and present this as a succinct take-home message.  This is the same method you might use in a presentation where you will “1) tell the audience what you will tell them, 2) tell them, 3) tell them what you told them.” See below for supporting resources and remember to review the grading rubric for this part of the assignment.

• Introductions and Conclusions: https:// writingcenter.uagc.edu/introductions-conclusions (Links to an external site.)

Reminders for the Final Integrative Literature Review: 

Writing is most effective when other people find and read it.  Use the tips below as preparation for your final paper.  You do not need to include a title and abstract this week, but please begin thinking about these final steps which are required in Week 6.

To increase the chance that people will read your paper, create a noteworthy title and abstract.  Readers scan titles to find interesting information, and they read abstracts to gain a quick understanding and to decide if they will read the rest of the paper.  While titles and abstracts are critical, we recommend writing them last.  Once you have written your whole literature review, the title and abstract become your chance to attract a reader’s attention and summarize the message succinctly.

• Tips for Titles: http://writing.umn.edu/sws/quickhelp/process/ titles.html (Links to an external site.)

• Abstracts: https://writingcenter.uagc.edu/writing-abstract

Thesis Statement for the Integrative Literature Review

The psychology of diversity is an area of study that is most relevant to the profession because of the effects of cultural, social, and ethnic differences on human interactions, experiences, and development of people. While psychologists continue to strive for the level of cultural competences that would enhance their capacity to meet the needs of different patients from various demographics of the population, the availability of evidence on the issues that young people face in multicultural societies during the different stages of their development into adulthood remains limited. As practitioners that are dependent on the use of outcomes from research studies on the effectiveness of interventions and therapies, psychologists are advocates of new approaches that are not just supported by evidence but could be beneficial to their patients. However, the existence of these studies in the literature is limited despite the importance of social diversity to the cognitive, behavioral, developmental, and the mental health domains of the profession. As Bergiel, Gainey, and Bergiel (2015) noted the understanding of the issues and experiences that young people encounter from childhood to adulthood in a diverse world is essential for identifying their causes and effects on their social development and future socioeconomic and political potentials of the society.

Thesis statement

An integrated review of the literature on the psychological perspectives of growing up in a diverse world is critical to the development of future directions in psychotherapy and practical application of the psychosocial model during the administration of therapies for some of the mental issues that young people face today. Also, this position that is not just supported by the findings of the various studies that would be used for this integrative review but one that would

result in the multidisciplinary perspectives that are needed by practitioners across the different fields of psychology.

A review of the theories and concepts of the psychology of diversity through the experiences and issued faced by young people are important because of its interconnectedness with ideas and frameworks that are used behavioral, developmental, cognitive and social psychologists in their

respective practices. Also, it is an area of study that would help practitioners understands the social categories that constitute diversity and the influences of the changes on social norms and rules to accommodate the extent of these different aspects of diversity. According to Leman and Cameron (2017), the social psychologist is concerned about the effective application of the theoretical frameworks to the development of interventions that can be used to improve the interpersonal interaction between people from different ethnic groups, religious affiliations, gender, and disability groups among others.

The primary objective of the developmental psychologist is the influence of changes in ethnic and racial identity on the attitudes and emotions of patients at various stages of their lifespan development. Furthermore, Mikes-Liu (2015) writes that psychology of diversity is not just relevant to practitioners across various disciplines but critical to the capacity of the behaviorist to understand the complexities of the factors that responsible for the behavioral issues that are displayed by children and adolescents from ethnic minority groups. In this regard, the application of the psychodynamic theories to the formulation of intervention plans and therapies for behavioral problems would be more effective when they are based on evidence from studies on the issues faced by young people in a diverse world. For example, discrimination, stereotype, and morality are some of the concepts that this investigation can provide insights into their resolution through the experiences of diverse people. Also, the

cognitive dimensions of growing up with diversity are equally essential derivatives from the proposed integrative literature review because of its role in the development of social-cognitive models that can help children and teenagers deal with the challenges of living in a dynamic multicultural world (Moore, 2013). Therefore, the limited availability of evidence-based research practices on the models that children and adolescents can use to deal with the continually evolving cultural environments of diverse societies should drive the investigation into the discipline. Finally, these imperatives are required for determining the overall psychological theories and processes that can be used to shape the experiences of young people during their learning and reaction to the diverse forms in their society.

In conclusion, the resolution of the issues that young people encounter in

their interpersonal interactions, identity formation, and socialization have several implications for the field of psychology. Aside from its role in the expansion of the current body of knowledge and perspectives on the developmental and cognitive theories and frameworks that would help children and adolescents transit to adulthood smoothly, the findings from the integrative review of the literature would provide directions for future research activities on the topic. Finally, the focus on evidence from the literature on the reactions of this demographic to diversity or multiculturalism in their society would provide the framework that practitioners can utilize for the development of intervention models for behavioral, developmental, social, and mental health issues that are peculiar to children and adolescents.

References

Bergiel, E. B., Gainey, T. W., & Bergiel, B. J. (2015). Understanding the relationship between mental models, conflict and conflict asymmetry. Team Performance Management, 21(7/8), 320-338. https://search-proquest-com.proxy- library.ashford.edu/docview/1718490134?accountid=32521

Leman, P. J., & Cameron, L. (2017). Growing up with diversity: Psychological perspectives. Journal of Community & Applied Social Psychology, 27(5), 339-346. http://eds.b.ebscohost.com.proxy- library.ashford.edu/eds/ pdfviewer/pdfviewer?vid=0&sid=18dc68f9-9c11-477a-b91c- f85759576df7%40pdc-v-sessmgr05

Mikes-Liu, K. (2015). Is it possible to be a bit dialogical? Exploring how a dialogical perspective might contribute to a psychiatrist's practice in a child and adolescent mental health setting. Australian and New Zealand Journal of Family Therapy, 36(1), 122-139. http://eds.b.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?

vid=11&sid=825f0f18-0015-4e46-8432- 06c13d035299%40sessionmgr120

Moore, J. (2013). Tutorial: Cognitive psychology as a radical behaviorist views it. The Psychological Record, 63(3), 667-680. DOI:10.11133/ j.tpr.2013.63.3.019