The thesis is the statement of your perspectives on the literature. It should also include the rationale and relevant empirical and theoretical background supporting your perspectives. The primary objective is to outline specific areas of inquiry you intend to answer in the course of the Integrative Literature Review. Although they may change during the course of the review, articulating these areas of inquiry early will help provide focus and direction for your research. Begin by introducing the areas of inquiry to be included in your Integrative Literature Review. Explain your perspective on the literature and include how you arrived at this viewpoint, how the literature you have chosen to include supports this viewpoint, and why this perspective is relevant to the field of psychology.Based on your introduction, briefly discuss the literature you have chosen by integrating concepts developed from the four different content domains (Developmental Psychology, Psychopathology, Cognitive Psychology and Psychopharmacology). Be sure to utilize at least one peer-reviewed source per domain. Construct clear and concise arguments using evidence-based psychological concepts and theories to support your perspectives regarding the literature. To conclude, identify any overarching implications shown in the studies and describe how these influenced your perspectives on the literature?
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.
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
https://writingcenter.uagc.edu/writing-a-thesis
https://writingcenter.uagc.edu/writing-a-thesis
https://writingcenter.uagc.edu/thesis-generator
https://writingcenter.uagc.edu/thesis-generator
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.
https://writingcenter.uagc.edu/writing-literature-review
https://writingcenter.uagc.edu/writing-literature-review
https://writingcenter.uagc.edu/writing-literature-review
https://writingcenter.uagc.edu/writing-article-critique
https://writingcenter.uagc.edu/writing-article-critique
https://writingcenter.uagc.edu/writing-article-critique
https://writingcenter.uagc.edu/introductions-conclusions
https://writingcenter.uagc.edu/introductions-conclusions
https://writingcenter.uagc.edu/introductions-conclusions
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
http://writing.umn.edu/sws/quickhelp/process/titles.html
http://writing.umn.edu/sws/quickhelp/process/titles.html
http://writing.umn.edu/sws/quickhelp/process/titles.html
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
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