Why is determining abnormal behavior or a mental disorder so difficult?

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Assignment 3: Challenges in Identifying Mental Disorders

Most mental disorders lie on a continuum with “normal” behavior at one end. For example, nearly everyone has a fear of something, but it does not rise to the level of a phobia. A behavior may seem abnormal in one context but completely normal in another context. These two aspects show why it can be challenging to properly identify mental disorders.

Using your textbook and the Argosy University online library resources, research the principles and methods of identifying mental disorders. Note particularly the diversity of views and the challenges of identification. Based on your research, write a reflective essay. Use the following question to direct your thoughts and organize your essay:

  • Why is determining abnormal behavior or a mental disorder so difficult?

To develop your essay, keep in mind issues such as the role of social norms in defining the abnormal, the multiplicity of indicators of what is abnormal, the stigma suffered by those identified as abnormal, and finally the need for objectivity in dealing with the concept.

Write a 2–3-page essay in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

By the due date assigned, post your assignment to the Submissions Area.

Assignment 3 Grading CriteriaMaximum PointsIdentified and analyzed theoretical and practical challenges in defining what is abnormal.35Identified and analyzed the consequences of identifying a behavior or person as abnormal.35Organized ideas in a logical structure and supported statements with reasons and research information.15Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.15Total:100

Are you always aware of your language and actions that might influence others?

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Think about who or what influences you and how you influence others. Are you always aware of your language and actions that might influence others? If you are not certain, you are not alone. Sometimes influence is obvious and intentional, and you are aware of it. However, often you may be influenced, or influence others, and not fully recognize it. When this happens, one area of concern is the aspect of social influence involved. Is the language you are using more like a big stick or are you dangling a carrot? In other words, is what you are saying or doing forceful or enticing? Awareness of everyday use of influence, and understanding characteristics of different forms of social influence, are important for maintaining standards of behavior in both personal and professional interactions.

For this Discussion, you will recall a time when you influenced another person’s thoughts or actions in a positive way.You will analyze and evaluate the aspects of influence you employed.

To prepare:

· Review Chapter 1 of the text. Pay particular attention to the meaning and differences between persuasion and coercion, propaganda, and manipulation.

· Recall a situation when you influenced another person in a positive way (e.g., addressed negative or harmful thinking or behavior).

· Reflect on the language and/or actions you used to influence the other person and which aspect of social influence (i.e., persuasion, coercion, propaganda, or manipulation), or a combination, most accurately characterizes your approach to the person.

· Consider to what degree you were aware of the type(s) of influence you were using and whether you would employ the same or different aspect(s) of social influence today.

PROJECT

By Day 3

Of Week 1 post responses to the following:

· Describe the situation and the language and/or actions you used to influence the person.

· Explain the aspect(s) of social influence most evident in your language/actions, and to what degree you were aware of using persuasion, coercion, propaganda, and/or manipulation at the time.

· Explain the outcome and your degree of success in influencing the person.

· Based on what you know now, explain whether you would use the same aspect(s) of social influence with this person today, or what type of influence you would employ instead, and give your reasoning.

Think about who or what influences you and how you influence others. Are you always

aware of your language and actions that might influence others? If you are not certain,

you are not alone. Sometimes influence is obvious and intentional, and you are aware

of it. However, often you may be influenced, or influence others, and not fully recognize

it. When this happens, one area of concern is the aspect of social influence involved. Is

the language you are using more like a big stick or are you dangling a carr

ot? In other

words, is what you are saying or doing forceful or enticing? Awareness of everyday use

of influence, and understanding characteristics of different forms of social influence, are

important for maintaining standards of behavior in both personal

and professional

interactions.

For this Discussion, you will recall a time when you influenced another person’s

thoughts or actions

in a positive way.

You will analyze and evaluate the aspects of

influence you employed.

To prepare:

·

Review Chapter 1 of the text. Pay particular attention to the meaning and differences

between

persuasion

and

coercion

,

propaganda

, and

manipulation.

·

Recall a situation when you influenced another person in a positive way (e.g.,

addressed negativ

e or harmful thinking or behavior).

·

Reflect on the language and/or actions you used to influence the other person and

which aspect of social influence (i.e., persuasion, coercion, propaganda, or

manipulation), or a combination, most accurately characterize

s your approach to the

person.

·

Consider to what degree you were aware of the type(s) of influence you were using and

whether you would employ the same or different aspect(s) of social influence today.

PROJECT

By Day 3

Of Week 1 post

responses to the following:

·

Des

cribe the situation and the language and/or actions you used to influence the

person.

·

Explain the aspect(s) of social influence most evident in your language/actions, and to

what degree you were aware of using persuasion, coercion, propaganda, and/or

manip

ulation at the time.

·

Explain the outcome and your degree of success in influencing the person.

·

Based on what you know now, explain whether you would use the same aspect(s) of

social influence with this person today, or what type of influence you would empl

oy

instead, and give your reasoning.

Think about who or what influences you and how you influence others. Are you always

aware of your language and actions that might influence others? If you are not certain,

you are not alone. Sometimes influence is obvious and intentional, and you are aware

of it. However, often you may be influenced, or influence others, and not fully recognize

it. When this happens, one area of concern is the aspect of social influence involved. Is

the language you are using more like a big stick or are you dangling a carrot? In other

words, is what you are saying or doing forceful or enticing? Awareness of everyday use

of influence, and understanding characteristics of different forms of social influence, are

important for maintaining standards of behavior in both personal and professional

interactions.

For this Discussion, you will recall a time when you influenced another person’s

thoughts or actions in a positive way.You will analyze and evaluate the aspects of

influence you employed.

To prepare:

 Review Chapter 1 of the text. Pay particular attention to the meaning and differences

between persuasion and coercion, propaganda, and manipulation.

 Recall a situation when you influenced another person in a positive way (e.g.,

addressed negative or harmful thinking or behavior).

 Reflect on the language and/or actions you used to influence the other person and

which aspect of social influence (i.e., persuasion, coercion, propaganda, or

manipulation), or a combination, most accurately characterizes your approach to the

person.

 Consider to what degree you were aware of the type(s) of influence you were using and

whether you would employ the same or different aspect(s) of social influence today.

PROJECT

By Day 3

Of Week 1 post responses to the following:

 Describe the situation and the language and/or actions you used to influence the

person.

 Explain the aspect(s) of social influence most evident in your language/actions, and to

what degree you were aware of using persuasion, coercion, propaganda, and/or

manipulation at the time.

 Explain the outcome and your degree of success in influencing the person.

 Based on what you know now, explain whether you would use the same aspect(s) of

social influence with this person today, or what type of influence you would employ

instead, and give your reasoning.

What you are looking for are signs of persisting (unresolved) oedipal issues.

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Your assignment is to attempt a psychoanalytic interpretation of George Benderman, the protagonist in Kafka’s short story, The Judgment. This must include, but need not be limited to, an analysis of the oedipal issues or themes expressed in the story.

Note: The protagonist of the story is a grown man. Therefore, you will not see a portrayal of the oedipal stage itself. What you are looking for are signs of persisting (unresolved) oedipal issues.

Remember the basic oedipal themes:

  • attachment to the opposite-sex parent – attachment that has erotic overtones or is otherwise ‘passionate’ (libidinal cathexis)
  • rivalry with the same-sex parent (aggressive cathexis)
    • a wish to eliminate and replace said parent, perhaps even murderous impulses
    • intense fear of reprisal/punishment at the hands of said parent
      The “natural” story would involve either the son’s defeat/destruction of the father, followed by intense guilt and self-inflicted punishment, or else the son’s defeat/destruction by the father. Of course, in ordinary life the conflicts are nearly always resolved without coming to such a pass.
      As the original oedipal crisis is (more or less) resolved, these wishes are repressed. If the resolution is successful, then the child relinquishes the craving for the opposite-sex parent and identifies with the same-sex parent. This entails taking on many of that parent’s qualities and values – resulting, among other things, in the “birth” of the superego. The child grows up to be an adult who can express the instinctual drives in appropriate ways – love and work. To the extent that the resolution is incomplete or unsuccessful, oedipal issues persist. However, they are likely to be disguised. These “disguises” may involve elements of primary process thinking (e.g., symbolization, condensation). They will also involve the use of defense mechanisms, protecting the individual against awareness of these anxiety-producing wishes and fears.
      Among the possible signs of unresolved oedipal issues are the following:
  • continued excessive attachment to/dependence on the opposite-sex parent – or possibly a reaction-formation against such attachment (e.g., severing all ties)
  • difficulty forming mature romantic/sexual relationships, including marriage (incomplete displacement of libido onto other love-objects)
  • continued hostility toward the same-sex parent, probably blended with fear – or possibly a reaction-formation against such hostility (e.g., solicitude)
  • problems with authority figures of one’s own gender, especially older ones. Perhaps:
    • excessive subservience (coupled with resentment)
    • self-defeating rebelliousness
  • difficulty taking on adult social roles (e.g., employment), especially if it involves:
    • surpassing parental achievements
    • detaching from one’s parents
  • intense guilt and neurotic anxiety over the expression of desire, produced by a punitive superego (internalized same-sex parent). Perhaps:
    • guilt/anxiety surrounding sexuality (love), which may be rigidly repressed or expressed in impulsive or otherwise self-defeating ways
    • guilt/anxiety surrounding behavior that might be taken as competitive with the same-sex parent (work)
  • inappropriate guilt over signs of weakness, injury, or illness in the same-sex parent (as if one were responsible: as if one’s unconscious infantile aggressive wishes were the cause)
  • Of course, no single individual will express all of these characteristics. One looks for two or three, or perhaps even for one that is very vividly present.

In reading The Judgment, be aware that this is not a realistic depiction of events. Rather, it is a highly subjective, almost dream-like or hallucinatory account – a strange hybrid of objective actuality with personal experiencing. The very first paragraph provides a clue to this, as each successive sentence moves further away from physical reality, further toward the fantastic intrapsychic sphere. Expect to see signs of primary process breaking through the surface story. Try to follow the permutations of the father-son relationship. When something unexpected happens, ask yourself: How might this reflect oedipal dynamics on a primary process level?

This assignment is a good opportunity to use a three paragraph essay format in a coherent fashion.

Please do not cite paper

  • attachment

    Kafka_The_Judgment.doc

Demonstrate ethical behavior in the use of technology

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Doctoral Project I

This course prepares the doctoral candidate for the development of a final project. It is the first of five courses to accomplish the final project. A review of research design, modes of inquiry, techniques of analysis, the social and ethical context of research, and the uses of research is undertaken. The focus of study is on the delineation of a problem in the field of psychology and a plan for conducting research that will lead to its resolution. Emphasis is on developing the background of the problem, statement of the problem, purpose, and significance of the study in respect to the proposed problem. The doctoral project is intended to make a significant contribution to the field of Psychology and provides an opportunity for doctoral candidates to integrate and apply theoretical and practical knowledge gained in the degree course work.

 

TABLE OF CONTENTS:

ACKNOWLEDGMENTS

ABSTRACT

LIST OF TABLES

LIST OF FIGURES

CHAPTER ONE OVERVIEW OF THE STUDY

Background of the Problem

Statement of the Problem

Purpose of the Study

Theoretical Framework

Significance of the Study

Limitations and Delimitations

Definitions and Key Terms

Organization

CHAPTER TWO LITERATURE REVIEW

Provide Heading for First Theme

Subheading-Level Two

Subheading-Level Three

Subheading-Level Two

Subheading-Level Two

Discussion for Section

Theoretical Framework

Summary

CHAPTER THREE METHODOLOGY

Research Method

Participants

Instruments

Data Collection

Data Analysis

CHAPTER FOUR RESULTS

Participants

Results Research Question One

Results Research Question Two

Results Research Question Three

Summary

CHAPTER FIVE DISCUSSION OF THE FINDINGS

Discussion of Findings

Implications for Professional Practice

Recommendations for Research

Conclusion

REFERENCES

APPENDIX A (if any and then list others below this one)

 

Learning Outcomes:

  • Evaluate course concepts critically and competently through interaction with diverse Learners and Mentors
  • Analyze various research methodologies
  • Identify a specific problem or an area for analysis and/or intervention
  • Formulate research questions and identify an applicable theory
  • Identify and establish key words regarding criteria or variables
  • Support research questions by assessing the literature
  • Demonstrate the ability to conduct research
  • Analyze and evaluate information critically and effectively
  • Demonstrate ethical behavior in the use of technology
  • attachment

    DoctoralProjectTemplate.docx

Why do adolescents need to establish their own identity rather than accept what their parents want for them?

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Paper 01

 

Adolescence Written Assignment

Using the “Library Resources” tab on the vertical menu to the left, find a recent scholarly science paper relevant to Chapter 11 or 12 using the Marymount library databases.

Write a summary of the paper.

Your summary should include answers to the following questions.

What was the hypothesis?
What was the research method used?
What did the research data reveal?
What was the author’s conclusion?
What does this new data mean for science? Does it change the way we look at old ideas and/or theories?
Why is the information in the paper important to the world, you, and the class?
Requirements:

1) The science paper has to be from the year 2018.

2) Your paper summary needs to include a the title of the paper you are summarizing, and the authors’ names.

3) Your paper summary needs to be at least a half page double-spaced. (1/2 page, Double Spaced)

4) In-text citations and bibliography must be in APA format.

Paper 02

 

Life Plan Assignment

Throughout our lives, most of us experience several significant events, or “life events.” Educational pursuits, career aspirations, recreational interests, marital life, children and end-of-life preferences are common subjects. The emotion surrounding these events varies, but each should cause us to examine our future (and past) to ensure we’re making the best decisions possible for ourselves, our friends, and our families.

A life plan is a detailed description of your decisions, intentions, hopes and dreams. A detailed life plan is instructive for creating greater clarity regarding life priorities and next steps.

Assignment instructions:

Pick a topic of interest in human growth and development. This could be something that you worry about in the future (i.e., your father getting Alzheimer’s Disease) or something that happened in the past that you wish had been handled better (i.e., your best friend was bullied in the 6th grade and you didn’t know what to do at the time) or something you are concerned about now (i.e., your friend is bulimic.)

Ways to identify a topic:

  1. List your mental, emotional, spiritual, physical and/or material needs.
  2. Identify your strengths and talents.
  3. Consider your hopes and dreams.

Once you have a topic.

  1. Outline concrete goals for dealing with your topic that satisfy things you identified in 1-3 above.
  2. Find academic research that supports your goals.
  3. Examine the details of your plan: How feasible is it? What issues might arise that would interfere with your plan? Do you have alternatives?

Your plan must cite at least three academic articles that offer support to your plan.  Your paper should be at least 2 pages long, double-spaced and follow APA format.

Discussion Questions

Q1) 

 

We all go through puberty, but how does the timing of puberty affect the psychological adjustment of boys and girls differently? Hypothetically, if you had a teen (boy or girl) who experienced puberty early, what could you (as a parent) do to support your child?

Q2)

 

Why do adolescents need to establish their own identity rather than accept what their parents want for them?

 

Q3)

 

Thinking about the health of your family members who are in middle adulthood, which midlife health problem is of greatest concern to you? What steps can you take now to help prevent it?

 

Note: Short answers are preferred for discussions (Preferably 100 words each)

Why is it important to evaluate sources for credibility, reliability, and bias?

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Topic 3 DQ 2

Why is it important to evaluate sources for credibility, reliability, and bias? What are possible consequences for not evaluating sources for these items?

The DQ response must be 200 words and have at least one citation and one reference in APA format

Topic 3 DQ 3

Why is Turnitin a valuable tool for students?

The DQ response must be 200 words and have at least one citation and one reference in APA format.

How do you cope with your stressors?

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Part 1: Interview a person whom you know to learn about stress and coping. For the interview, ask the following two questions:

What are your top three stressors (worries)?

How do you cope with your stressors?

Part 2: Complete the following in 1–2 pages:

  1. Summarize your interviewee’s responses to the two questions.
  2. Refer directly to the textbook or another credible source and discuss the effects a person’s response to a stressor and method of coping can have on his or her mental health.
  3. Explain how the interviewee or an individual can learn to cope with stressors in a healthy manner that may lead to more positive effects.

how did you move from parent dependence to independence

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600-800 words

III. Psychological

a. pick one theory such as Erikson, Kolhberg, Fowler, or Racial Cultural Development and describe/define it.

b. discuss your psychological development through the theory you selected

IV. Social

a. how did you move from parent dependence to independence

b. how were your interactions with your peer groups

c. did you ever get in trouble for repetitive negative behaviors

i. if you did, how did you reverse the negative behaviors.

V. Foundation Frameworks

a. pick a foundational framework, either strengths perspective or ecosystems theory (micro, meso, macro) and describe/define it

b. Talk about your adolescence through one of these two lenses

What are the major reasons for the digital gap between the older and younger generations? 

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SOCIAL NETWORKING DURING LATE ADULTHOOD

Older people text, tweet, and stream less than younger ones. Compared with emerging adults, older adults own fewer computers, are less connected to the Internet, and avoid social networking. Yet elders who have strong social networks and engage in cognitively stimulating activities tend to live longer, healthier lives. With the knowledge that you have about development and social media, please answer the questions below and complete the following tasks:

What are the major reasons for the digital gap between the older and younger generations?

Is the digital gap in social networking likely to increase or decrease in the future as current technologically savvy generations become “the older generation”?

Using the model of primary, secondary, and tertiary care, what steps could individuals and communities take to reduce the size of the digital gap?

Using Facebook or Twitter as a model, how would you modify popular social networking sites to be “friendlier” to older adults? Can you observe any ageism that occurs on these sites?

Create your very own social media site for people who are considered to be in the late adulthood portion of life. Include the following components:

  • Name of your site
  • Purpose of your site
  • Motto of your site
  • How you would explain (in step-by-step detail) the way that your site works?
  • What are the benefits of your site for this group vs. the other popular sites?
  • What tech support is available for those who experience issues with operating your site?

 

TRAIT THEORY AND PERSONALITY

The Internet contains a wealth of information about the various approaches to studying personality, including trait theory. For this activity, please visit the Keirsey Temperament Website ( http://keirsey.com ), complete the Keirsey Character Sorter and Keirsey Temperament Sorter II and follow up by answering the questions from Handout 3 (attached).

HANDOUT 3 Developmental.docx

 

HANDOUT 3

Internet Activity: Trait Theory and Personality 

Trait theory is one of the most popular approaches to studying personality. Researchers who work from this perspective search for identifiable, enduring patterns of behavior and thought processes that seem to apply to all people. To learn more about trait theory firsthand, visit the Keirsey Temperament website (http://keirsey.com) and complete the Keirsey Character Sorter and the Keirsey Temperament Sorter II. Then complete the following questions: 

1. How does the creator of this website define temperament?

2. What determines temperament?

3. How stable is temperament over the life span?

4. What are four basic temperaments? Briefly describe each type and give an example of each from the world of science, politics, or the arts.

5. Do you fit one of these patterns? Which one?

6. What role does temperament play in choosing a mate? What temperaments attract each other?

7. How valid do you believe these online scales to be as measures of personality?

What responsibilities should parents have  if they know their children are obese?

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Read the article above, “Young Kids, Old Bodies” and answer the questions below.  Each essay should be approximate total of 250 words.  A minimum word response (65 words) on each  question is usually correlated with no better grade than a “C.”  Use  standard written English in your response to each question.  There will  be a Grammar/Syntax Evaluation as stated in the fourth section.

1.  Apply critical thinking skills through inquiry by reading with a  purpose to identify three physiological results that correlate with the  premature aging process associated with obese children’s bodies.

2.  Use communication skills to reflect the successful  identification of three programs and one distinct strategy used by each  program to address obesity in children.  In your opinion, based on your  lifespan knowledge taken from this class, which program appears to be  the most comprehensive as evidenced by its taking the biological,  social, psychological, and cognitive influences into consideration in  its strategy and why is it the most comprehensive.

3.  Apply critical thinking and communication skills to draw three  conclusions from the visual data presented in the article and use the  conclusions drawn to make inferences about future projections based on  the data.

4. According to the article, obesity has reached epidemic  proportions among children.  What responsibilities should parents have  if they know their children are obese? What measures should parents take  to protect their children from becoming obese? Does the government have  an obligation to protect children from foods, chemicals, or ingredients  that are known to be correlated with obesity?  Support your position  coherently and reasonably. (Civic Engagement/Analysis of Knowledge)

5.  Grammar/Syntax Evaluation of Student Writing.  Grammar will be  evaluated based on the following areas:  Subject/Verb agreement;  appropriate verb tense; fragments (subject or verb missing from  sentence); run on sentence (Two sentences joined together incorrectly  without a comma and/or a coordinating conjunction (FANBOYS); comma  splice (two sentences joined together incorrectly with only a comma).   Syntax is defined as the creation of words and phrases to create  well-formed sentences in a language.

Place the answers to the individual questions in the dialog box below.