Assignment 2

Psychology

[Author Name(s), First M. Last, Omit Titles and Degrees]

[Institutional Affiliation(s)]

Author Note

[Include any grant/funding information and a complete correspondence address.]

Self-medication with Nicotine

A public statement among populations and particularly, also between psychological professionals, is that persons with psychological diseases use nicotine and related substances as self-medication to alleviate medical indications and the side effects of these managements. Origins of the self-medication idea in psychotherapy were first used in 1980s. Researchers have shown that smokers and nicotine users in schizophrenic individuals are more as compared to normal individuals ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"XYfZbeKe","properties":{"formattedCitation":"(Kendler, L\\uc0\\u246{}nn, Sundquist, & Sundquist, 2015)","plainCitation":"(Kendler, Lönn, Sundquist, & Sundquist, 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler, Lönn, Sundquist, & Sundquist, 2015). Nicotine use in individuals with mental health disorders, is due to its appealing and alluring effects. Supplementary evidence originated from experiments performed on animal models injected with nicotine suggests that self-medication with nicotine is a believable notion ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"PeuZBvK6","properties":{"formattedCitation":"(Kendler et al., 2015)","plainCitation":"(Kendler et al., 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler et al., 2015). Currently, consequences from studies in which comparisons between individuals using nicotine and non-users were evaluated ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aEnYc0p9","properties":{"formattedCitation":"(Advokat, Comaty, & Julien, 2014)","plainCitation":"(Advokat, Comaty, & Julien, 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat, Comaty, & Julien, 2014). This study has advocated a question mark on the self-medication theory.

Closer inspection of the literature suggests that nicotine is less helpful in schizophrenic individuals. However, the use of nicotine has highlighted the cumulative threat of cancer and other nicotine related diseases. Studies suggest further scrutinizing the results for the self-medication perception. This study approaches the perception of the use of nicotine in alleviating the symptoms of schizophrenia. The supreme communal method of self-medication with nicotine is the use of cigarettes ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"2ADDT46y","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). The chief constituents of tobacco are nicotine and the other constituents are collectively termed as tar. Tars are chemicals that cause cancer, and account for almost all kind of nicotine related diseases ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YONozt1p","properties":{"formattedCitation":"(Kendler et al., 2015)","plainCitation":"(Kendler et al., 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler et al., 2015). Nicotine adheres to tar condensations to be immersed by tissues present in the body especially in the lining of the nose, lungs, and throat. Over years of smoking, these body parts develop diseases and disorders that later develop into cancers and emphysema. The addictive nature of nicotine influences many smoking-linked illnesses ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"YCGq2NtN","properties":{"formattedCitation":"(Kendler et al., 2015)","plainCitation":"(Kendler et al., 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler et al., 2015). It also attracts the individuals to continue exposing themselves to nicotine. Nicotine is linked with the addictive nature of schizophrenic patients who continue using it.

Researchers have found a livelihood in the literature for definite forecasts of the self-medication theory. Patients with schizophrenia smoke more than healthy people and significantly greater than persons having other mental health disorders. Reasons for smoking more are different in different persons ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ZlEn22ep","properties":{"formattedCitation":"(Kendler et al., 2015)","plainCitation":"(Kendler et al., 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler et al., 2015). The patients who smoke were better in cognitive behaviors and show extraordinary behaviors. However, on the other side, smoking is directly linked with the development of cancers and other health illnesses. It has also been observed that patients used to smoke to allay the unwanted and troubling side effects of schizophrenia ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"L6n7ZD6m","properties":{"formattedCitation":"(Kendler et al., 2015)","plainCitation":"(Kendler et al., 2015)","noteIndex":0},"citationItems":[{"id":143,"uris":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/YETNRE4H"],"itemData":{"id":143,"type":"article-journal","title":"Smoking and schizophrenia in population cohorts of Swedish women and men: a prospective co-relative control study","container-title":"American Journal of Psychiatry","page":"1092-1100","volume":"172","issue":"11","author":[{"family":"Kendler","given":"Kenneth S."},{"family":"Lönn","given":"Sara Larsson"},{"family":"Sundquist","given":"Jan"},{"family":"Sundquist","given":"Kristina"}],"issued":{"date-parts":[["2015"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kendler et al., 2015). Simultaneously smoking was increasingly linked with harmful effects for the body. Further research and studies required to explore the areas which still are underlined.

Allosteric Modulators

Schizophrenia is an extremely incapacitating mental sickness that troubles roughly 1% of the worldwide populace. Cognitive and undesirable arrears explain the enduring disability linked with schizophrenia. Novel drugs are required to treat these features of the illness. Schizophrenia arises due to the dysfunction of glutamate synaptic transmission. Various studies have suggested that pre and postsynaptic methods that affect glutamatergic synaptic transmission may help in treating schizophrenia ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"K91XyNHG","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). The development of orthosteric glutamatergic mediators for these methods is difficult. In the given scenario, directing allosteric positions for these methods has arisen as an encouraging alternative. Allosteric positions would provide the best opportunity to many chemicals which can provide drug-like characteristics. Additionally, allosteric modulators are well suited to establish extremely accurate temporal and spatial characteristics of glutamatergic synaptic transmission.

All main processing of the central nervous system needs fast and accurate communication among neurons ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bM5Sv0tK","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). Neurons are structured in circuits that are arranged in the form of di-synaptic loops. Some neurons are arranged in the form of interconnected networks of loops. Together they perform various important communications and other functions of the central nervous system. From one neuron to the other neuron, there is a gap which is called synapsis. Transmission is done by utilizing special proteins called neurotransmitters through these synapses. These neurons become excited and functional by excitatory and inhibitory ion channels. These channels are ion-based and are modulated by G proteins. G proteins coupled receptors control intercellular signaling ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bLWRjvBl","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). This signaling is completed by using paths of initiation of G proteins, or via communication with β-arrestin, and sometimes utilizing other proteins. These proteins work as signaling proteins.

Proper and accurate transmission of signals requires fine-tuning interactions between the Central nervous system and modulators. Interactions between receptors and central nervous system is a very delicate procedure. Obstruction of any other disturbance in the transmission process can interrupt gene translation or gene transcription. Adverse effects may be produced due to any small changes in the transmission process. Similarly, allosteric modulators with extraordinary specificity can establish and distinguish among sub populations of a specific receptor subtype built on the receptor's dimerization condition ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"XARSnwHH","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). The allosteric modulators have specificity and can easily detect the target to enhance and facilitate the transmission. Studies have shown that these developments are elaborating the vision into the genetic roles of definite receptor populations. This also grasps pronounced potential for treating several Central nervous system diseases. Allosteric modulators can stimulate the acetylcholine system better than any other drug. Allosteric modulators can work and produce drug-like properties when target specific receptor sites present at glutamatergic mediators ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UHBPlVjX","properties":{"formattedCitation":"(Advokat et al., 2014)","plainCitation":"(Advokat et al., 2014)","noteIndex":0},"citationItems":[{"id":142,"uris":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"uri":["http://zotero.org/users/local/qnvKw9vm/items/V9CDATAC"],"itemData":{"id":142,"type":"book","title":"Julien's Primer of Drug Action","publisher":"Macmillan Higher Education","ISBN":"1-4641-9886-1","author":[{"family":"Advokat","given":"Claire D."},{"family":"Comaty","given":"Joseph E."},{"family":"Julien","given":"Robert M."}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Advokat et al., 2014). Allosteric modulators can site the receptor and have special characteristics to bind and enhance the transmission of glutamate synapsis.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Advokat, C. D., Comaty, J. E., & Julien, R. M. (2014). Julien’s Primer of Drug Action. Macmillan Higher Education.

Kendler, K. S., Lönn, S. L., Sundquist, J., & Sundquist, K. (2015). Smoking and schizophrenia in population cohorts of Swedish women and men: A prospective co-relative control study. American Journal of Psychiatry, 172(11), 1092–1100.

Assignment 2: Course Project Part I: Interview And Background Research

Assignment 2: Course Project Part I: Interview and Background Research

[Name of the Writer]

[Name of the institution]

[Date]

Interview and Background Research

Introduction

Getting anxious about things is a part of life and everyone experience this feeling often in their lives when they come across stressful situations. Being anxious is not always a bad thing as anxiety help us to plan many things in advance and makes us prepare for any unfortunate event to come. The problem arises when this feeling of anxiety starts occurring more than usual and the intensity increases to the point that it starts affecting physical and mental health badly. Not every person is capable of handling too much stress and this is why the pressure on them makes the situation uncontrollable for them to handle. According to DSM-5 criteria, the high level of worry which is occurring for at least six months and is hard to overcome is known as “Generalized Anxiety Disorder” (American Psychiatric Association, 2013). This mental disorder is also famously known as free-floating anxiety where the stress is unreasonable and challenging to control.

Thesis

This paper aims at exploring the Generalized Anxiety Disorder (GAD) and to assess the symptoms, causes, risk factors and treatment related to this mental illness. The purpose of this paper is to seek medical help for the patients of GAD and help them make aware of this common yet undiagnosed disorder. The paper will also throw some light on the recent researches conducted on this issue.

Transitions

Diagnosis

The GAD is characterized by a number of research methods. One of these pieces of evidence for the disorder contains a more modest, smaller, and perhaps a credible approach towards the understanding of GAD. The disorder consists of depression, stress, and agitation to an extreme level where it comes to a disorder. The diagnostic therefore for the disorder are major depression, underlying genetic predisposition, specific environmental experiences, and some basic personality traits. GAD is commonly coherent with some other major disorders, such as anxiety, mood swings, PTSD, social phobia, and depressive disorder. Some people who often do not have GAD as their diagnostics, experience panic attacks and such. Moreover, other use of substance abuse and other drugs can often lead to these clinical factors. Diagnostic of GAD often go through a couple of stages such as the mental health check-up. Moreover, doing a physical exam to look for any underlying medical signs for the anxiety.

Other ways of diagnostic of GAD can be found through blood or urine samples collected from the patient in a suspected medical condition. Moreover, asking detail questions about symptoms and involving other psychological questions. Other diagnosis efforts include daily life stress which may be influenced in the overall stress level. Moreover, having a difficult mental health condition can determine the right set of diagnosis to use. Worrying significantly in some condition can alter the diagnosis of GAD. Moreover, having being upset most of the times and being stressful about real-life situations can contribute towards the overall GAD. Personal life and other contributing factors can lead to GAD. So to generalize this disorder, panic attacks are most frequently found in most patients having GAD. The negative effects of the patient's life are related to their activities and the stress which is caused by physical attributes. Such an influence from external factors can cause GAD symptoms.

Symptoms of Generalized Anxiety Disorder

Symptoms of GAD are concerned with its diagnosis and requires seeking medical help. These symptoms of GAD can vary from muscle ache to headaches or other stomach problems. Sometimes, when people became detached with reality and more attached to materialistic things, they often adapt to depression, and alcoholism (Lader, 2015). Apart from substance addiction, patients also adapt to other emotional behaviors such as suicidal tendencies and such. These behaviors often have a huge impact on a person. Moreover, symptoms such as excessive fatigue from a workload, excessive irritability, limited sleep, can become major factors of GAD symptoms. In some cases, illnesses or disorders such as these are inherited or prolong from an ancestral line. A well assesses medical history or some kind of mental illness can also determine the symptoms of GAD. Symptoms such as the one above and the other few along with lack of concentration, restlessness, and such can be excessively found.

Symptoms of GAD can also be characterized into different stages depending on the prevalence, age, and gender factors involved. GAD is relatively a common health condition but can be repellent if proper care and attention towards psychological wellbeing are pursued. The symptoms which are found in almost 3 percent of the total population are anxiety, stress, and PTSD. If by some extent the GAD disappears, it may get replaced by another relevant anxiety disorder symptom such as a somatic symptom disorder. These are relatively characterized by health and physical symptoms and concerns (Lader, 2015). The clinical symptoms caused by GAD can be characterized as impairment in social occupation and other functional areas. Moreover, disturbance in physical attributes and common panic attacks can relatively be called as symptoms of GAD. Moreover, apprehensive occurrences of events can cause a string of GAD symptoms to occur.

Treatment options available

Treatment of GAD is linked with seeking medical help as being anxious out of control and excessively requires a health practitioner attention. Treatment in terms of medicinal and support from a health practitioner is essential. Treatment and exponential care are extensively required for a patient with GAD symptoms as the goal is to help the patient to act normally in life while doing every function (Watson & Greenberg, 2017). A combination of cognitive medical therapy (CBT) and medications are provided to the patient so that it can be helpful to some extent. Although medications are a key part of any treatment within a selected disorder, it is also required that other useful approaches are implemented (Plummer, Manea, Trepel & McMillan, 2016). Depending on the severity of the GAD case, the health practitioner always provides the best medication method to the patient. Moreover, other preventative methods are always useful for treatment effectiveness. Preventing alcohol, cigarettes, caffeine and such can be helpful in preventing the GAD.

Recent Research on GAD

There has been a lot of research based on GAD. The researches which have been emphasized include the psychological causal factors, such as the uncontrollability and unpredictability of the disorder (Grillon, Connell, Lieberman, & Ernst, 2017). Moreover, the positive functions and negative consequences linked with the disorder (Khazanov, Ruscio & Swendsen, 2018). Lastly, the biological causal factors which are characterized through genetic, neuro-hormonal abnormalities, and cognitive behavioral therapies (Kim, 2018). These researchers have shown useful techniques that can be helpful in reducing distortive cognitions and information processing biases. The nature of GAD has been evolving the researches have been trying to understand and its proper diagnostics. Positive functions are linked with the nature of the disorder, whereas the negative consequences are linked with the catastrophic outcomes. Latest studies in the field of mental disorders have also suggested emotion-focused therapy for the GAD (Watson & Greenberg, 2017). Research has shown that anxiety occurs as a functional deficiency promotes maintenance and thus a new neurotransmitter is evolved.

Conclusion

Worries derived from generalized anxiety disorder do not disappear on their own - on the contrary, they only tend to worsen. Therefore, medical treatment and support are essential. Seeking medical help before anxiety becomes a major problem is also crucial to avoid complications. Feeling anxious is normal, but when it becomes persistent and out of person’s control, it is good to make a medical appointment. Especially when there is an excessive concern, to the point of interfering in work, relationships in other parts of the life. There are dangers of depression, alcoholism, or drug dependence and the suicidal thoughts that can damage the mental capability of the person who is having this mental disorder.

Interview Questions for GAD

When did the symptoms start?

How is your routine? How much stress do you usually face in your daily life?

Do you feel constantly tired, irritable and having trouble concentrating on day to day tasks?

Have you had thoughts or behaviors associated with suicide?

Have you taken any steps to relieve the symptoms? And it worked?

How often do you feel anxious?

Do you feel that anxiety is affecting your quality of life?

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Grillon, C., O’Connell, K., Lieberman, L., Alvarez, G., Geraci, M., Pine, D. S., & Ernst, M. (2017). Distinct responses to predictable and unpredictable threat in anxiety pathologies: effect of panic attack. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 2(7), 575-581.

Khazanov, G. K., Ruscio, A. M., & Swendsen, J. (2018). The “Brightening” Effect: Reactions to Positive Events in the Daily Lives of Individuals with Major Depressive Disorder and Generalized Anxiety Disorder. Behavior Therapy.

Kim, Y. K. (Ed.). (2018). Treatment Resistance in Psychiatry: Risk Factors, Biology, and Management.

Lader, M. (2015). Generalized anxiety disorder. In Encyclopedia of psychopharmacology (pp. 699-702). Springer, Berlin, Heidelberg.

Plummer, F., Manea, L., Trepel, D., & McMillan, D. (2016). Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic meta-analysis. General hospital psychiatry, 39, 24-31.

Watson, J. C., & Greenberg, L. S. (2017). Emotion-focused therapy for generalized anxiety. American Psychological Association.

Assignment 2: Intake Interview Analysis

Assignment 2: Intake Interview Analysis

Your Name (First M. Last)

School or Institution Name (University at Place or Town, State)

Assignment 2: Intake Interview Analysis

The career that I have selected is a college counselor and the educational organization I will like to join after my degree is American University Washington. Reason for selecting this organization is that I will be able to practice my counseling skills to the fullest in the role or counselor. With increasing psychological issues increasing in the younger population, it is really important to identify the mental state of the interviewee.

Educational institutions are building blocks of society. Intake interviews are really important for the educational institutions during the admission phase and after the admission phase. In the admission phase, it is critical to access if the potential student is emotionally stable or if the student is already seeking counseling. Students face different kinds of challenges in their student lives, especially in the first years of college. Students often find it difficult to deal with stressful situations due to academic pressure, personal problems, adjustment issues or maybe only due to their first experience away from home. In such cases, the role of the first intake interview becomes more critical. It is a fact that shooting incidents and suicide problems are increasing in the students. And sometimes the reasons are, but due to the fact that they were not sorted at the right time, students reach a horrific state of mind. Intake interview gives students a chance to understand how the counseling sessions can help them. It is the most important chance for the counselor to build the trust of a student client so that he continues to attend the needed sessions with the counselor. In 50% of the cases, after the intake interview, clients never show up for the next sessions because of the failed sessions. This shows how it is essential to develop a comfort level and trust with a student in the first meeting. Such an interview is significant for the college as, every institute needs healthy students that can maintain their productivity and contribute to a better institutional environment ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bVgMtF9Y","properties":{"formattedCitation":"(Fritscher, n.d.)","plainCitation":"(Fritscher, n.d.)","noteIndex":0},"citationItems":[{"id":1489,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/V3SFU8KR"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/V3SFU8KR"],"itemData":{"id":1489,"type":"webpage","title":"Questions Your Therapist May Ask During Your Phobia Intake Interview","container-title":"Verywell Mind","abstract":"When starting therapy for a phobia, your first appointment will be an intake interview. Here's what types of questions will be asked.","URL":"https://www.verywellmind.com/intake-interview-2671608","language":"en","author":[{"family":"Fritscher","given":"Lisa"}],"accessed":{"date-parts":[["2019",3,16]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Fritscher, n.d.).

If a student comes with suicidal thoughts in the first interview or shows the harmful tendencies and anger issues, it becomes imperative for the counselor to address them appropriately. Such student, if not handled appropriately can become a threat to himself and the fellow students and staff.

Intake interviews are also essential in the admission process, as it is the best place to conduct an intake interview. This will help the institution to select healthy individuals for the institution ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UOXZkXZN","properties":{"formattedCitation":"(\\uc0\\u8220{}Ethics Rounds,\\uc0\\u8221{} n.d.)","plainCitation":"(“Ethics Rounds,” n.d.)","noteIndex":0},"citationItems":[{"id":1481,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/AZVN3GMK"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/AZVN3GMK"],"itemData":{"id":1481,"type":"webpage","title":"Ethics Rounds: The unique challenges of campus counseling","container-title":"https://www.apa.org","abstract":"Working in a campus counseling center today requires an exceptional measure of clinical skill, political acumen, organizational understanding and ethical reflection.","URL":"https://www.apa.org/monitor/2008/06/ethics.html","shortTitle":"Ethics Rounds","language":"en","accessed":{"date-parts":[["2019",3,16]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Ethics Rounds,” n.d.).

When a counselor is working in close relationship with students one of the significant ethical issues that arise is the limits of confidentiality. It is essential for the client to know that whatever issue he discusses with the counselor, it will stay confidential between both parties. It becomes difficult for the counselor to keep confidentiality. For example, if a student is having serious trouble or is dealing with severe issues, the counselor needs to breach the confidentiality to the parents or the relevant higher authorities ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"bmhfMwSG","properties":{"formattedCitation":"(Bhola & Raguram, 2016)","plainCitation":"(Bhola & Raguram, 2016)","noteIndex":0},"citationItems":[{"id":1483,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/EUAX8GLZ"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/EUAX8GLZ"],"itemData":{"id":1483,"type":"book","title":"Ethical Issues in Counselling and Psychotherapy Practice: Walking the Line","publisher":"Springer","number-of-pages":"257","source":"Google Books","abstract":"This edited volume comprehensively examines the critical ethical challenges that arise in the practice of counselling and psychotherapy. It translates philosophical positions and professional ethical guidelines in a way that can be applied to practice. The various chapters focus on specific ethical issues that emerge in working with a range of different client groups; for example, children, couples and families. While some ethical imperatives are common across the board, others could be more closely associated with certain client groups. Practitioners might experience uncertainty in working with vulnerable client groups; for example, lesbian/gay/transgender/intersex (LGBT) clients, or persons who report intimate partner violence. Several chapters raise questions, provide information and additional resources to enhance ethically informed practice. Chapter contributions also highlight the ethical dilemmas that might be unique to certain contexts; for example, private practice, schools and consultation-liaison settings. This volume also addresses contemporary and relatively less understood playing fields like ‘digital ethics’ related to therapist-client interface in the internet space and the navigation of ethical dilemmas in the newly emerging field of employee assistance programmes which address mental health needs in the corporate sector. Written by experienced practitioners of psychotherapy, and culturally contextualized, this is a valuable resource for academics and practitioners interested in psychotherapy and counselling.","ISBN":"978-981-10-1808-4","note":"Google-Books-ID: ugZODQAAQBAJ","shortTitle":"Ethical Issues in Counselling and Psychotherapy Practice","language":"en","author":[{"family":"Bhola","given":"Poornima"},{"family":"Raguram","given":"Ahalya"}],"issued":{"date-parts":[["2016",10,20]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bhola & Raguram, 2016).

Another challenge counselor’s face in the intake interview is the cultural and traditional boundaries of the client. While dealing with the diverse population, this appears as the biggest challenge. Students come to universities from different cultural backgrounds. In such situations, counselors need to be fully aware of their own cultural biases. And make sure that they don't offend any client's sentiments ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"296EcPDa","properties":{"formattedCitation":"(\\uc0\\u8220{}A Look at Ethical Issues in School Counseling,\\uc0\\u8221{} 2015)","plainCitation":"(“A Look at Ethical Issues in School Counseling,” 2015)","noteIndex":0},"citationItems":[{"id":1485,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/JZIXLSSW"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/JZIXLSSW"],"itemData":{"id":1485,"type":"webpage","title":"A Look at Ethical Issues in School Counseling","container-title":"oll","abstract":"School counselors must always be aware of ethical standards in their work. Any type of counseling profession involves ethics, but the fact that school counselors are working with minors and during crucial stages in their emotional and mental development makes being aware of ethical standards and issues even more important.","URL":"https://onlineprograms.ollusa.edu/ma-in-counseling/resources/ethical-issues-in-school-counseling","language":"en","issued":{"date-parts":[["2015",12,14]]},"accessed":{"date-parts":[["2019",3,16]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“A Look at Ethical Issues in School Counseling,” 2015).

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY A Look at Ethical Issues in School Counseling. (2015, December 14). Retrieved March 16, 2019, from https://onlineprograms.ollusa.edu/ma-in-counseling/resources/ethical-issues-in-school-counseling

Bhola, P., & Raguram, A. (2016). Ethical Issues in Counselling and Psychotherapy Practice: Walking the Line. Springer.

Ethics Rounds: The unique challenges of campus counseling. (n.d.). Retrieved March 16, 2019, from https://www.apa.org/monitor/2008/06/ethics.html

Fritscher, L. (n.d.). Questions Your Therapist May Ask During Your Phobia Intake Interview. Retrieved March 16, 2019, from https://www.verywellmind.com/intake-interview-2671608

Assignment 2: Lasa 1-Create An Interview Guide

LASA 1-Create and Interview Guide

Interviewing Techniques

Kodey Watkins

10/15/2018

School or Institution Name (University at Place or Town, State)

LASA 1-Create and Interview Guide

Interview Purpose

It is the ethical responsibility to pursue the well-being of the client. This means the specific purpose of the interview is to help the client who is seeking help for persistent headaches and problems in sleeping. It will be extremely important to be able to model questions to the specific to the client’s case who is suffering and in need of professional help. I will gather information from the client by asking, and close-ended questions; then I will use the information to serve the client to help figure out the source of his problems. At the end of an interview, I will form my analysis to guide client deal with his problems through lifestyle changes and the required treatment.

Interview Structure

The structure of the interview is important because it helps to establish a more comfortable environment for the client. And helps the client to open up about his stresses and problems which not only helps to understand the problem but also promotes the client/clinician relationship. This is how I will structure an interview. First, I will introduce the client to the interviewing process and communicate the interview’s purpose, as explained above, with him. This generally will help to set the track and pace for the client. It is significant for the interview for both the interviewer and the client to give their brief backgrounds. I will introduce myself to the client and he will do the same. This allows the client to know the credentials of the interviewer, which makes him trust the interviewer and for the interviewer, it gives him vital information regarding the case from a firsthand account through the client. The questioning portion of the interview will then move to closed-ended questions to gain basic information such as objective facts, followed by open-ended questions to gain more complex information for the treatment plan. By the end of the interview, hope is to obtain a diagnosis and come closer to means for treating the symptoms. After this procedure, the formulated plan will be followed in the client/clinician relationship, which needs to be agreed upon by both client and clinician. This plan will demonstrate the ethical priority of the client’s well-being ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UEHEnetm","properties":{"formattedCitation":"(\\uc0\\u8220{}Structured and Unstructured Interviews | Simply Psychology,\\uc0\\u8221{} n.d.)","plainCitation":"(“Structured and Unstructured Interviews | Simply Psychology,” n.d.)","noteIndex":0},"citationItems":[{"id":1446,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/MFPTQDUB"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/MFPTQDUB"],"itemData":{"id":1446,"type":"webpage","title":"Structured and Unstructured Interviews | Simply Psychology","URL":"https://www.simplypsychology.org/interviews.html","accessed":{"date-parts":[["2019",3,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Structured and Unstructured Interviews | Simply Psychology,” n.d.).

Interview Questions to obtain information

Closed-Ended Questions:

What is your gender, age, marital status, and employment status?

What type of symptoms are you experiencing?

Which symptom is most troublesome for you?

When did you first notice the symptoms?

Did anything particular happened on the day, you first time experienced symptom?

How long does each headache last? How many times per day?

Have you noticed any regular patterns to the headaches?

How many hours a night do you sleep?

Do you feel anxious, hopeless, depressed?

Open-Ended Questions:

Do you take a nap in the morning?

When you wake up in the morning?

How can't sleep at night or you get poor sleep? Like you keep waking in the middle of the night?

How are you feeling today?

How do you feel after a sleepless night?

When was the last time you had a good sleep?

Can you tell me what sort of treatment you are comfortable pursuing?

Why do you think stress influences these symptoms?

Tell me your complete routine of the day?

In your opinion, how outside factors and personal factors are causing you to be stressed? ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ZgSD02E8","properties":{"formattedCitation":"(Fall, Holden, & Marquis, 2017)","plainCitation":"(Fall, Holden, & Marquis, 2017)","noteIndex":0},"citationItems":[{"id":1444,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/AU3EEX8Z"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/AU3EEX8Z"],"itemData":{"id":1444,"type":"book","title":"Theoretical Models of Counseling and Psychotherapy","publisher":"Taylor & Francis","number-of-pages":"550","source":"Google Books","abstract":"The third edition of Theoretical Models of Counseling and Psychotherapy provides a comprehensive overview of a variety of major counseling theories and focuses on the integration of different theoretical models. With new information on multiculturalism, diversity, and cutting-edge theories such as psychosynthesis, the book offers a detailed description of the philosophical basis for each theory as well as historical context and biographical information on each theory’s founder. Chapters include new case excerpts and clinical examples, and each chapter follows a consistent structure in its exploration of each theory’s features, including its approach to and ideas on personality development, human nature, the role of environment, the change process in therapy, and contributions and limitations to the mental health field. Theory-specific information on diagnosis, psychopharmacology, spirituality, and gender issues is also discussed, and the book is accompanied by a companion website where professors and students will find exercises and course material that will further deepen their understanding of counseling theory and allow them to easily bridge classroom study to future practice. Available for free download for each chapter: PowerPoint slides and a testbank of 21 multiple-choice questions","ISBN":"978-1-317-55826-2","note":"Google-Books-ID: IjslDwAAQBAJ","language":"en","author":[{"family":"Fall","given":"Kevin A."},{"family":"Holden","given":"Janice Miner"},{"family":"Marquis","given":"Andre"}],"issued":{"date-parts":[["2017",2,17]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Fall, Holden, & Marquis, 2017).

Technique Examples

In the interview, I hope to be able to actively listen to what the client is telling me so that I may be able to paraphrase and summarise what the client is saying to me. This will allow me to be able to understand the situation more in-depth and keep a firm grasp on the situation. To be able to do this, I will need to let the client talk in significant amounts without any break and then will give the information him and ask him questions to make sure that I am on the right page with them.

Paraphrasing- to paraphrase in this scenario, I may pick out an individual detail given by the client and then tell the client to provide me with the details on this topic. For example, the client tells the symptoms that he feels and describe them disturbing, so iI will rephrase his line and ask him how he actually finds the symptom disturbing. This rephrasing will make the client feel that I was listening to him attentively.

Summarizing- A summarization would be used after a large group of questions to make sure the ideas for all are thoroughly understood before moving on to the next section.

Reflecting- The reflection will come at the end of the session right before the treatment plan. This is to make sure all the material that was talked about is looked over and that it is extensively peered into before the treatment plan ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"QIpHOxsn","properties":{"formattedCitation":"(\\uc0\\u8220{}Reflecting and Paraphrasing \\uc0\\u8226{} Counselling Tutor,\\uc0\\u8221{} n.d.)","plainCitation":"(“Reflecting and Paraphrasing • Counselling Tutor,” n.d.)","noteIndex":0},"citationItems":[{"id":1441,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/HTTW2HNK"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/HTTW2HNK"],"itemData":{"id":1441,"type":"webpage","title":"Reflecting and Paraphrasing • Counselling Tutor","container-title":"Counselling Tutor","abstract":"Definition of Reflection in Counselling. A reflection in counselling is like holding up a mirror: repeating the client's words back to them exactly as they said them. You might reflect back the whole sentence, or you might select a few words – or even one single word – from what the client has brought.","URL":"https://counsellingtutor.com/basic-counselling-skills/reflecting-and-paraphrasing/","language":"en-GB","accessed":{"date-parts":[["2019",3,14]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Reflecting and Paraphrasing • Counselling Tutor,” n.d.).

Types/Examples to Avoid

Types of questions that will be avoided are ones that are stacked and overwhelming for the client, not like any of those that have been prepared above, but ones that would be hard to track or that might make the client more defensive (Argosy, 2018). This could look like "why do you not know what is causing these symptoms? Does anyone around you keep tabs on you? Why do you think that therapy is the answer to this? Are you sure you're not making this up?" These questions demonstrate an offensive style of asking questions that may leave the client feeling uneasy or overwhelmed and that can result in the client's desire to discontinue. Another set of question types that these questions could demonstrate are loaded questions or questions that make you feel trapped and are not typically purposed for interviews” (Argosy, 2018).

Analysis

Due to the interactions I have with people in my life, I do not typically have sympathy for those who complain about having headaches or sleeping problems, due to the fact that in the majority of those cases the reasons behind are simply based on person's own fault and negligence. I have also experienced that people who generally complain of headache, they usually use it as an excuse to avoid the participation in social activities such as hang out with their “friends” or to avoid going for work. It becomes more difficult to trust the person and show empathy to them when you know that they typically tend to come up with these issues on the days they are supposed to do things. But I do believe that such behaviour has nothing has nothing to do with age, culture, gender, sexual orientation, or ethnicity.

In this interview, I will analyze that if a person is simply a complainer or has a general anxiety disorder. Because sometimes people avoid social activities because of their anxiety. Because the idea of the tough day ahead can also be the reason for sleep troubles and headaches, I will examine the pattern of symptoms carefully. I will not let my past experiences come in way of me analyzing the patient. The best way I can separate my feeling influence my time with the client is to be mindful of the approaches I am using for figuring out the cause to the client’s symptoms which might look like finding triggers in their everyday life. The more I focus on the interview and the content within it, the more I will be able to redeem these symptoms for others around me to where I can start having sympathy for them again. I do not intend to inform the client of my own interactions with similar symptoms in people who are close to I because I do not believe it would be productive and actually might make the client think I am judging them.

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Fall, K. A., Holden, J. M., & Marquis, A. (2017). Theoretical Models of Counseling and Psychotherapy. Taylor & Francis.

Reflecting and Paraphrasing • Counselling Tutor. (n.d.). Retrieved March 14, 2019, from https://counsellingtutor.com/basic-counselling-skills/reflecting-and-paraphrasing/

Structured and Unstructured Interviews | Simply Psychology. (n.d.). Retrieved March 14, 2019, from https://www.simplypsychology.org/interviews.html

Argosy University, (2018). Interviewing Techniques, Module 2 Lecture Notes. https://myclasses.argosy.edu/d2l/le/content/28799/viewContent/1495305/View

Assignment 2: Prepare For An Interview

Assignment 2

Prepare for an Interview

Your Name (First M. Last)

School or Institution Name (University at Place or Town, State)

Assignment 2: Prepare for an Interview

Role of a counselor is really important in any academic institution. These counselors help to bridge the gap between teachers and students. These are also beneficial for solving any student-related issues. In the given scenario, student’s performance and grades have declined in a short period. Considering the fact that grade decline is not an easy thing to digest especially for good student, this is how I will conduct the interview.

Purpose: I will start with explaining the purpose of an interview that it is a serious concern that his grades are declining. And he is called in the office so that we can find out the underlying issues that have become the cause of the problem. And the aim of this interview is to resolve those issues to help him get his grades back. I will use an empathetic tone with the student so that he understands that I am at his side, and trusts him so that he feels at ease ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"61WAR4Wl","properties":{"formattedCitation":"(\\uc0\\u8220{}Counselling in Schools - Google Books,\\uc0\\u8221{} n.d.)","plainCitation":"(“Counselling in Schools - Google Books,” n.d.)","noteIndex":0},"citationItems":[{"id":1296,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/D47DZNU7"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/D47DZNU7"],"itemData":{"id":1296,"type":"webpage","title":"Counselling in Schools - Google Books","URL":"https://books.google.com/books?hl=en&lr=&id=R_cqte9iDmMC&oi=fnd&pg=PP11&dq=counselling+in+schools%5C&ots=nxJtz4_eo1&sig=ByFQ35w6OXELX4IURyarAZtMD10#v=onepage&q=counselling%20in%20schools%5C&f=false","accessed":{"date-parts":[["2019",3,4]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Counselling in Schools - Google Books,” n.d.).

Discussion: I will target the following topics during the discussion:

His previous good grades and performance in detail.

It will be discussed so that he knows that I have all the information regarding his record. This will also make him feel worthy.

His behavioral changes that his teachers have noticed.

This is essential because it is obvious that grades can’t drop on their own without bringing changes in the personality. Whatever the reasons might be, they always reflect in behavior. Personal family issues, teacher’s and studies problems, or bullying by the fellow students, they always impact the behavior of a person and can result in stress, depression and poor academic performance.

His present drop in grades. And comparison of the grade in each subject with previous grades.

As grades are the actual issue in the session.

Causes of the problem.

These causes can be due to parents, siblings, teachers, and fellow students, class subject and personal.

Example questions:

Are you aware of why you are called in the office?

How are you feeling?

Why your behavior has changed and your grades are dropping despite your previous record?

What you think is causing these issues? Tell me the reason for this sudden drop?

Don’t you enjoy your studies anymore?

Tell me your daily routine, how much time you spend on studies/

What occupies the most place in your head and life?

Are the reasons personal or related to the institution?

What can be done to solve the issue?

How institution and I can help you solve the issues?

Question 1 and 2, will be asked to start the conversation with the student. It is important to ask him about his feelings so that he knows that I care for him and feels concerned.

Question 3, 4 and 5, will be asked to understand the reasons behind the grade drop.

Question 6 and 7, will provide insights about his life, problems, and study routine. By analyzing these details, I can ask him further questions and get an idea about his life.

Question 8, 9 and 10, are really important as they target the issues. It is essential to ask a student that what he thinks will help him and his situation, before guiding him about solutions. This will give me the idea that what he thinks will work for him. On the basis of which I can guide him ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ALLhtvcS","properties":{"formattedCitation":"(\\uc0\\u8220{}Counselling in Schools - Google Books,\\uc0\\u8221{} n.d.)","plainCitation":"(“Counselling in Schools - Google Books,” n.d.)","noteIndex":0},"citationItems":[{"id":1296,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/D47DZNU7"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/D47DZNU7"],"itemData":{"id":1296,"type":"webpage","title":"Counselling in Schools - Google Books","URL":"https://books.google.com/books?hl=en&lr=&id=R_cqte9iDmMC&oi=fnd&pg=PP11&dq=counselling+in+schools%5C&ots=nxJtz4_eo1&sig=ByFQ35w6OXELX4IURyarAZtMD10#v=onepage&q=counselling%20in%20schools%5C&f=false","accessed":{"date-parts":[["2019",3,4]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Counselling in Schools - Google Books,” n.d.).

Questions to avoid:

Questions that are directly targeted towards student’s family and personal life should be avoided. Similarly, race, ethnicity, and religion-related should not be asked as they can hurt the sentiments and emotions of a student ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"tRfuz3rg","properties":{"formattedCitation":"(\\uc0\\u8220{}Illegal Interview Questions - What Not to Ask Candidates,\\uc0\\u8221{} n.d.)","plainCitation":"(“Illegal Interview Questions - What Not to Ask Candidates,” n.d.)","noteIndex":0},"citationItems":[{"id":1290,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/IIT2F42F"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/IIT2F42F"],"itemData":{"id":1290,"type":"webpage","title":"Illegal Interview Questions - What Not to Ask Candidates","URL":"https://www.betterteam.com/illegal-interview-questions","accessed":{"date-parts":[["2019",3,4]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Illegal Interview Questions - What Not to Ask Candidates,” n.d.).

Building rapport:

For building rapport, I will talk to the student in a friendly, relaxed manner in an empathetic tone. SO that he feels relaxed opening up to me. I will tell him how amazing student he was to acknowledge that he was a good student. After asking each question in a concerned tone, I will listen to him carefully with all my attention.

I will give him examples of another student who have been through a similar situation but were able to strike back their amazing grades. This will give him hope and that he can again become a good student ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"0d9v97y8","properties":{"formattedCitation":"(\\uc0\\u8220{}Building RapportEstablishing Strong Two-Way Connections,\\uc0\\u8221{} n.d.)","plainCitation":"(“Building RapportEstablishing Strong Two-Way Connections,” n.d.)","noteIndex":0},"citationItems":[{"id":1283,"uris":["http://zotero.org/users/local/KZl8ZL3A/items/PUF7TWWM"],"uri":["http://zotero.org/users/local/KZl8ZL3A/items/PUF7TWWM"],"itemData":{"id":1283,"type":"webpage","title":"Building RapportEstablishing Strong Two-Way Connections","abstract":"Improve your interpersonal relationships, and establish mutual trust with your colleagues, by building rapport with people.","URL":"http://www.mindtools.com/pages/article/building-rapport.htm","language":"en","accessed":{"date-parts":[["2019",3,4]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Building RapportEstablishing Strong Two-Way Connections,” n.d.).

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Building RapportEstablishing Strong Two-Way Connections. (n.d.). Retrieved March 4, 2019, from http://www.mindtools.com/pages/article/building-rapport.htm

Counselling in Schools - Google Books. (n.d.). Retrieved March 4, 2019, from https://books.google.com/books?hl=en&lr=&id=R_cqte9iDmMC&oi=fnd&pg=PP11&dq=counselling+in+schools%5C&ots=nxJtz4_eo1&sig=ByFQ35w6OXELX4IURyarAZtMD10#v=onepage&q=counselling%20in%20schools%5C&f=false

Illegal Interview Questions - What Not to Ask Candidates. (n.d.). Retrieved March 4, 2019, from https://www.betterteam.com/illegal-interview-questions

Assignment 3

Assignment 3

[Author Name(s), First M. Last, Omit Titles and Degrees]

[Institutional Affiliation(s)]

Author Note

[Include any grant/funding information and a complete correspondence address.]

Assignment 3

Bipolar Disorder in Children

Historically, bipolar disorder was only thought to occur in adults and its prevalence in children and adolescents was regarded as a rare phenomenon. Recently, there has been a pretty significant increase in the diagnostic rate of the disorder in children and adolescents. A study conducted for the purpose of meta-analysis revealed the prevalence of the symptoms to be as high as 1.8%. Nevertheless, the diagnostic criteria still remains a vague area, even though a lot of collective efforts have been targeted in this domain to determine the symptoms, root causes and potential treatment strategies of bipolar disorder.

The identification of symptoms related to depression and mania can be traced back to Ancient Greece and the symptomatology is quite recent in children. Until the 19th century, advancements in the categorization and classification of the symptoms started to occur. At the beginning of the 20th Century, Emil Kraepelin made use of a unifying approach to classify the disorders related to the mood which resulted in the incorporation of bipolar disorder in the category of manic-depressive insanities. It is noteworthy to mention that Kraepelin also alluded to the rare possibility of the occurrence of this disorder in children CITATION Kra21 \l 1033 (Kraepelin, 1921).

In an attempt to theorize bipolar symptoms in children, a starry constellation of psychoanalytic theorists and thinkers, particularly, Karl Abraham and Melanie Klein first referred to the prevalence of manic-depressive symptoms in children CITATION Glo02 \l 1033 (Glovinsky, 2002). These studies led child psychiatrists to look for specific symptoms of bipolar disorder in their young patients. Various case studies established that these indications were rare occurrences in children and even if there was some possibility, it did not surface in the life of a child until he or she reached late adolescence CITATION Car05 \l 1033 (Carlson, 2005). However, in the early 1970s, the interest of psychologists and psychotherapists was piqued towards the understanding and identification of bipolar disorder in children. The DSM-III and DSM-V bipolar disorder criteria comprised of hyperactivity and/or euphoric or irritable behavior as the diagnostic symptoms proposed by Weinberg and Brumback CITATION Wei76 \l 1033 (Weinberg, 1976). As a consequence, an increasing acceptance prevailed among masses regarding the presentation of bipolar symptoms in children. Hyperactivity, attention deficit disorders, irritability, agitation, and grandiosity, decreased the need of sleep, goal-directed activities, and pressure speech are some patterns of symptoms that were diagnosed as indications of bipolar disorder CITATION Cul16 \l 1033 (Cullen, 2016).

Over-diagnosis of Bipolar Disorder in Children

This paper attempts to demonstrate that bipolar disorder is a misused diagnosis in children. A 40% increase has been reported in the diagnosis of bipolar disorder among children from 1994 to 2003, and this statistic has led to achieving the position of the topmost disorder being diagnosed in children under the age of 12. Some psychiatrists have suggested that the majority of these cases require immediate hospitalization and the symptoms are even apparent before birth, in utero CITATION Bea11 \l 1033 (Beal, 2011). If the behavior of any child falls outside the contours of socially acceptable behavior and the common parameters, the likelihood of the diagnosis of the bipolar disorder increases to a maximum. There is also a lot of controversial debate regarding the methodology and assessment criteria used in the DSM-V to diagnose the disorder in children. Mostly, after the misdiagnosis, children are treated with antipsychotics and mood stabilizers. There is a great possibility that these medications may lead to a potential decline in the mass of the brain and its functions. Additionally, these medications and therapies at a tender age can interfere with the normal processes of growth and development CITATION Gar15 \l 1033 (Garcia-Amador, 2015). Medical surveys and pediatric records in the psychiatric departments of some renowned medical facilities establish that children, who have previous records of getting diagnosed with attention deficit hyper disorder, the disorder of problematic conduct and behavior, and oppositional-defiant disorder are also “re-categorized” as having the symptoms of bipolar disorder CITATION Bas19 \l 1033 (Bastiampillai, 2019).

Differences in Medication Treatment between Adults and Children

For Children

Doctors and child psychiatrists chiefly rely on information from the treatment of adults in the pursuit of helping children and adolescents who suffer from bipolar disorder. Baseline assessment which determines the physical and mental health of the child is conducted by the psychiatrist before starting any particular medication. Follow-up visits at regular intervals are mandatory for evaluating the progress. Children with accurate symptoms of bipolar disorder may need life-long medication to help them attain a decent living standard. To gauge the effectiveness of a specific medication, a child may have to take it for several months. Most frequently, the symptoms presented by the children are not complicated so they need more than one type of medicine for quick relief. A child may also respond in an eccentric way to his therapist given their naivety and innocence. Psycho-education, cognitive behavioral therapy, social rhythm therapy, and family-focused therapy can be effective for treating the symptoms of bipolar disorder in children.

For Adults

Intensive psychotherapy and specific medication, if continued for about a year, can assist adults to recover from these symptoms. The response of adults towards psychotherapy is comparatively better and this is established from many studies, as they are able to express their emotions adequately as compared to children. Bipolar disorder is different in adults in its nature of occurrence, being more episodic and less persistent. Unlike children, adults are also able to hide their emotions and symptoms in specific disguises of their personality, therefore, relatively more aggressive approaches are used for diagnosing and treating the symptoms in adults.

References

BIBLIOGRAPHY Bastiampillai, T. P. (2019). Can antipsychotic medication administered for paediatric emotional and behavioural disorders lead to brain atrophy? Australian & New Zealand Journal of Psychiatry, 2.

Beal, J. B. (2011). Is bipolar disorder over diagnosed in children? MCN: The American Journal of Maternal/Child Nursing, 80-81.

Carlson, G. A. (2005). Early onset bipolar disorder: clinical and research considerations. Journal of Clinical Child and Adolescent Psychology, 333-343.

Cullen, K. R. (2016). Mood Disorders in Children and Adolescents. The Medical Basis of Psychiatry, 371-400.

Garcia-Amador, M. M.-N.-F. (2015). Neurological adverse effects of antipsychotics in children and adolescents. Journal of clinical psychopharmacology, 686-693.

Glovinsky, I. (2002). A brief history of childhood-onset bipolar disorder through 1980. . Child and Adolescent Psychiatric Clinics, 443-460.

Kraepelin, E. (1921). Manic depressive insanity and paranoia. The Journal of Nervous and Mental Disease, 350.

Weinberg, W. A. (1976). Mania in childhood: case studies and literature review. American Journal of Diseases of Children, 380-385.

Assignment 3

Your Name

Instructor Name

Course Number

Date

Title: Assignment 3

The humanistic approach towards parenting states that in most cases, human beings respond automatically to different events in the environment (behavioral theory), and get motivated by unconscious impulses (pscho dynamic). Thus, everyone has the power to decide their action and set the course of their destiny at any moment. This approach consists of 4 basic elements. This approach emphasizes personal responsibility. This idea is borrowed from the existential philosophers, and it is the main cornerstone of the humanistic approach. According to this approach, behavior represents personal choices like what we want to do at a particular moment. People can actively shape their lives with the full freedom to change that is limited by physical constraint. Secondly, in this approach, one has full authority to live life fully, and they need not be a victim of their past. This approach stated that no one could know you better than you know yourself. This approach also focuses on personal growth and proposes that people do not cease striving; they are always motivated to develop positively.

The humanistic approach regarding parenting is a respectful and compassionate approach to raise children. It involves the application of humanistic principles and values in raising children. The main emphasis of this approach is to respect the child and to treat them in the same way as we treat other humans (ethically, responsibly, and compassionately). According to this approach, parents should teach their children the life skills that they need to get success in the world. According to this approach, parents should encourage their children to express verbally any negative feeling that is disturbing them.

Stress is not only a universal phenomenon but also a universal experience, and ways in which people respond and cope with stress are different. Stress is defined as a feeling of physical and emotional tension. Stress can come from any event or thoughts that make the person angry, frustrated, and nervous. The stress effect on the nervous system has been investigated for the last 5 decades. Many studies showed that stress causes many structural changes in the nervous system. The chronic stress is usually associated with atrophy of brain mass and also decreases its weight. At the time of stress, the brain sends signals for the release of serotonin, adrenaline, and cortisol. These hormones cause an adverse drug reaction. Stress decreases the oxygen and blood flow to the stomach and causes an imbalance in gut bacteria and inflammation. These symptoms further result in peptic ulcer, irritable bowel disease, and gastroesophageal reflux disorder.

In this article, effect of stress on physical functioning is explained ADDIN EN.CITE <EndNote><Cite><Author>Yaribeygi</Author><Year>2017</Year><RecNum>223</RecNum><DisplayText>(Yaribeygi et al., 2017)</DisplayText><record><rec-number>223</rec-number><foreign-keys><key app="EN" db-id="2s2s0zrapsf0pbe5efuvv20f9rszvx0sd2fe" timestamp="1573022837">223</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Yaribeygi, Habib</author><author>Panahi, Yunes</author><author>Sahraei, Hedayat</author><author>Johnston, Thomas P</author><author>Sahebkar, Amirhossein</author></authors></contributors><titles><title>The impact of stress on body function: A review</title><secondary-title>EXCLI journal</secondary-title></titles><periodical><full-title>EXCLI journal</full-title></periodical><pages>1057</pages><volume>16</volume><dates><year>2017</year></dates><urls></urls></record></Cite></EndNote>(Yaribeygi et al., 2017). The effect of stress on the gastrointestinal system and nutrition can be briefly summarized with two aspects of gastrointestinal function. The stress affects the appetite of a person, and it is related to involvement of either the amygdala via N-methyl-D-aspartate (NMDA) or the ventral tegmental area (VTA) glutamate receptors. There are many studies that have shown that stress affects the intestinal permeability, absorption process, stomach acid secretion, ion channel functioning, and inflammation of GI system. Stress enhances the GI system response to the inflammation and can also reactivate the previous inflammation by secretion of the mediators such as P substance. This results in increased permeability of cells and T lymphocytes recruitment. Stress also affects the intestine functional physiology, and many inflammatory diseases such as GI ulcerative diseases, and Crohn's diseases are associated with stress. Another disease, such as irritable bowel syndrome is also caused by stress. Stress decreases the water removal from the lumen and also induces chloride and sodium, secretion in the lumen. This is related to the increased parasympathetic nervous system activity. This article is well written and described the different disorders that are related to stress. This article emphasizes that stress affects every individual differently. Therefore, strategies must be formulated, and each patient should be treated accordingly.

Like many people, I also find exams extra stressful. Two years back, I found myself in an extremely stressful situation and ended in suffering from insomnia for more than 8 months. It was the time when I have to appear in the exams. I had three final papers to prepare for, and I had only 12 days to do preparation. Although I prepared for my final exam, my mind went completely blank. I remember that I sat on there in the exam hall for more than 20 minutes with a blank paper in front of me and with shaking legs and a fast heartbeat. Since I did not know any relaxation technique at that time, I had no idea what to do, at that time, I wanted to give the paperback to the examiner and walk out of the hall, but I couldn't do that as I knew that I would have to study more and to face this exam again. Now I use some of the coping strategies that help me a lot in reducing stress. I always try to think positively as whenever I feel anxious and feel that "I am going to fail" or "I can't do this," I try to replace these words with some positive thoughts such as "relax, it's just an exam" " everything will be ok." Sometimes I talk with my mother or my best friend regarding my stress, and it makes me feel very relax. Now I don't compare myself with my friends. Previously I do not take any break while studying, but now I always take short 5 minutes breaks after every half an hour, and this proves to be very effective.

References

ADDIN EN.REFLIST Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P. & Sahebkar, A. 2017. The Impact Of Stress On Body Function: A Review. Excli Journal, 16, 1057.

Assignment 3: An Interview Of Your Choice

An Interview of Your Choice

[Name of the Writer]

[Name of the Institution]

For the purpose of this assessment, I interviewed a young female business graduate from the University of Jundiai Sao Paulo Brasil, aged 25 years, Renata Petracone de Oliveira as my client. She works as a seller in the company Shimtek industry and trade of resins LTDA. Before starting the interview, I prepared myself with a list of questions to learn more about my client. In addition. I reviewed the American Counseling Association's code of ethics for 2014, to be more professional, ethically possible, and to ensure the success of the interview. I took informed consent from her as part of the ethics of counseling CITATION AME14 \l 1033 (ASSOCIATION, 2014). I referred to the site pychcentral.com, to obtain the interview question and I stick to the simple questions. My interview question comprises of:

What brings you here?

Did you ever visit a counselor earlier?

What is the issue from your perspective?

How do you feel due to this issue?

What makes the issue better?

If you could do a magic spell, what changes you would love to bring to your life?

What would it take to make happy and satisfied?

How would you define your mood generally?

What are your expectations from the counseling process?

The content of my interview was aimed at obtaining the necessary information form the client and her feelings. I tried to get insight into her mood and what could be done to make her feel happy or satisfied. Besides, it was focused on her feelings, desires, and wishes. She shared that she wants herself to be valued and support her family to make them happy at any cost. Moreover, she wanted the counselings to teach her the right ways of communicating and overcoming nervousness, hope and ability to feel happy and free of stress.

I tried to develop a relationship with her. Bleger (1987) says the "psychological interview is a relationship, with particular characteristics, that is established between two or more people. The specific or particular of this relationship is that one of the members is a psychology technician who must act in that role, and the other or the others, need their technical intervention. However, this is a fundamental point, the technician not only uses his psychological knowledge in the interview to apply it to the interviewee, but this application is produced precisely through his behavior during the interview. To underline the fundamental aspect of the interview, it could be said otherwise that it consists of a human relationship in which one of the members must seek to know what is happening and must act according to this knowledge. The achievement of the possible objectives of the interview (investigation, diagnosis, orientation, etc.) depends on this knowledge and the action and agreement with this knowledge "(Bleger, 1987, p.12).

The interview lasted for about thirty minutes. To extend the interview for this much time, I created a script with the detailed information I need to extract from the client. As this opportunity of learning does not come every day, so I used every minute to build a learning context. The questions designed were open-ended because it allows the interviewee to express what they think fully ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"7FBalN2w","properties":{"formattedCitation":"(\\uc0\\u8220{}Structured and Unstructured Interviews | Simply Psychology,\\uc0\\u8221{} n.d.)","plainCitation":"(“Structured and Unstructured Interviews | Simply Psychology,” n.d.)","noteIndex":0},"citationItems":[{"id":146,"uris":["http://zotero.org/users/local/svENvmyw/items/BJ793QKS"],"uri":["http://zotero.org/users/local/svENvmyw/items/BJ793QKS"],"itemData":{"id":146,"type":"webpage","title":"Structured and Unstructured Interviews | Simply Psychology","URL":"https://www.simplypsychology.org/interviews.html","accessed":{"date-parts":[["2019",2,27]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Structured and Unstructured Interviews | Simply Psychology,” n.d.). I gave more freedom to the client to respond to questions and allowed the conversation to flow in the best possible way for the client to have a friendly climate. The open-ended questions do not have answers in yes or no, and hence the client exposed her feelings. I used all my knowledge to obtain information from the client and tried to know her better. I also asked herself to share some incidents from her life to clearly express herself, which prolonged the interview duration. She was so indulged in speaking to me that never realized the time.

Overall, the interview was smooth sailing, but at some points, it went quite emotional and upsetting. The moment she told me about her relationship with her parents and that she is the only one caring for her younger brother and mother suffering from depression, was very nerve-racking for me. I was thrilled to hear the story of a young woman still so young and carrying so many responsibilities and living in a family with many issues. She got emotional and shattered while telling her story and made the situation uncomfortable however I was able to manage it by consoling her and appreciating her for her efforts. I told her how brave she is and how amazing it is to manage herself in such circumstances. I would have the solution to her problems, but I came across words.

As I comforted and cherished her for the bravery she is expressing and managing her responsibilities in a fine manner; she got happy and comfortable. In addition, I tried to maintain a friendly and empathetic attitude towards her from the beginning of the interview that made it welcoming and comfortable. Empathy is an important element in therapy and counseling and produced desired outcomes CITATION Ell11 \l 1033 (Elliott, 2011). I told her the story of my mother who managed herself in the same circumstances and informed her about my familiarity with such trials and their difficulties. She was very welcoming and provided every bit of information about the feelings laying deep in her heart. My compassionate and friendly behavior made her very comfortable and made interview very welcoming and easy for both for us.

I believe I succeeded in showing her, trusting her, and assuring her that she could express her feelings in a quiet, good-energy environment without judgments. My behavior and support made her feel contented and relaxed that allowed her to share her what prevailed in her heart from a very long time. In addition, I was successful in analyzing each situation carefully, in finding a solution for her.

References

BIBLIOGRAPHY ASSOCIATION, A. C. (2014). Retrieved from counseling.org: https://www.counseling.org/resources/aca-code-of-ethics.pdf

Elliott, R. B. (2011). Empathy. Psychotherapy, 48(1), 43.

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Structured and Unstructured Interviews | Simply Psychology. (n.d.). Retrieved February 27, 2019, from https://www.simplypsychology.org/interviews.html

Assignment 4

Myles

Instructor Name

Psychology

1 December 2019

Assignment # 4

A) Describe what a projective measure is and provide an example. B) What approach to personality would be most likely to use this type of measure? C) What is the weakness of this type of measure?

A projective measure is a kind of test that is designed to let a person respond to ambiguous stimuli, which reveal hidden emotions and internal personality conflicts that are projected by the subject into the test. They utilize the approach of psychoanalysis, which suggests that people have unconscious urges. These tests are designed to uncover unstable unconscious feelings that might cause problems in a person's life in the present or the future.

Mona has been diagnosed with generalized anxiety disorder. A) What is the diathesis-stress model? Provide one possible explanation for Mona’s diagnosis using this model. B) Explain the biopsychosocial approach and describe how it differs from the diathesis-stress model in explaining Mona’s diagnosis.

The diathesis-stress model is a psychological theory that tries to explain a disorder or its future course, as a result of an interaction between a pre-dispositional vulnerability and stress caused by life experiences. The Diathesis-stress model is used to study and predict generalized anxiety disorders as it places its findings on past experiences that cause panic attacks to its victims. The biopsychosocial approach systematically considers biological, psychological and social factors and their complex interactions in understanding health, illness, and health care delivery. In the case of using the biopsychosocial approach in Mona's case, the linkages of depression causes will be studied. Whereas, in the case of using the Diathesis-stress model in Mona’s case, the relationship between potential causes of depression and the amount that she may be sensitive or vulnerable to react to those causes will be studied.

Jacob's behavior has become increasingly odd over the past several months. He says things like "I am frustrating!" He hears voices that tell him to steal groceries and he no longer expresses love and affection to his family. A) What is a likely diagnosis? B) Discuss positive and negative symptoms and explain how Jacob's behavior is consistent (or inconsistent) with these terms. C) Provide a discussion of one potential biological factor, environmental factor, and sociocultural factor that may have led to Jacob developing this disease

Jacob is suffering from a case of schizophrenia which is a disorder of thought. Positive symptoms imply that Jacob is experiencing excess in functioning, meaning that he is experiencing the addiction of abnormal behaviors, thoughts, and emotions. In Jacob's case, the experiencing of delusions and disorganized speech are positive symptoms. Negative symptoms imply a lack of normal functioning in daily affairs. In Jacob's case, lack of emotional expression towards his family is a negative symptom. In the case of potential Biological factors, schizophrenia is clearly (partly) genetic, schizophrenics have enlarged ventricles and smaller frontal and temporal lobes (less brain volume in general), and also have problems with their dopamine system (more dopamine increases symptoms). In the case of potential Environmental factors, there can baa the role of dysfunctional home environment or viruses. In the case of Sociocultural factors, it can be attributed to living in an overcrowded urban area.

 Ken is known for lacking empathy, easily manipulating others without remorse, and being deceitful. A) Describe how personality disorders are abnormal (how do these people differ from people who do not have personality disorders?). B) If Ken has antisocial personality disorder, what other characteristics would you expect him to display?

Ken has Antisocial personality disorder, which is a chronic mental health condition. It is also known as sociopathy and is characterized by a disregard for the feelings of others. The most common characteristics of antisocial personality disorder that Ken might display over the course of time are repeatedly performing unlawful acts, lying or conning others for profit or pleasure, acting impulsively, repeatedly engaging in physical fights or assaults, disregard for the safety of oneself or others, irresponsibility at work or in financial obligations, and lack of remorse when mistreating others.

Adrienne is stubborn and highly regulating. Everything has to be just the way she likes it or she is not happy. A) How would the psychodynamic approach explain her personality? B) How would a Big Five trait theorist explain her personality? Your response should include specifics of each theory in explaining her personality (based on the information given)

In the psychodynamic view, Adrienne might have an "anankastic" personality trait or fixated in the "anal stage" of psychosexual development. In the case of the Big Five Traits approach, Adrianne is seen as highly conscientious by those who value her well-organized, dependable and self-sufficient behavior, whereas she is seen as stubborn and obsessive who does not value her conscientious behavior.

Discuss how perceptions regarding mental illness have changed over the past 60 years. Incorporate at least one specific example from the media (i.e., movies) that have depicted mental illness and discuss its influence on public perception. For example, was it a positive portrayal or did it reinforce negative stereotypes and the stigma of mental illness?

The perceptions regarding mental illness have changed a lot over the past 60 years. There has been more shift towards the scientific method and the drive to try to understand different types of mental illness regarding that supposing them the work of supranational powers. Various filmmakers have highlighted the issue in their films. Take the example of the 1999 hit movie "Fight Club". The narrator in the movie have discussed dissociative identity disorder (formerly called "multiple personality disorder") in the greater course of the film. He is deeply unhappy with his life and job, and unconsciously becomes another person entirely called Tyler Durden to compensate for his apparent lack of masculinity and power.

Assignment 4

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Psychology

1. What are the advantages and disadvantages of case studies?

The main benefits of case studies include the chance to study unique cases and reviewing specific cases in detail. The detailed analysis of cases can be extremely helpful in furthering research and understanding of a specific disorder or mental illness. Another advantage of a case study is that they provide insights into certain unique cases that are rare occurrences and provide a golden opportunity to understand new problems.

One of the disadvantages of case studies is that the results cannot be generalized because the sample unit is limited in number. Another disadvantage is that case studies are mostly subjective in nature. This means that researchers follow their own research methodologies that might not be in cohort with other researchers, so the element of objectivity is lost in case studies.

2. What is the difference between a cross-sectional study and a longitudinal study? What advantages do longitudinal studies have over cross-sectional studies? What are the limitations of longitudinal studies?

The cross-sectional study focuses only on one point in time to collect data and infer results whereas longitudinal study focuses on certain individuals or group through extended periods of time. Cross-sectional studies focus on larger groups and as such have a larger sample unit but longitudinal studies emphasize on smaller groups. The advantage of longitudinal study is that it provides a much more detailed and thorough analysis than a cross-sectional study. The results of a longitudinal study are much more accurate and can be relied upon with greater certainty. The limitations of longitudinal case studies include the elevated cost of research as well as greater consumption of time. Perhaps the most crucial limitation is that it includes a much smaller sample size.

3. What are the strengths and limitations of correlational studies?

Correlational studies are extremely useful in conducting research about defining the relationship between variables. They are particularly helpful in determining the strength of a relationship between variables: the extent to which one variable is correlated to the other. Another advantage of a correlational study is that it can indicate whether further research is required in a certain area. This is because the strength of the relationship between variables can clearly demonstrate whether more research is essential for the topic.

The main limitation of the correlational study is that it does not show causality between variables. This means that a correlational study will show that two variables are correlated but it will not be evident whether one cause the other or not. Another limitation is that these studies consume a lot of time to complete.

4. What is internal validity? What can researchers do to safeguard the internal validity of experiments?

Internal validity is the assurance in an experiment that the changes in a certain variable only occur due to the variable against which correlation or causation is being determined. If there some other factors that affect a variable that are not in the scope of the research, then the experiment cannot be considered internally valid.

One of the threats to internal validity is the characteristic of demand. This implies that participants may alter responses once they discover the goals of the research. A double-blind experiment is a method that is employed to diminish the threat to internal validity. This is a process which both of the groups, the control group, and the experimental group are unaware of their own identity: they do not know which group they belong to.

Another threat to internal validity is selection bias. This is especially pertinent because this can alter the results of an experiment significantly. To reduce this threat to internal validity, researchers must select groups at random to ensure the most accurate results. This random assignment will ensure that each participant has an equal chance of being selected for a group.

5. Briefly describe (don't just list) the 6 basic rights of research participants.

Respect for the participants is a basic right of research participants as their autonomy should not be compromised under any circumstances. Another basic right of participants is beneficence as maximization of benefits and minimization of losses should be the goal. The third basic right is non-maleficence: no harm should come to the participant as a result of the research process. One more fundamental right of research participants is the provision of justice. This implies that there should not be any discrimination between participants. Moreover, the participant should be made fully aware of the associated risks of the research and any potential harmful effect on the participant. Finally, the research participants have a right to know what exactly the research is being conducted for so they realize the importance of the research or lack thereof.

Assignment 4 Chapter 5



Assignment 4 Chapter 5

[Name of the Writer]

[Name of the Institution]

Assignment 4 Chapter 5

Describe John Dewey's version of Pragmatism.

John Dewey’s version of Pragmatism is a method to act and think in an innovative and future-oriented manner. His version of Pragmatism examines how it will help in the results of an inquiry by using different ideas, hypothesis, concepts, and theory effect. The pragmatism philosophical view of thinking helps to determine the uncertainties came into way while experiencing anything. According to Dewey's version, the use of concepts and theories are a very important requirement for learning to be more enlightened because they allow an individual to think about on action they are taking. Dewey's key for the understanding of learning is based on knowledge and inquiry (Illeris, 2018).

How relevant is John Dewey's Pragmatism in the field of education?

John Dewey spent his full life in learning and experiencing different things. Dewey viewed education as a mean to support through inquiry, knowledge, and experience. His pragmatism in the field of education is very relevant because it explains the knowledge, learning, experience, and inquiry. Dewey explained that in education, every subject use concepts and theories as instruments to guide the process (Illeris, 2018).

Explain the following terms and provide examples:

a) Practice versus experience

Practice is to repeat an activity to improve skills while experience is an activity which has been performed. Experience is a collection of events from which an individual or group may gather skills, knowledge, and opinions. Experience can be achieved by doing practice (Illeris, 2018). For example, if someone wants to learn any language other than the native language they need the practice to learn that language and experience will be the time someone is speaking a language which is not their native language.

b) Inquiry as a Pathway to Knowledge

Inquiry helps in developing an overview and explores relationships. It helps in identifying information providers, select information resources and seeks relevant information. Inquiry helps in applying information and sharing new knowledge. The inquiry is useful as a pathway to knowledge results in a better learning outcome for individuals (Illeris, 2018). For example, students will do research on the healthcare topics which brought interest in them, and they will determine how they will share their findings and knowledge with others (Garrison, 1994).

Explain the 3 different theories of adult learning and the Context-based models.

Three different theories of adult learning

Andragogy

Transformational learning

Experimental learning

Andragogy

Andragogy is a theory which describes about the education of adult learners. It is based on assumptions and principles which focus on promoting learning with practicing and experiencing. It also explains that center of attention must be on learning that is closely connected to learners at the time of course. Learning should be based on learning through the experience of solving a problem instead of object-oriented (Adult Learning Theories, 2019).

Transformational learning

Transformational learning is a theory that gives an explanation of how the benefit of experiences is taken by learners. It was developed by professor John Mezirow who is also known as a sociologist. There are different levels of learners which reflect on their experience. Transformational learning theory consists of ten steps which are self-examination, sense of alienation, Relating discontent to others, Disorienting dilemma, describing options of new behavior, planning a course of action, knowledge of implement plans, experimenting the new roles and reintegration (Adult Learning Theories, 2019).

Experimental learning

Experimental learning is a theory which is based on the practice of learning by experience and consideration. It was developed by David Kolb who describes the concept of learning that knowledge can be obtained by experiences without the help of a teacher. A learner can learn on their own through experiences and practicing (Adult Learning Theories, 2019).

Context-based modes

Context-based models have been conceptualized as representations in episodic memory of situations that are of experiences. The structures and functions of context models are very simple, and their structure should, of course, be similar to those of any kind of model. Context-based models are under permanent change. Hence these models are regularly updated (Van Dijk, 1997).

References

Illeris, K. (2018). Contemporary theories of learning learning theorists ... in their own words. Abingdon: Routledge.

Adult Learning Theories | LMS by Mindflash. (2019). Mindflash.com. Retrieved 30 January 2019, from https://www.mindflash.com/elearning/adult-learning-theories

Van Dijk, T. A. (1997). Cognitive context models and discourse. Language structure, discourse and the access to consciousness, 189-226.

Assignment 6, Psychology

Assignment 6, Psychology

[Name of the Writer]

[Name of the institution]

[Date]

Assignment 6, Psychology

Computationalism is the view about the learning of mind towards the evolution which states the information is processed about the world no matter how much infinite it is. The information is then coded even if it is some unambiguous information which is hard to code. It then follows the steps of inscription, sorted out, stored in a safe place, collated and is finally retrieved and is often managed by computational device (Illeris, 2018). Computationalism sees mind as an computationalism that collects and stores the data like a computer. It gathers the data but fails to decide which data should be kept and used and which one should be removed. This is why another approach is needed in the form of culturalism which focuses s more on the nature of the mind. Here reality is reflected through symbolism that is shared between different member of the group or community (Illeris, 2018). This method is more organized and constructive when it comes to learning through symbolism. This view helps which type of information should be used for learning.

Pedagogy is the process of evolving theory and practice of education in the learning process and to influence and improve the growth of the learners. As Pedagogy involves the theoretical implication and practice in the development of adult learners, it can easily be taken as an academic discipline. If pedagogy and other social sciences are applied to the education, then they can help make the adult learners understand the knowledge and skills that are necessary to be exchanged in educational context (Illeris, 2018). These fields keep in consideration the interaction that takes place with the environment while learning the information received from the environment.

According to Ziehe (2018), there three main learning problems faced in youth are the approach to symbolic learning, subjectivism, informalization for youth. When it comes to subjectivism and informalizatin, it becomes hard for the youth to learn because what they perceive as objective about the society might be subjective for someone else in learning. Similar is the case with informalization as the context of informality keeps on changing in learning.

Behaviorist theories are the theories that relates to the behavior changes which includes the stimulus and response relations, the control element in behavior and the adaptive response brain gives in response to the external changes.

Cognitive theories study the internal structures related to cognitive thinking, the learning that leads to transformation in these internal cognitive structures. The pedagogical focus of these theories is to process and then transmit the information through communication, details, contrast and resolving etc. These theories are effective for designing sequences of the materials where concepts are required (Illeris, 2018).

Constructivist theories comes into play where the learners require their own critical thinking to build their own mental structures while dealing with the environment. The pedagogical approach is different here in a way that it is task oriented. Learners prefer to indulge in activities themselves and handle the direction of their tasks independently (Illeris, 2018).

Social learning theories opts for social interactions but from a more psychological perspective. They give more importance to interpersonal relations that involves imitation and modelling by studying cognitive processes. They incorporate observation as a source of social learning.

Activity theories relates to the structure of activities as the entities constituted historically. Their pedagogical method is filling the gap between the historical state of the activity under observation and the developmental stage of the learner with relation to that activity.

Socialization theories focus is on the attainment of membership by the newly joined people within functionalist framework where obtaining the membership in that setup is defined as internalizing the rules and norms of the group(Illeris, 2007).

Organizational Theories can include both the ways in which persons learn in a well-organized setup and the methods of learning is promoted in organizations. Their pedagogical approach includes the structures, politics and other things etc (Illeris, 2007).

Wildemeersch and Stroobants’ theory of transitional learning was derived from the labor work of women in the job market by relating our own self with the work. This provided the motivation to develop a theory on the basis of the work performed by the women. The theory explained this behavior of transitional change which comes in a person over the course of the life in relation to the society. The said that in these cases, activity does not come in to account but rather person’s own self is enough to derive him and change him. Real job is not always the activities we perform but the way of handling these activities especially when we involve yourself in that task. Reconstruction of the self is sometimes very important in relation to society to evolve. These type of transitional learning only occurs when the person is exposed to unpredictable and unexpected changes in the dynamics (Illeris, 2018). These changes occur in the life course which forces the individual to opt for four main strategies i.e. adaptation, growth, distinction and resistance to the societal context he is exposed. The process of anticipation, acceptance of change evolving, handling, and molding according to the environment is called transitional learning.

References

Illeris, K. (Ed.). (2018). Contemporary theories of learning: learning theorists... in their own words. Routledge.

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge.

Assignment 6: Eye Of The Storm

Assignment 6: Eye of the Storm

[Name of the Writer]

[Name of the Institution]

Assignment 6: Eye of the Storm

“Eye of the Storm” experiment is an experiment or test conducted by the well-known third-grade teacher, Jane-Elliot. The experiment is also known as the “Blue eyes-Black Eyes” experiment. She initially conducted this experiment on the students of her class, where she used the color of eyes as a symbol of discrimination instead of the skin color. Elliot spread the word in class the blue-eyed students are superior to their brown-eyed counterparts and thus started treating the brown-eyed children in a discriminatory manner. The results of this experiment were in-line with the expectations of the teacher. Over time, blue-eyed kids became arrogant, bossy and unpleasant to their classmates and started treating them inferiorly.

Such an experiment can still be conducted in today’s environment where the idea in a group can be floated that men perform much better than women at a workplace. This represents a "microaggression". Microaggression refers to an idea, belief or a concept that usually communicates a negative or derogatory meaning (Moritsugu, Vera, Wong, & Duffy, 2015). This experiment can be used to highlight the importance of the struggles females make to get their due credit and respect in society. The "micro-assault" in this case may be "you are a female, you are not good enough." Various invalidations can come up in the case to discriminate females form males like "jobs that require extra physical strength are only for males."

The strategies that can be used to induce the “eye-of-the-storm” technique to the group can range from tangible to intangible. For example, tangible strategies can be providing a better working environment to the male counterparts of the group, with the inclusion of access to better resources. However, females should be kept away from better resources. In addition to this, males can be provided with less workload or work stress, whereas females can be given more stressful work to degrade their working capabilities.

References

Moritsugu, J., Vera, E., Wong, F. Y., & Duffy, K. G. (2015). Community psychology. Routledge.

Assignment 8: School-to-Prison Pipeline

Assignment 8: School-To-Prison Pipeline

[Name of the Writer]

[Name of the Institution]

Assignment 8: School-To-Prison Pipeline

Q:1 Explain the school-to-prison pipeline and why we should be concerned?

Amid growing infractions within premises of educational institutes, the government imposed strict zero-tolerance policies (Heitzeg, 2009). The policies were intended to curb the number of infractions (Heitzeg, 2009). However, the repercussion of these policies rippled through the country giving rise to a newer term school-to-prison pipeline (Heitzeg, 2009). School-to-prison is a systematic process that sees young students entangling with the rigmaroles of the criminal justice system (Heitzeg, 2009). The acts of students that were previously looked into by the school authorities are now probed and adjudicated by criminal justice authorities (Heitzeg, 2009). This disturbing process is of particular concern because taxpayers are bearing the brunt for the costs that are allocated toward criminal justice institutions. Additionally, the expulsion from school has a social stigma attached to it. Once an individual has been expelled from the school, the society deems that particular individual as an offender denying fair opportunities to them (American Civil Liberties Union, 2019). As a result, that individual, more often than not, tends to become a habitual offender defying authorities.

Q:2 Describe at least two free or low-cost solutions/techniques?

Educational institutes with their already meager funds often find it difficult to bring cost-effective solutions to table aimed to end the school-to-jail pipeline (Neyfakh, 2015). One cost-effective solution is to build the capacity of the teachers (The Editorial Board, 2013). By training the teachers to effectively teach discipline, the students shall stay where they belong- the schools (The Editorial Board, 2013). Another cost-effective for schools is to hire conflict resolution consultants. The consultants would be tasked with solving any issue arising between students themselves or with the authorities that, otherwise, would have landed them in jail. Certainly, by adopting the aforementioned measures, the horrendous issue of school-to-jail pipeline would end rather rapidly.

Q:3 Describe systemic influences that have “caused” or contributed to the school to prison pipeline?

The harsh and punitive policies imposed by the government for minor infractions have exacerbated an already widely debated issue (This American Life, 2014). The youth is increasingly becoming recalcitrant towards authorities (This American Life, 2014). One systematic factor that influenced school-to-jail pipeline is reflected in the fact that the government earmarked almost the double of what was previously allocated for criminal justice system while increasing the budget for education by 21% between the years 1987 to 2007 (Cole, 2019). Another factor proved influential is the number of school resource officers surged to 38% between the years 1997 and 2007, according to the U.S. Department of Justice (Marilyn, 2013).

References

American Civil Liberties Union. (2019). School-to-Prison Pipeline. Retrieved 19 July 2019, from https://www.aclu.org/issues/racial-justice/race-and-inequality-education/school-prison-pipeline?redirect=node/4223

Cole, N. (2019). Understanding the School-to-Prison Pipeline. Retrieved from https://www.thoughtco.com/school-to-prison-pipeline-4136170

Heitzeg, N. A. (2009). Education or Incarceration: Zero Tolerance Policies and the School to Prison Pipeline. In Forum on public policy online (Vol. 2009, No. 2). Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801.

Marilyn, E. (2013). The School-to-Prison Pipeline. Teaching Tolerance. Retrieved 19 July 2019, from https://www.tolerance.org/magazine/spring-2013/the-school-to-prison-pipeline

Neyfakh, L.(2015). Does Decriminalization Work?. Retrieved 19 July 2019, from https://slate.com/news-and-politics/2015/02/decriminalization-why-reducing-the-punishments-for-misdemeanors-doesnt-necessarily-make-the-criminal-justice-system-fairer.html

The Editorial Board. (2013). New York City’s School-to-Prison Pipeline. Nytimes.com. Retrieved 19 July 2019, from https://www.nytimes.com/2013/05/30/opinion/new-york-citys-school-to-prison-pipeline.html?%20r=1

This American Life. (2014). Is This Working?. Retrieved 19 July 2019, from https://www.thisamericanlife.org/538/is-this-working

Association Of Nail Biting Habits On Nervousness, Stress And Anxiety.

Association of nail-biting habits on nervousness, stress and anxiety

[Name of the Writer]

[Name of the Institution]

Nail-biting also is known as onychophagia is self-induced nail disorder. It involves biting the nail itself as well as piercing the cuticle and soft tissue adjacent to the nail. This compulsive biting often leads to severe damage to nails and tissues as nail bed damage leads to nail deformity, textural alterations in addition to the risk for infection. People struggle with their habit of nail-biting and impair their nails and causes distress. However, literature does not contain much information about the way how to control this behaviour as this requires the use of neurocognitive assessments. 

The number of researchers is conducted that is full of controversies about the causes of nail-biting. Nail-biting is one of the body-focused repetitive behaviours (BFRBs) that are supposed to anxiety. People use nail-biting for stress-relieving ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"3r6yavz3","properties":{"formattedCitation":"(Siddiqui, Qureshi, Marei, & Mahfouz, 2017)","plainCitation":"(Siddiqui, Qureshi, Marei, & Mahfouz, 2017)","noteIndex":0},"citationItems":[{"id":22,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"itemData":{"id":22,"type":"article-journal","title":"Onychophagia (Nail biting): A body focused repetitive behavior due to psychiatric co-morbidity","container-title":"Journal of Mood Disorders","page":"47","volume":"7","issue":"1","author":[{"family":"Siddiqui","given":"Javed Ather"},{"family":"Qureshi","given":"Shazia Farheen"},{"family":"Marei","given":"Waseem M."},{"family":"Mahfouz","given":"Talal Abdullah"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Siddiqui, Qureshi, Marei, & Mahfouz, 2017). This oral habit is common in all ages people. It is the result of different psychological arrests as proposed in some theories. According to Freud’s model, nail-biting is linked with anxiety and blocked psychological growth. Thus, this habit is linked with the high rate of numerous psychiatric disorders ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"y764dyfO","properties":{"formattedCitation":"(Siddiqui et al., 2017)","plainCitation":"(Siddiqui et al., 2017)","noteIndex":0},"citationItems":[{"id":22,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"itemData":{"id":22,"type":"article-journal","title":"Onychophagia (Nail biting): A body focused repetitive behavior due to psychiatric co-morbidity","container-title":"Journal of Mood Disorders","page":"47","volume":"7","issue":"1","author":[{"family":"Siddiqui","given":"Javed Ather"},{"family":"Qureshi","given":"Shazia Farheen"},{"family":"Marei","given":"Waseem M."},{"family":"Mahfouz","given":"Talal Abdullah"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Siddiqui et al., 2017). People are often seen reporting the decrease in their anxiety level resulting from nail chewing. Studies have testified anxiety as the etiology of onychophagia ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"9Ii5qpAE","properties":{"formattedCitation":"(Ghanizadeh, 2008)","plainCitation":"(Ghanizadeh, 2008)","noteIndex":0},"citationItems":[{"id":23,"uris":["http://zotero.org/users/local/CNBGYtRv/items/DKU9XFU3"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/DKU9XFU3"],"itemData":{"id":23,"type":"article-journal","title":"Association of nail biting and psychiatric disorders in children and their parents in a psychiatrically referred sample of children","container-title":"Child and adolescent psychiatry and mental health","page":"13","volume":"2","issue":"1","author":[{"family":"Ghanizadeh","given":"Ahmad"}],"issued":{"date-parts":[["2008"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Ghanizadeh, 2008). Anxious patients consider this as "nervous habit" and categorize this as the problem. Other also report the same results for boredom. Accordingly, theorists also establish a link of nail-biting with behavioural problems. Nail-biting is not classified in DSM-IV rather it is classified as self-injurious behaviour.

On the other hand, some researches do not agree with this and consider nail-biting as the only state instead of a trait ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"kQb1u9f7","properties":{"formattedCitation":"(Singal & Daulatabad, 2017)","plainCitation":"(Singal & Daulatabad, 2017)","noteIndex":0},"citationItems":[{"id":28,"uris":["http://zotero.org/users/local/CNBGYtRv/items/QHRJ65PS"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/QHRJ65PS"],"itemData":{"id":28,"type":"article-journal","title":"Nail tic disorders: Manifestations, pathogenesis and management","container-title":"Indian Journal of Dermatology, Venereology, and Leprology","page":"19","volume":"83","issue":"1","author":[{"family":"Singal","given":"Archana"},{"family":"Daulatabad","given":"Deepashree"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Singal & Daulatabad, 2017). These researchers consider it as the learnt practice that has no primary emotional trouble. Thus, nail-biting can also be seen in people having any accompanying psychiatric disorder. The third view focuses on its genetic link and considers it as inherited inclination. This proof can be seen in higher concordance rates among monozygotic twins as compared with dizygotic twins (66% vs. 34%). Moreover, children that have parents with a history of onychophagia have a higher incidence of onychophagia ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"8YK3w33c","properties":{"formattedCitation":"(Wells, Haines, & Williams, 1998)","plainCitation":"(Wells, Haines, & Williams, 1998)","noteIndex":0},"citationItems":[{"id":29,"uris":["http://zotero.org/users/local/CNBGYtRv/items/Z6DJG3UV"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/Z6DJG3UV"],"itemData":{"id":29,"type":"article-journal","title":"Severe morbid onychophagia: the classification as self-mutilation and a proposed model of maintenance","container-title":"Australian and New Zealand journal of psychiatry","page":"534-545","volume":"32","issue":"4","author":[{"family":"Wells","given":"Jennifer H."},{"family":"Haines","given":"Janet"},{"family":"Williams","given":"Christopher L."}],"issued":{"date-parts":[["1998"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Wells, Haines, & Williams, 1998).

Whatever the cause is behind the nail bitting, it is considered a bad habit as it causes other complications. If a child is biting his nails, he may swallow the bitten-off nails and suffer from stomach complications ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"dcuInxO6","properties":{"formattedCitation":"(Siddiqui et al., 2017)","plainCitation":"(Siddiqui et al., 2017)","noteIndex":0},"citationItems":[{"id":22,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"itemData":{"id":22,"type":"article-journal","title":"Onychophagia (Nail biting): A body focused repetitive behavior due to psychiatric co-morbidity","container-title":"Journal of Mood Disorders","page":"47","volume":"7","issue":"1","author":[{"family":"Siddiqui","given":"Javed Ather"},{"family":"Qureshi","given":"Shazia Farheen"},{"family":"Marei","given":"Waseem M."},{"family":"Mahfouz","given":"Talal Abdullah"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Siddiqui et al., 2017). Moreover, nails are often not clean and swallowing of nails causes different infections. Teeth also get affected by this habit as non-physiological forces that act on teeth speed up resorption and damage the apical root. Chronic nail biting leads to fractures at the boundaries of the incisors. Likewise, this habit is frequently swapped by the custom of lip pinching as well as chewing of different objects.

Furthermore, nail-biting is age-related and often seen operating in childhood to adolescence then its intensity is decreased towards adulthood. Similarly, it is also seen more in boys than in girls. Rieder and Tosti in one review had shown the association of nail-biting with other BFRBDs such as skin picking and hair pulling ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"ux3IzpHT","properties":{"formattedCitation":"(Sidiropoulou, Sgouros, Theodoropoulos, Katoulis, & Rigopoulos, 2019)","plainCitation":"(Sidiropoulou, Sgouros, Theodoropoulos, Katoulis, & Rigopoulos, 2019)","noteIndex":0},"citationItems":[{"id":27,"uris":["http://zotero.org/users/local/CNBGYtRv/items/TUH8P6KI"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/TUH8P6KI"],"itemData":{"id":27,"type":"article-journal","title":"Onychotillomania: A Chameleon-Like Disorder: Case Report and Review of Literature","container-title":"Skin appendage disorders","page":"104-107","volume":"5","issue":"2","author":[{"family":"Sidiropoulou","given":"Polytimi"},{"family":"Sgouros","given":"Dimitrios"},{"family":"Theodoropoulos","given":"Konstantinos"},{"family":"Katoulis","given":"Alexander"},{"family":"Rigopoulos","given":"Dimitrios"}],"issued":{"date-parts":[["2019"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Sidiropoulou, Sgouros, Theodoropoulos, Katoulis, & Rigopoulos, 2019). Nail-biting presents in a significant proportion of referrals to a mental healthcare clinic setting. Nail-biting should be routinely looked for and asked for in the child and adolescent mental healthcare setting because it is common in a clinical population, easily visible in consultation and relatively unintrusive to ask about. If present, its detection can then be followed by looking for other more subtle stereotypic or self-mutilating behaviours. The literature lacks data related to nail-biting in adults as these people often do not seek any psychiatric help because of the feeling of shame and humiliation.

Nail-biting requires both pharmacological and non-pharmacological treatment. The significant number of fo people are referred to mental healthcare clinics with this habit. However, in some cases, no treatment is needed as it just appears to be a cosmetic issue. Other cases require the use of anti-depressants such as fluoxetine and clomipramine. Patients are often found in need of non-pharmacological approach such as developing conscious awareness about the habit and educating them. One recommendation is to use cognitive behavioural therapy (CBT) ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UjLjfVVI","properties":{"formattedCitation":"(Falkenstein, 2016)","plainCitation":"(Falkenstein, 2016)","noteIndex":0},"citationItems":[{"id":24,"uris":["http://zotero.org/users/local/CNBGYtRv/items/2QTZTV4V"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/2QTZTV4V"],"itemData":{"id":24,"type":"article-journal","title":"Clinical Aspects of Hair Pulling, Skin Picking, and Nail Biting","container-title":"Current Treatment Options in Psychiatry","page":"375-384","volume":"3","issue":"4","author":[{"family":"Falkenstein","given":"Martha J."}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Falkenstein, 2016). People require emotional support and encouragement during the treatment span and CBT effectively fulfil their need. ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"UmfJwnvl","properties":{"formattedCitation":"(Siddiqui et al., 2017)","plainCitation":"(Siddiqui et al., 2017)","noteIndex":0},"citationItems":[{"id":22,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"itemData":{"id":22,"type":"article-journal","title":"Onychophagia (Nail biting): A body focused repetitive behavior due to psychiatric co-morbidity","container-title":"Journal of Mood Disorders","page":"47","volume":"7","issue":"1","author":[{"family":"Siddiqui","given":"Javed Ather"},{"family":"Qureshi","given":"Shazia Farheen"},{"family":"Marei","given":"Waseem M."},{"family":"Mahfouz","given":"Talal Abdullah"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Siddiqui et al., 2017). The best approach for children is to strengthen their self-confidence, self-esteem and use several cognitive behavioural techniques to manage their different behaviours ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"r67C7f6s","properties":{"formattedCitation":"(Falkenstein, 2016)","plainCitation":"(Falkenstein, 2016)","noteIndex":0},"citationItems":[{"id":24,"uris":["http://zotero.org/users/local/CNBGYtRv/items/2QTZTV4V"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/2QTZTV4V"],"itemData":{"id":24,"type":"article-journal","title":"Clinical Aspects of Hair Pulling, Skin Picking, and Nail Biting","container-title":"Current Treatment Options in Psychiatry","page":"375-384","volume":"3","issue":"4","author":[{"family":"Falkenstein","given":"Martha J."}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Falkenstein, 2016). Always avoid punishment as a strategy to avoid nail-biting for children as it only makes the habit worse.

Nail tic disorders are widespread in people but they are not effectively explored and reported. The scarcity of data makes it difficult to suggest any standard treatment guidelines. There are cosmetic concerns in this habit that require clinical presentation to have sufficient knowledge about the disorder. They can then treat the problem effectively and timely. However, it is also an admit face from researches that nail-biting carries a cluster of symptoms. With the pharmacological treatment, there is also a need for behavioural therapy to modify these behaviours. Thus, the multidisciplinary approach for the treatment of the disease will involve positive reinforcement, and regular follow-ups ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"AUxj3v1A","properties":{"formattedCitation":"(Siddiqui et al., 2017)","plainCitation":"(Siddiqui et al., 2017)","noteIndex":0},"citationItems":[{"id":22,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TX88UKM"],"itemData":{"id":22,"type":"article-journal","title":"Onychophagia (Nail biting): A body focused repetitive behavior due to psychiatric co-morbidity","container-title":"Journal of Mood Disorders","page":"47","volume":"7","issue":"1","author":[{"family":"Siddiqui","given":"Javed Ather"},{"family":"Qureshi","given":"Shazia Farheen"},{"family":"Marei","given":"Waseem M."},{"family":"Mahfouz","given":"Talal Abdullah"}],"issued":{"date-parts":[["2017"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Siddiqui et al., 2017). Moreover, there is also a need to make these people familiar with the clinical presentation of onychophagia, and all the accessible treatment possibilities ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"U5bhypkM","properties":{"formattedCitation":"(Winebrake, Grover, Halteh, & Lipner, 2018)","plainCitation":"(Winebrake, Grover, Halteh, & Lipner, 2018)","noteIndex":0},"citationItems":[{"id":25,"uris":["http://zotero.org/users/local/CNBGYtRv/items/8TQMI24X"],"uri":["http://zotero.org/users/local/CNBGYtRv/items/8TQMI24X"],"itemData":{"id":25,"type":"article-journal","title":"Pediatric Onychophagia: A Survey-Based Study of Prevalence, Etiologies, and Co-Morbidities","container-title":"American journal of clinical dermatology","page":"887-891","volume":"19","issue":"6","author":[{"family":"Winebrake","given":"James P."},{"family":"Grover","given":"Kartikey"},{"family":"Halteh","given":"Pierre"},{"family":"Lipner","given":"Shari R."}],"issued":{"date-parts":[["2018"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Winebrake, Grover, Halteh, & Lipner, 2018).

References

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Falkenstein, M. J. (2016). Clinical Aspects of Hair Pulling, Skin Picking, and Nail Biting. Current Treatment Options in Psychiatry, 3(4), 375–384.

Ghanizadeh, A. (2008). Association of nail-biting and psychiatric disorders in children and their parents in a psychiatrically referred sample of children. Child and Adolescent Psychiatry and Mental Health, 2(1), 13.

Siddiqui, J. A., Qureshi, S. F., Marei, W. M., & Mahfouz, T. A. (2017). Onychophagia (Nail biting): A body-focused repetitive behaviour due to psychiatric co-morbidity. Journal of Mood Disorders, 7(1), 47.

Sidiropoulou, P., Sgouros, D., Theodoropoulos, K., Katoulis, A., & Rigopoulos, D. (2019). Onychotillomania: A Chameleon-Like Disorder: Case Report and Review of Literature. Skin Appendage Disorders, 5(2), 104–107.

Singal, A., & Daulatabad, D. (2017). Nail tic disorders: Manifestations, pathogenesis and management. Indian Journal of Dermatology, Venereology, and Leprology, 83(1), 19.

Wells, J. H., Haines, J., & Williams, C. L. (1998). Severe morbid onychophagia: The classification as self-mutilation and a proposed model of maintenance. Australian and New Zealand Journal of Psychiatry, 32(4), 534–545.

Winebrake, J. P., Grover, K., Halteh, P., & Lipner, S. R. (2018). Pediatric Onychophagia: A Survey-Based Study of Prevalence, Etiologies, and Co-Morbidities. American Journal of Clinical Dermatology, 19(6), 887–891.

Attachment Styles And Behavior

Academic Institution

Attachment Styles and Behavior

Purpose Statement

By

Name

Location

Date

Attachment Styles and Behavior

I took the attachment style quiz and as per my results, I came upon the understandings mentioned below. These results gave me an analysis of my personality and gave me a better know how of my attachment style with my parents and the other relations close to me in society.

Part A:

In Part A of the quiz, that was about the relationship with the parents, especially mother, I chose response no. 1. This response contained the emotional, loving, and supportive side of a mother. The response contained the variables that I had a very comfortable relationship with my mother in childhood and she knew when to be supportive and when to allow me on my own.

From this response, I came to know that I have a close and “Secure” relationship with my mother (Feldman. 2016) . This explained that my relationships, especially with my mother are characterized by happiness, trust, and friendship. We share a strong bond and are able to adopt each other despite each other’s shortcomings (Hazen and Shaver, 1987).

Part B:

For Part B, I selected option no 3. This option consisted of characteristics like distrust, discomfort, and nervousness. The response stated that the respondent feels uncomfortable being around people and is scared of getting close to people, particularly in a romantic relationship.

This response made me realize that I have an “Avoidant” attachment style with my fellows, with whom I have been sharing the social space. People with “Avoidant’ style of attachment are dominated by jealousy, intimacy, and emotional highs and lows. These people get very low satisfaction in any relationship and avoid being in relationships especially romantic bondings (Tucker and Anders, 1999).

Bibliography

Feldman, Robert S. Understanding psychology. 2016.

Hazen, C. and Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524.

Tucker, J. S., and Anders, S. L. (1999). Attachment style, interpersonal perception accuracy, and relationship satisfaction in dating couples. Personality and Social Psychology Bulletin, 25, 403-412.

Attention And Perception

Attention and Perception

As I considered myself a subject in each experiments, the findings surprised me. My performance in Stroop effect was particularly surprising. The task seems relatively easy while learning about its requirements and prerequisites, however, after experimenting that such is not quite the case. Naming the colors shown on each word name was entirely different when the word name was a color name in itself. The same was the case in other experiments as well. For instance, the situation of Muller Lyer was remarkably unique for me as I never thought myself to be someone who would perform inaptly on a task so simple as putting a finger in the middle of plain lines with arrows. I could henceforth easily configure how the findings for simulated driving effects in the article by Strayer and Johnston in “Driven to distraction: dual-Task studies of simulated driving and conversing on a cellular telephone” were particularly apt as I myself experienced the impact of dual tasks and lowering of performance. This was particularly the case when task complexity was enhanced. The results of each experiment or procedure apply to real-life experiences and settings which is particularly clear after evaluating the peer reviewed article in view. The article shows how there is no particular impact of listening to a tape recorded book or a radio broadcast or a hands-free cell phone on performance but when the conversations become unconstrained and driving becomes more complex, the rate of cognitive performance was subject to slower reactions and an imminent deficit in performance. The performance on the experiments at hands, further informed me that while facing several stimuli for a response at the same time, we as humans tend to selectively perceive which stimulus requires most attention and react accordingly. For instance, when at a dilemma of saving a child from cutting his hands with a sharp object or picking a call, the person would selectively address the stimulus to save the child first.

References

Strayer, D. L., & Johnston, W. A. (2001). Driven to distraction: Dual-task studies of simulated driving and conversing on a cellular telephone. Psychological science, 12(6), 462-466.

Judd, C. H. (1905). The Muller-Lyer illusion. The Psychological Review: Monograph Supplements.

Attention Deficit Disorder

Attention Deficit Disorder

Author Note

Attention Deficit Disorder

Attention deficit disorder is a clinically heterogeneous neuropsychic disorder that makes it difficult to control impulsivity, pay attention or manage excitable behavior. It is associated with enormous financial burden, adverse vocational and academic outcomes, and stress to families. This disorder is multifactorial with complex etiology and affects the child's quality of life. The inattention component of attention deficit disorder is manifested by difficulty in focusing, daydreaming and distractibility whereas, the hyper component is expressed as restlessness, fidgeting and excessive talking. Attention deficit disorder is amongst the most common neurobehavioral disorder in children. It is associated with a high rate of psychiatric conditions such as mood and anxiety disorder, substance use disorder and oppositional defiant disorder. Worldwide, this disorder affects approximately 4 – 12 % of school-aged children. During the last few decades, epidemiological studies have shown high rates of concurrent learning and psychiatric disorders among ADHD patients. Anxiety usually confounds the treatment and diagnosis of ADHD. The likelihood of depressive disorder increases two folds in ADHD. Recent studies have shown that stimulant decreases the risk of depression and anxiety in ADHD patients ADDIN EN.CITE <EndNote><Cite><Author>Potvin</Author><Year>2016</Year><RecNum>1240</RecNum><DisplayText>(Potvin, Charbonneau, Juster, Purdon, &amp; Tourjman, 2016)</DisplayText><record><rec-number>1240</rec-number><foreign-keys><key app="EN" db-id="axzrwpxxqvwtw5evsf3xrer2arfwsa5f0e5d" timestamp="1573841859">1240</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Potvin, Stéphane</author><author>Charbonneau, Genevieve</author><author>Juster, Robert-Paul</author><author>Purdon, Scot</author><author>Tourjman, Smadar Valérie</author></authors></contributors><titles><title>Self-evaluation and objective assessment of cognition in major depression and attention deficit disorder: Implications for clinical practice</title><secondary-title>Comprehensive psychiatry</secondary-title></titles><periodical><full-title>Comprehensive psychiatry</full-title></periodical><pages>53-64</pages><volume>70</volume><dates><year>2016</year></dates><isbn>0010-440X</isbn><urls></urls></record></Cite></EndNote>(Potvin, Charbonneau, Juster, Purdon, & Tourjman, 2016).

Symptoms of ADHD

The symptoms of ADHD vary from one person to another but it consists of hyperactivity, impulsivity and inattention ADDIN EN.CITE <EndNote><Cite><Author>Fuller-Thomson</Author><Year>2015</Year><RecNum>1242</RecNum><DisplayText>(Fuller-Thomson &amp; Lewis, 2015)</DisplayText><record><rec-number>1242</rec-number><foreign-keys><key app="EN" db-id="axzrwpxxqvwtw5evsf3xrer2arfwsa5f0e5d" timestamp="1573841918">1242</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Fuller-Thomson, Esme</author><author>Lewis, Danielle A</author></authors></contributors><titles><title>The relationship between early adversities and attention-deficit/hyperactivity disorder</title><secondary-title>Child Abuse &amp; Neglect</secondary-title></titles><periodical><full-title>Child Abuse &amp; Neglect</full-title></periodical><pages>94-101</pages><volume>47</volume><dates><year>2015</year></dates><isbn>0145-2134</isbn><urls></urls></record></Cite></EndNote>(Fuller-Thomson & Lewis, 2015).

Inattention 

People with inattention have a very hard time keeping their mind focused. Focusing on completing and organizing routine tasks sometimes become very difficult for ADHD patients. These people forget things easily and suffer from procrastination, trouble staying seated during activities and meeting and restlessness.

Hyperactivity 

People with ADHD are not able to sit still. These individuals have difficulty playing quietly. They usually interrupt conversations, activities and games. They use other people’s belongings without their permission.

Impulsivity

Those individuals who are overly impulsive are unable to think before they act. Impulsivity makes it difficult for them to wait longer for the things they want. They usually have difficulty in making friends. Recent studies have shown that the prevalence of ADHD is 7-8% among school-going children. The prevalence of ADHD varies with risk factors such as gender, age, family dysfunction, chronic health problems and the presence of developmental impairment. ADHD disorder is present in almost all countries. Current advances in neuroimaging, behavioral, cognitive neurosciences have provided great evidence that attention deficit disorder is a complex neurobiological disorder.

Comorbid Conditions

Child ADHD usually co-occurs with different psychiatric disorders that include anxiety, disruptive behavior and mood disorders. Similarly, adult ADHD is associated with a diagnosis of mood, anxiety and substance use disorder. In adults, ADHD is not always comorbid with different psychiatric disorders and studies have shown that it exists in 20-26% of adults.

Current Research

During the past 30 years, research has been published on attention deficit disorder. In the last 3 years, different theories of ADHD therapies have evolved. Different pharmacological agents affecting α-2-adrenergic and catecholaminergic transmission are used in the treatment. Over the last few years, attention has been paid in prescribing pattern of medicines related to patient characteristics and the factors which promote adherence of treatment in young adult and pediatric population.

ADHD Treatment

There are both nonpharmacological and pharmacological treatments for ADHD. Pharmacological treatments are more commonly used and consist of stimulant medications such as dexmethylphenidate, mixed amphetamine salts, methylphenidate and lisdexamfetamine dimesylate (LDX). Nonstimulants such as clonidine, atomoxetine, and guanfacine are also proved to be efficacious in treating attention deficit disorder. Other than medicines, non pharmacological treatments are also very common. Teachers and parents adopt effective behavioral management techniques that aim to reduce behavioral problems in children with ADHD. Child behavioral therapy is an effective approach for the treatment of ADHD ADDIN EN.CITE <EndNote><Cite><Author>Chan</Author><Year>2016</Year><RecNum>1243</RecNum><DisplayText>(Chan, Fogler, &amp; Hammerness, 2016)</DisplayText><record><rec-number>1243</rec-number><foreign-keys><key app="EN" db-id="axzrwpxxqvwtw5evsf3xrer2arfwsa5f0e5d" timestamp="1573841984">1243</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Chan, Eugenia</author><author>Fogler, Jason M</author><author>Hammerness, Paul G</author></authors></contributors><titles><title>Treatment of attention-deficit/hyperactivity disorder in adolescents: a systematic review</title><secondary-title>Jama</secondary-title></titles><periodical><full-title>Jama</full-title></periodical><pages>1997-2008</pages><volume>315</volume><number>18</number><dates><year>2016</year></dates><isbn>0098-7484</isbn><urls></urls></record></Cite></EndNote>(Chan, Fogler, & Hammerness, 2016).

Stimulants

For most ADHD patients, stimulant remains the first choice. Meta-analysis has shown that stimulants are more efficacious than non-stimulants. For both the amphetamine and methylphenidate families, there are wide arrays of choices that enable physicians to better tailor the dose of medicines. Studies have shown that methylphenidate and osmotic-release oral system lessens the symptoms of ADHD with increase adherence. Transdermal methylphenidate and dexmethylphenidate extended-release are also effective in treating ADHD. In recent studies, it is found that comorbid anxiety does not affect the efficacy of stimulants. Stimulants decrease the likelihood of the occurrence of other psychiatric comorbidities in adulthood such as cigarette and substance abuse. The side effects associated with stimulant treatment include trouble with sleep and decreased appetite. Serious cardiovascular adverse effects have been reported with the use of stimulants. However common side effects on heart rate and blood pressure are of no clinical significance.

Non-stimulants

Some children are not able to tolerate treatment with stimulants due to its side effects such as loss of appetite. Several non-stimulant medications are also used for the treatment of ADHD. The non-stimulants that are used for attention deficit disorder include reboxetine and modafinil. Drugs that are approved by the FDA for ADHD treatment include atomoxetine, norepinephrine reuptake inhibitors, clonidine, and guanfacine. Both gaunfacine and clonidine have been approved by the FDA for co-administration with stimulant medications. Specialized educational planning is also used for treating children with ADHD. Learning disorders occur in approximately 1/3rd of the youth, therefore, ADHD children must be screened and adequate educational plans should be developed. Children with ADHD usually suffer from academic failure and tend to have more injuries and accidents as compared to children who don't have ADHD. These children have poor self-esteem and trouble interacting with others. These children are at an increased risk of alcohol and drug abuse. The exact cause of ADHD is not clear. Factors that contribute to the development of ADHD include environmental, genetic and problems with the central nervous system.

References

ADDIN EN.REFLIST Chan, E., Fogler, J. M., & Hammerness, P. G. (2016). Treatment of attention-deficit/hyperactivity disorder in adolescents: a systematic review. Jama, 315(18), 1997-2008.

Fuller-Thomson, E., & Lewis, D. A. (2015). The relationship between early adversities and attention-deficit/hyperactivity disorder. Child Abuse & Neglect, 47, 94-101.

Potvin, S., Charbonneau, G., Juster, R.-P., Purdon, S., & Tourjman, S. V. (2016). Self-evaluation and objective assessment of cognition in major depression and attention deficit disorder: Implications for clinical practice. Comprehensive psychiatry, 70, 53-64.

Attention-Deficit/Hyperactivity

Attention-Deficit/Hyperactivity

Jade Chin

[Institutional Affiliation(s)]

Author Note

Attention-Deficit/Hyperactivity

Dear John,

Hope my mail finds you well. I received your email and would be pleased to offer advice regarding your condition. Attention-deficit hyperactivity disorder ADHD is a disorder of the brain marked by the individual’s inability to focus their attention span in order to complete a cognitive process or activity in an effective manner before they proceed to another. This can often lead them to take impulsive decisions. The disorder generally originates in the brain impacting it in different ways. Most commonly, individuals with ADHD have lower levels of neurotransmitters generating between their brain’s basal ganglia and the prefrontal cortical area, which regulate noradrenaline and dopamine. Moreover, ADHD adults have lower levels of glutamate levels that impact neurotransmitter function and lead to dysfunctional neural networking in these parts of the brain CITATION Sal14 \l 1033 (Salamanca, 2014). As a result, this can impact your emotions, memory, motivation, and learning. Some of the ways ADHD can affect your learning is the tendency to get frustrated easily by minor annoyances and having trouble calming down when angry or annoyed. It is possible for you to get worried too and take offense even at the mildest criticism. However, there is no reason to worry. Studies of ADHD in adult learners reveal that they do not have problems in short-term memory and can recall instructions, words or digits with the same efficiency as their peers CITATION Bar11 \l 1033 (Barkley & Benton, 2011). Although, it is possible to face difficulty when manipulating or managing that information, or use information to guide behavior.

Students with ADHD are able to focus specifically on tasks that they find engaging or stimulating but find it difficult to attend to mundane tasks. Therefore it is possible for you to jump from one activity to another, become distracted by irrelevant sounds or sights, or become bored too quickly. Commonly, it is impulsivity and hyperactivity that are seen as a cause for concern, however, it is distraction from external events and low-priority tasks is what you should try to manage. It is possible for you to find it difficult to focus in my class during a lecture or during a written task, in which it is possible to zone out. This can also manifest in a tendency to overlook details which can lead to incomplete work or errors. However, studies suggest that conduct problems or impulsivity/hyperactivity are generally not associated with academic problems as are inattentive symptoms.

Although a tendency to have difficulty concentrating on a task for ADHD individuals is well-known, you should know that they also have the tendency to focus extremely well on activities they find rewarding and stimulating. This tendency is also known as hyper-focus, which is in fact, a coping mechanism that Individuals with ADHD employ as a distraction. Hyper-focus can be steered and channeled into productive activities, but it has the potential to get you engrossed into something that may cause you to neglect other responsibilities. Nevertheless, if managed well you can turn this to your advantage. Moreover, to acknowledge and accept that you may react without thinking or rushing through tasks unknowingly will help you cope with the condition. It is important not to be too hard on yourself, and instead, focus on achieving little targets at a time, so as to minimize impulse problems CITATION Bar11 \l 1033 (Barkley & Benton, 2011). When you have ADHD and find yourself having trouble acting in socially appropriate ways, it is possible to start believing that there is something wrong with you. However, this is no cause for concern, because ADHD is not an indicator of capability or intelligence. Although you find experience difficulty in some aspects, but that does not mean that it is not possible for you to achieve success, the key to finding your niche is to capitalize on the strengths you have discovered about yourself.

In the end, I would remind you that ADHD is simply a collection of negative and positive traits that works similar to any other qualities that you may possess. If it brings about impulsivity, then it also has the tendency to bring about enhanced creativity, energy, passion, and a constant flow of ideas. The key is to identify your strengths and then make adjustments to the environment that best support you.

Regards,

Professor

References

BIBLIOGRAPHY Barkley, R., & Benton, C. (2011). Taking Charge of Adult ADHD. New York, NY: Guilford Publications.

Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. doi:10.1111/j.1365-2214.2009.01046.x

Salamanca, L. M. (2014). Biopsychosocial perspective of ADHD. Open Journal of Epidemiology, 4, 1-6. doi:10.4236/ojepi.2014.41001