Mental Disorder

Disorders defines social anxiety disorder as a marked and persistent fear of social or performance situations in which embarrassment may occur (DSM). Exposure to these situations provokes an immediate anxiety response such as a panic attack (DSM). In order to be diagnosed, fear or avoidance of these situations must interfere significantly with the person’s normal routines, occupational or academic functioning, social activities or relationships, or a person must experience marked distress about having the phobia (DSM).

In 400 B. C. , Hippocrates described a young man that displayed the symptoms of a social anxiety disorder. “He dare not come in company for fear he should be misused, disgraced, overshoot himself in gesture or speeches, or be sick; he thinks every man observes him” (Burton 2009). Throughout the 20th century, psychiatrists described extremely shy patients as having social phobia and social neurosis. British psychiatrists Isaac Marks and Michael Gelder proposed that social phobias be considered a distinct category separate from other simple phobias (Hope, Heimberg, Juster, & Turk 2005).

In 1980, the third edition of the Diagnostic and Statistical Manual of Mental Disorders introduced social phobia as an official psychiatric diagnosis. Social phobia was described as a fear of performance situations, but did not include fears of informal situations such as casual conversations or social situations. Patients with broad fears were likely to be diagnosed with avoidant personality disorder, which could not be diagnosed in conjunction with social phobia.

In 1985, psychiatrist Michael Liebowitz and psychologist Richard Heimberg initiated a call to action for research on social phobia (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). Due to the lack of research on social anxiety disorder, the disorder came to be known by many as the “neglected anxiety disorder” (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003).

In 1987, the DSM-III-R introduces changes in some of the diagnostic criteria. To diagnosis social anxiety disorder the symptoms must cause “interference or marked distress” rather than simply “significant distress. ” It also became possible to diagnose social phobia and avoidant personality disorder in the same patient (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003).

In 1994, the DSM-IV was released, and the disorder was defined as a “marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or possible scrutiny by others” (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). The etiology of social anxiety disorder is largely attributed to genetics, and environmental factors. Family studies of individuals with social anxiety disorder show a higher incidence of the disorder than that found in the general population, and a twin study found a concordance rate of 15. % in dizygotes and a 24. 4% concordance in monozygotes (Kedler, Neale, Kessler, Heath & Eaves 1992. ).

Of course, there is very little evidence that the genetic factors attributed to social anxiety disorder extend beyond the link between environmental factors since there is very little evidence of neurobiological factors. Other than the fact that selective serotonin reuptake inhibitors (SSRIs) are effective treatments for social anxiety disorder, there is little evidence to implicate dysfunction of the serotonergic system (Jefferson 2001. . The lack of empirical data identifying neurobiological factors in causing the onset of social anxiety disorder is best stated in a quote by Dr. Murray B. Stein, a Professor of Psychiatry and Family & Preventive Medicine at the University of California San Diego, “It is clear that we have a long way to go before we can speak with authority about the ‘neurobiology of social phobia’” (Stein 1998. ) Therefore, environmental factors remain the most referred to etiological agent in the onset of social anxiety disorder.

Parenting traits such as over control, lack of warmth or rejection, and overprotection are known to be associated with the etiology of social anxiety disorder (Brooks, & Schmidt 2008). Some individuals with social anxiety disorder associate its onset with a specific social event or interaction that was particularly embarrassing or humiliating. Such a circumstance could be considered an adverse conditioning stimulus (Jefferson 2001). There is further evidence that poor results from quality of life assessments can be attributed to social anxiety disorder.

Individuals with major depressive disorder, obsessive-compulsive disorder (OCD), panic disorder, and social anxiety disorder have substantially poorer quality of life than community comparison cohorts. In many cases, the quality-of-life impairments associated with these anxiety disorders are equal to or greater than those seen with other chronic medical disorders (Rapaport, Clary, Fayyad, & Endicott 2005). Social anxiety disorder is a common disorder. The lifetime prevalence of SAD is somewhere between 7% and 13% in Western countries (Furmark 2002).

Furthermore, epidemiological studies have demonstrated that social anxiety disorder is the most widespread of all the anxiety disorders, and the third most common psychiatric disorder after major depression and alcohol abuse (Brooks, & Schmidt 2008). Therapy and medication are the most common treatments for social anxiety disorder. Cognitive behavioral therapy is the most utilized form of psychotherapy, and has been found to be successful in seventy-five percent of patients (“Social anxiety disorder,” 2009).

This type of therapy focuses on reminding the patient that it is their own thoughts, not other people or situations, that determine how they behave or react (“Social anxiety disorder,” 2009). In therapy, the patient is taught how to recognize and change the negative thoughts they have about themselves (“Social anxiety disorder,” 2009). Exposure therapy is also a common form of treatment for social anxiety disorder. In this type of therapy, the patient is gradually exposed to situations that they fear most (“Social anxiety disorder,” 2009).

Exposure therapy enables the patient to learn coping techniques, and develop the courage to face them (“Social anxiety disorder,” 2009). The patient is also exposed to role-playing with emphasis on developing the skills to cope with different social situations in a “safe” environment (“Social anxiety disorder,” 2009). There are several medications used to treat social anxiety disorder. These medications are typically serotonin reuptake inhibitors including Paxil, Zoloft, and Prozac (“Social anxiety disorder,” 2009).

A serotonin norepinephrine reuptake inhibitor (SNRI) drug such as Venlafaxine may also be used as a first-line therapy for social anxiety disorder (“Social anxiety disorder,” 2009). Typically, the patient begins with a low dosage, and is gradually increased to a full dosage, to minimize side effects (“Social anxiety disorder,” 2009). It may take up to three months of treatment before the patient begins to have noticeable improvement of symptoms (“Social anxiety disorder,” 2009). Social anxiety disorder remains a largely misunderstood, and under researched, disorder.

Momentum through increased clinical research, in depth understanding through treatment, and stricter guidelines for proper diagnosis are positive indications that Psychology has recognized the debilitating effects of social anxiety disorder on patients. In time, clinicians will be better prepared to treat patients suffering from this disorder, and will improve the lives of patients.

References

1. Brooks, C. A. , & Schmidt, L. A. (2008). Social anxiety disorder: a review of environmental risk factors. Neuropsychiatr Disease and Treatment, 4(1), Retrieved from http://www. ncbi. nlm. ih. gov/pmc/articles/PMC2515922/
2. Burton, Robert. (2009). The Anatomy of melancholy. Charlottesville, VA: The University of Virginia. Furmark T. (2002). Social phobia: overview of community surveys, Acta Psychiatrica Scandinavica, 105, Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/11939957
3. Hope, Debra, Heimberg, Richard, Juster, Harlan, & Turk, Cynthia. (2005). Managing social anxiety. New York, NY: Oxford Univ Pr.
4. Jefferson, J. W. (2001). Physicians postgraduate press, inc.. Primary Care Companion to the Journal of Clinical Psychiatry, 3(1), Retrieved from http://www. cbi. nlm. nih. gov/pmc/articles/PMC181152/
5. Kedler, K. S. , Neale, M. C. , Kessler, R. C. , Heath, A. C. , and Eaves, L. J. (1992) The genetic epidemiology of phobias in women: the interrelationship of agoraphobia, social phobia, situational phobia, and simple phobia. Arch. Gen. Psychiatry.
6. Rapaport, M. H. , Clary, C, Fayyad, R, & Endicott, J. (2005). Quality-of-life impairment in depressive and anxiety disorders. American Journal of Psychiatry, 162(6), Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/9861470
7. Social anxiety disorder (social phobia). (2009). Mayoclinic. com. Retrieved (2010, April 25), Retrieved from http://www. mayoclinic. com/health/social-anxiety-disorder/DS00595/DSECTION=treatments%2Dand%2Ddrugs
8. Stein, M. B. (1998). Neurobiological perspectives on social phobia: from affiliation to zoology. Biological Psychiatry, 44(12), Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/9861470
9. Weiner, Irving, Freedheim, Donald, Freedheim, Donald, Reynolds, William, Miller, Gloria, Gallagher, Michela, Nelson, Randy, Gallagher, Michela, Nelson, Randy, Gallagher, Michela, & Nelson, Randy. (2003). Handbook of psychology. Hoboken, NJ: John Wiley & Sons Inc.

Course Description

General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will be made to the human experience.

Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

•University policies: You must be logged into the student website to view this document. •Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Kowalski, R., & Westen, D. (2011). Psychology (6th ed.). Hoboken, NJ: Wiley.

All electronic materials are available on the student website.

Week One: The Science of Psychology
DetailsDuePoints
Objectives1.1Examine the major underlying assumptions of the various schools of thought in psychology. 1.2Explain how psychological research applies to various aspects of personal and social life. 1.3Determine what guidelines should be applied to the evaluation of psychological research and practices. 1.4Identify ethical dilemmas that may arise in psychological research. 1.5Describe the basic biological foundations of psychology. ReadingRead Ch. 1 of Psychology.

ReadingRead Ch. 2 of Psychology.
ReadingRead Ch. 3 of Psychology.
ReadingReview this week’s Electronic Reserve Readings.
ParticipationParticipate in class discussion.Week 12
Discussion QuestionsRespond to weekly discussion questions.Week 11 Activities and Preparation
Branches of Psychology View the “Branches of Psychology” video located in this week’s Media Enhancements link.

Activities and Preparation
Complexity of Humans View the “Complexity of Humans” video located in this week’s Media Enhancements link.

Activities and Preparation
Perspectives in Psychology
View the “Perspectives in Psychology” activity located in this week’s Media Enhancements link.

Activities and Preparation
Classic Studies in Psychology Watch the “Classic Studies in Psychology” video located in this week’s Electronic Reserve Readings. Activities and Preparation
The Wonder of the Human Brain
Watch the “Wonder of the Human Brain” video located in this week’s Electronic Reserve Readings. Individual Instructions
Choosing the Right Method Read the following:

The term experimental research describes the systematic process by which scientists seek to understand cause–effect relationships. When conducting experiments, researchers observe what happens when one or more variable is manipulated. The manipulated variable is called the independent variable. Scientists are interested in observing the effects of the independent variable(s) on the dependent variable. The dependent variable is the variable that is measured. When a scientist observes changes in the dependent variable in response to manipulation of the independent variable, a causal relationship may be inferred. When researchers test new drugs, they typically use experimental designs; that is, they manipulate the drug condition (some participants will receive the drug that is being studied and others will receive a placebo) and measure the effects of the manipulation on variables of interest, such as weight loss or blood pressure.

Non-experimental research also examines relationships among variables but makes no attempt to infer cause and effect. Examples of non-experimental methods include descriptive analysis, case studies and correlational studies. One common example of non-experimental research is survey research. Surveys are often administered to hundreds of individuals to better understand how particular variables (such as pet ownership and self-reported stress levels) are related.

Watch the “Choosing the Right Method” video located in this week’s Electronic Reserve Readings. Learning Team Instructions
Learning Team CharterCreate the Learning Team Charter.Week 2 Individual Foundations of Psychology PaperPrepare a 700- to 1,050-word paper in which you examine the foundations of psychology. Address the following components:

•Identify the major schools of thought in psychology and examine their major underlying assumptions. •Identify the primary biological foundations of psychology linked to behavior.

Prepare to discuss this paper in class.
Format your paper consistent with APA guidelines.Week 18
Individual
Week One Knowledge CheckComplete the Week One Knowledge Check.Week 12

Week Two: Learning
DetailsDuePoints
Objectives2.1Explore the conditioning processes involved with learning. 2.2Distinguish between classical and operant conditioning.
2.3Define unconditioned stimulus, conditioned stimulus, reinforcement, shaping, and extinction. 2.4Examine cognitive-social models of learning.
ReadingRead Ch. 5 of Psychology.
ReadingReview the Ch. 3 section “Research in Depth: Thinking With Two Minds?” of Psychology. ReadingReview this week’s Electronic Reserve Readings.
ParticipationParticipate in class discussion.Week 22
Discussion QuestionsRespond to weekly discussion questions.
Week 21
Activities and Preparation
Introduction to Broken Brains Watch the “Introduction to Broken Brains” video located in this week’s Electronic Reserve Readings. Activities and Preparation
Language Resides Solely in the Hemisphere of the BrainReview the Ch. 3 section “Research in Depth: Thinking With Two Minds?” of Psychology.

Watch the “Language Resides Solely in the Left Hemisphere of the Brain” video located in this week’s Electronic Reserve Readings.

Activities and Preparation
Spatial Awareness Resides in the Right Hemisphere of the Brain Review the Ch. 3 section “Research in Depth: Thinking With Two Minds?” of Psychology.

Watch the “Spatial Awareness Resides in the Right Hemisphere of the Brain” video located in this week’s Electronic Reserve Readings. Activities and Preparation
Positive Reinforcement View the “Positive Reinforcement Tutorial” activity located in this week’s Media Enhancements link.

Activities and Preparation
The Shaping Process
View the “The Shaping Process” activity located in this week’s Media Enhancements link. Individual Instructions
Resources: University of Phoenix Material: Understanding the Research Process

Read Understanding the Research Process located in Week Two and begin working on the assignment, which is due in Week Three. Individual
Phobias and Addictions PaperPrepare a 750- to 1,050-word paper in which you discuss phobias and addictions as related to classical and operant conditioning. Phobias and addictions are two emotional difficulties which learning theorists can account for. Include the following components:

•Explore how phobias can be developed through classical conditioning. •Explore how addictions can be developed through operant conditioning. •Distinguish between classical and operant conditioning.

•Explain what extinction means and how it is achieved in both classical and operant conditioning.

Format your paper consistent with APA guidelines.Week 28

Learning Team Learning Team CharterSubmit the Learning Team Charter.Week 22 Individual
Week Two Knowledge CheckComplete the Week Two Knowledge Check.Week 22

Week Three: Memory, Thought, Language, and Intelligence
DetailsDuePoints
Objectives3.1Examine the processes of memory and information processing. 3.2Describe short-term memory and long-term memory in relationship to each other. 3.3Compare and contrast language, thought, reasoning, and problem solving. 3.4Explore the definitions of intelligence and the validity of intelligence measurements. 3.5Articulate the relationship between memory and intelligence. ReadingRead Ch. 6 of Psychology.

ReadingRead Ch. 7 of Psychology.
ReadingRead Ch. 8 of Psychology.
ReadingReview this week’s Electronic Reserve Readings.
ParticipationParticipate in class discussion.Week 32
Discussion QuestionsRespond to weekly discussion questions.Week 31 Activities and Preparation
Memory in the BrainView the “Memory in the Brain” activity located in this week’s Media Enhancements link. Activities and Preparation
Learning and Memory Watch the “Learning and Memory” video located in this week’s Electronic Reserve Readings. Activities and Preparation
Theories of Language Acquisition Watch the “Theories of Language Acquisition” video located in this week’s Electronic Reserve Readings. Individual
Understanding the Research Process AssignmentSubmit the Understanding the Research Process Assignment.Week 38 Learning Team Gardner Intelligence PaperPrepare an 8- to 10-slide Microsoft® PowerPoint® presentation in which you discuss the theory of multiple intelligences developed by Howard Gardner. Select three intelligences and discuss how each can have an impact on your personal success. The following is a list of the eight intelligences:

•Linguistic
•Musical
•Logical–mathematical
•Naturalist
•Spatial
•Bodily–kinesthetic
•Intrapersonal
•Interpersonal

Include detailed speakers notes for each slide.
Format your references consistent with APA guidelines.Week 313 Individual
Week Three Knowledge CheckComplete the Week Three Knowledge Check.Week 32

Week Four: Motivation and Personality
Human Development
DetailsDuePoints
Objectives4.1Examine basic theories of motivation.
4.2Compare and contrast theories of personality in terms of how they explain an individual’s unique patterns and traits. 4.3Determine the usefulness and the limitations of personality testing. 4.4Identify basic theories of development.

4.5Distinguish between the influences of heredity and environment on psychological development. ReadingRead Ch. 10 of Psychology.
ReadingRead Ch. 12 of Psychology.
ReadingRead Ch. 13 of Psychology.
ReadingReview this week’s Electronic Reserve Readings.
ParticipationParticipate in class discussion.Week 42
Discussion QuestionsRespond to weekly discussion questions.Week 41 Activities and Preparation
That’s My TheoryView the “That’s My Theory” activity located in this week’s Media Enhancements link.

Individual
Life Span Development and Personality PaperResources: Articles located through the University Library or other sources

Select a famous individual from the 20th or 21st century.
Obtain faculty approval for your selection prior to beginning this assignment. Conduct research concerning the background of your selected individual to determine what forces impacted his or her life from the viewpoint of developmental psychology. Prepare a 1,050- to 1,400-word paper in which you address the following items:

•Distinguish between the influences of heredity and environment on the person’s psychological development. Be sure to specify which area of psychological development: moral, emotional, or other. •What family issues or social support systems may have influenced the person’s developmental growth and adjustment? •Select two different theories of personality and apply them to your selected figure, and answer the following question: How
does each theory differ in terms of how it explains the individual’s unique patterns or traits? •Explain which theoretical approach you believe best explains the individual’s behaviors and achievements. Make sure to explain why you made this choice.

Use a minimum of three sources and be prepared to discuss your paper in class. Format your paper consistent with APA guidelines.Week 411
Learning Team
Abnormal Psychology and Therapy OutlineResource: Sample Outline from the Center for Writing Excellence

Create an outline in which you address the following:

•Compare and contrast normal and abnormal psychology.
•Examine at least two mental disorders and two mental illnesses from the perspective of psychology. •Identify therapies used for each school of thought in psychology for treating mental disorders.Week 42

Individual
Week Four Knowledge CheckComplete the Week Four Knowledge Check.Week 42

Week Five: Social Psychology
Abnormal Psychology and Therapy
DetailsDuePoints
Objectives5.1Analyze precursors and consequences of human interaction in terms of social psychology concepts. 5.2Explore basic concepts of human interaction from a social psychology perspective. 5.3Define abnormal psychology in contrast to “normal psychology.” 5.4Examine mental disorders and mental illness from the psychological perspective. 5.5Compare and contrast therapies designed for each school of thought in psychology for treating mental disorders. ReadingRead Ch. 14 of Psychology.

ReadingRead Ch. 15 of Psychology.
ReadingRead Ch. 16 of Psychology.
ReadingRead the “Social Influence” section of Ch. 17 of Psychology.
ReadingReview this week’s Electronic Reserve Readings.
ParticipationParticipate in class discussion.Week 52
Discussion QuestionsRespond to weekly discussion questions.Week 51 Activities and Preparation
Hidden in Plain Sight: Looking for Mental Illness Watch the “Hidden in Plain Sight: Looking for Mental Illness” video located in this week’s Electronic Reserve Readings. Activities and Preparation

Disorders and DiagnosisView the “Disorders and Diagnosis” activity located in this week’s Media Enhancements link.

Individual
Social Influences on Behavior PaperResources: Articles located through the University Library or other sources Prepare a 1,050- to 1,400-word paper in which you examine fundamental concepts of human interaction from the perspective of social psychology. Describe at least two examples of how human behavior changes based on social situations. In your description be sure to address the following:

•Describe the specific behaviors and the context in which they occurred. •Using social psychology concepts, provide an analysis of possible precursors and consequences of the behaviors. •Identify any associated phenomenon with your selected behaviors, such as social facilitation, social loafing, or groupthink.

Format your paper consistent with APA guidelines.Week 510
Learning Team
Abnormal Psychology and Therapy PaperPrepare a 1,050- to 1,400-word paper in which you discuss abnormal psychology and therapy. Address each one of the following items:

•Compare and contrast normal and abnormal psychology.
•Examine at least two mental disorders and two mental illnesses from the perspective of psychology. •Identify therapies used for each school of thought in psychology for treating mental disorders.

Use a minimum of three sources.
Format your paper consistent with APA guidelines.Week 513
Individual
Week Five Knowledge CheckComplete the Week Five Knowledge Check.Week 52

Optional Discussion Questions

Week One Discussion Questions

•What guidelines should be applied to the evaluation of psychological research and practices? What ethical dilemmas might arise in psychological research and how might they be avoided?

•How does psychology as a scientific discipline differ from the casual observations we make about the world in everyday life? What are the similarities?

•What do you think the term paradigm means in science? What do you think the term paradigm means in the field of psychology? To what do you attribute the similarities and differences?

•In what ways do you see psychology used in the environment where you work? In what ways do you see psychology used in your everyday life? What are the similarities? What are the differences?

•How do you see psychology linked to the process of education? How can it be used to improve education?

•In what ways do you see the application of psychological research in the various aspects of personal and social life? Explain. •What guidelines should be applied to the evaluation of psychological research and practices? What ethical dilemmas might arise in psychological research and how might they be avoided?

Week Two Discussion Questions

•How do we see observational learning used in the workplace? How do we see observational learning being used in our everyday life? Is observational learning effective? Why or why not?

•How do classical conditioning procedures differ from operant conditioning procedures? How are they similar? Give a detailed example of each type of learning.

•Why would learning language as a toddler be difficult to explain through the application of operant psychology shaping procedures?

•What are the Gestalt principles? What do these principles reference?

•What is the reinforcement schedule that is found in gambling? How does that schedule affect the resistance of the behavior to extinction?

•How do we see observational learning used in the workplace? How do we see observational learning being used in our everyday life? Is observational learning effective? Why or why not?

Week Three Discussion Questions

•How limited is short-term memory when compared to long-term memory? Is the retention of information conscious or semiconscious? Explain your answer.

•Do our thoughts require expression in the form of language? Is it possible to think in the absence of language? Why or why not? How are our thoughts represented?

•To what extent do you agree with the notion that language develops according to a Language Acquisition Device, as suggested by Noam Chomsky? How do you think toddlers develop complex language skills so quickly?

•Do you agree with Gardner’s theory of multiple intelligences? Why or why not?

•Is there a general intelligence that can be measured by tests? If so, what might be some of the things that you could use as test items that would tap into this general form of intelligence that would not be overly affected by cultural matters? If not, why not?

•How is reasoning related to logical arguments? Is this form of reasoning superior to what one might come to on his own? Why or why not?

Week Four Discussion Questions

•What could parents and teachers possibly do to facilitate cognitive development in Piaget’s Formal Operational stage?

•The ability to perform certain tasks appears to change over time. How can we determine if these changes are the result of maturation or learning? Does either maturation or learning take precedence over the other? Explain your answer.

•What factors make up the Five Factor Model of Personality? Which factor is the most important? Which factor is the least important? Explain your answers. •As most Americans do not practice rites of passage, how do we know when adolescence ends and adulthood begins? What psychological features do we expect to see in adolescents? What psychological features do we expect to see in adults? •What are the positive aspects of peer groups during adolescence? Which of Erikson’s stages describes the psychological issues of adolescence? In your opinion, which stage is the most important? Why?

•What events that typically occur during early adulthood correspond to Erikson’s stage of intimacy vs. isolation? In your opinion, which event is the most influential? Why?

•How does moral development change for developing individuals? Does it
change for everyone? Why or why not? Why do some people fail to develop basic moral values?

•Why are psychologists and other helping professionals particularly prone to burnout during middle adulthood?

•How do you and your parents—or people of their generation—differ in abilities requiring fluid intelligence, in contrast to crystallized intelligence? What do you think about the notion that intelligence declines with age?

•Do you think people in mourning behave differently according to their culture? Why or why not? In your opinion, is grief a universal emotion? Why or why not?

Week Five Discussion Questions

•How might social psychology be influenced by cultural factors from one society to another? Provide an example.

•What factors should be considered in distinguishing between normal and abnormal behavior? What relationships of importance might exist between social psychology and abnormal psychology?

•What are the benefits of using diagnostic labels to identify and describe abnormal behavior? What are the risks of using diagnostic labels to identify and describe abnormal behavior?

•What are the apparent symptoms of anxiety in terms of physiological, behavioral, and cognitive indicators? If both a parent and a child experience anxiety in similar situations, how would you account for the influences of heredity, preparedness, and vicarious conditioning?

•What sociocultural factors contribute to the difference in rates of depression between men and women? What biological factors contribute to the
difference in rates of depression between men and women?

•As a consumer of mental health services, which type of therapy would you prefer if you did not like to talk about your problems? If you were suffering from a phobia? If you had recurring nightmares since childhood? If you wanted to improve your marriage?

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To be sure we are caring for the entire needs of the attain, we must include a spiritual assessment to make sure the wishes and desires of the patient and family are being met in order for the patient to heal from their illness. To address our own spiritual needs we must be honest and open with ourselves as to what is important to us spiritually. Exploring your own spiritual side may be helpful to deliver the care necessary to your patients and leave room so you can be open to whatever it is that your patient’s spiritual needs may be.

This may also be important so you can understand what your own beliefs and preferences are so you don’t impose Hess on your patients. You may find that there are certain things you choose to do for your faith in order to stay spiritual. My family chooses to worship together on Sunday mornings in church. We have always done so and now that we are all married, we meet on Sundays and worship together. It brings us all together and I feel at peace when my family is together.

When taking care of your patients it is necessary to have an understanding of what it is that they believe and what will help them in their healing process. Many patients become stressed when hospitalized and seek comfort in having their virtual needs addressed. This is when it is important to ask those questions and have the knowledge of what you can do to make your patients as comfortable as possible. Many times patients will ask to see their pastor or want to make a trip to the chapel. Some may just want a quiet place to worship or will find comfort in having a Bible at the bedside.

It may be important for your patient to be involved in prayer or meditation in which you may wish to include yourself or not depending on how comfortable you are. Patients like to include their health care providers in their prayer as they live it helps to bring peace to their healing. When a person becomes ill, it often affects the family as well (GUCCI lecture notes, 2011). By asking the patient and family of their spiritual wishes, this allows us to gain a better understanding of who are patient is and what they need while under our care. Addressing and supporting patients’ spirituality can not only make their health care experiences more positive, but in many cases can promote health, decrease depression, help patients cope with a difficult illness, and even improve outcomes for some patients” (The Joint Commission, 2005). A Emily may have certain ceremonies or ways in which they pray together so it is up to the health care provider to allow this and accommodate them to the best of our ability.

According to the article by Jim Mann, from the Southwest Journal of Criminal Justice, (2012) he states how the involvement in the criminal justice system with mentally ill offenders was profoundly affected by the decision which resulted in large numbers of mental hospital patients returning to the community during the mid-1970s. The article states that after an examination of the characteristics of mental health courts was conducted, the consensus results indicated that with the release of mental health patients into a community came the increase in crime rates. The article I researched was very brief, but lead me in the direction of crime levels within the community. Once individuals were released from the institutions, crime rates statistically increased, according to the data provided by the Criminal Justice/Mental Health Consensus Project stated that crime jumped greatly over a period of time.

People decided to try the event of deinstitutionalization in an attempt to save money for both the hospitals as well as individuals. They believed that a prescription drug was and would be cheaper than the cost of twenty-four hour care within an institution. About this time era is when the development of psychiatric drugs started coming into the picture. Unfortunately, according to these statistics, crime levels did increase since the start of institutionalization. My local community is fairly small, but for has a high crime rate for how small it is. We do have an institution here in town for the mentally ill, but the majority of the people that are here and have committed crimes and have done some serious issues due to being mentally ill, basically just get a slap on the hand. My community for the most part is great when it comes to helping people out with certain situations; however, our police department is horrible and lazy. THEY are the waste of money, not our institutions.

Anyways, within my community, we do have a homeless shelter, where housing is provided for families, and we also have assistance groups for victims of domestic violence. We also have a family planning clinic that runs solely on donations and provides birth control as well as condoms at no cost. We also have low income clinics that help people and provide health care, dental care, and mental health at charges all based on an individual’s family size and income. Basically, my local community is great for helping people, except for our police department.

Schizophrenia and Physical Activity Grand Canyon University MRS.-441 V-230 Professional Capstone Project January 9, 2014 Research shows that implementing physical activity into a lifestyle is a vital part of being healthy and encouraged for the general population. The importance of physical activity is a knowledge deficit for the person living with schizophrenia as the education and support needed from the treating psychiatrist and nurse is not consistently provided. An emphasis is placed on medication adherence, treatment compliance and reduction in hospital admissions.

Research also shows that a person living with schizophrenia has a higher mortality and morbidity rate. This population often has chronic illnesses such as diabetes, hypertension and cardiovascular disease which often is the cause for premature death. Therefore prescriptive physical activity prescribed by the psychiatrist with support from the assigned nurse to provide much needed education and program structured to support this change in lifestyle is a much needed service provided in the current psychiatric outpatient clinic setting.

Physical activity for patients should be seen as integrative care and art of the common practice for mental health nursing. (Happens, Plantain-Phone, and Scott 2011). Keywords: schizophrenia, physical activity, serious mental illness Capstone Project A problem frequently found in the outpatient mental health clinic, inpatient facilities and within the community is the lack of importance placed on physical activity being part of the schizophrenic patient’s life.

There needs to be a shift to encourage the mental health nurse, the treating psychiatrist and the clinical team to take the time to educate the patients diagnosed with schizophrenia on the importance of incorporating physical activity into their daily routines. The benefits of becoming physically active should be described in detail to the patient as an effort to show them how this would improve their quality of life.

For many suffering from schizophrenia it may be difficult for many reasons not to be physically active but for others it is the simple lack of understanding of how being active can impact their lives in a positive way as well as having support within the clinical team. Much education of the schizophrenic patient lies with the busy mental health nurse who fete fails to realize that this type of education is Just as important as the education given to the patient on medication compliance for management of their symptoms and treatment adherence for long term stability.

There is a need for greater access to physical activity information, opportunities, and professional standards for staff in mental health care (Wand & Murray 2008). The World Health Organization (WHO) finds that physical activity, ranging from daily walking to structured exercise regimens, is internationally recognized as a key prevention and health management strategy (2007). If physical activity is a health priority for the general population why should it not be Just as important for the schizophrenic patient?

Physical health in this group is often poor and individuals tend to die early with life expectancy reduced by up to ten years compared to the general population (Philae 2001). It is common knowledge to the nurse and psychiatrist that regular physical activity can improve several common physical ailments such as hypertension, hyperglycemia, and hyperventilation’s as well as reduce the risk for developing cardiovascular disease, diabetes and cancer. In adult schizophrenic patients does implementing physical activity versus not implementing physical activity improve overall health in 1 year?

There are many factors that should be addressed in order to solve this problem. The education of the mental health nurse, treating psychiatrist and clinical team on the importance of taking the time to educate these patients with this information is a very important part of providing care. The identification of the barriers for which patients who receive this education and do not implement physical activity to their current lifestyles is also important. There is also a need for immunity based physical activities or places where a patient with schizophrenia will feel welcomed and supported.

The likelihood and reality of these patients to be accepted in general population venues for physical activities is often low due to the stigma and lack of education within society of the mentally ill. Review of Literature Education and Barriers In reviewing the articles similarities were found in a few of the articles. The importance of physical activity within all the articles was identified for the Schizophrenia patient. Each article stressed the fact that this patient population has high morbidity and mortality rate.

One that with incorporating physical activity can reduce risk factors that contribute to premature death. Physical activity is determined to be an important factor in improving the quality of life as well as quantity of life for these patients. The main point in my research was to show how the mental health nurse can influence the patient’s perspective of physical health as well as support it by promoting the physical activity and assisting the patient in identifying ways to incorporate physical health in their daily routines.

In the first article the argument is made on how the mental health nurse should provide leadership in promoting physical activity even if the mental health nurse is not educationally prepared to perform this role. It also concluded that mental health nurses can provide directions in understanding physical activity for their patients by using evidence-based research and mainstream physical activity in the mental health clinic. Physical activity for patients should be seen as integrative care and part of the common practice for mental health nursing. Happens, Plantain-Phone, and Scott 2011). Two of the articles were studies that identified barriers for why patients with schizophrenia do not engage in physical activity. It is has been found that these patients self-report up to a 47% that they are sedentary but without any physical limitations. The first study included 27 patients from four community clinics that were interviewed individually using a structured questionnaire. This study used the recommended American College of Sports Medicine guidelines for weekly activity levels.

The data showed that two-thirds of the participants were inactive and almost a third of the participants minimally active. Only two participants met the criteria of active which is described as having moderate intensity activity or walking for at least 30 minutes for 5 days per week. The study identified four barriers: limited experience of physical activity, impact of illness and the medication, effects of anxiety and the influence of support networks. It concluded that physical activity may need to be more individualized with case management approaches by health care providers.

The development of physical activity programs should include professional and peer support which would facilitate physical activity and program adherence. Moonstone, Nicola, Donated, and Laurie, 2009). The second study explored the perceived barriers and benefits to physical activity in people with serious mental illness. A total of four focus groups were held with a total of 34 patients from two program sites which included 16 men and 18 women. The data showed that barriers to physical activity were identified as mental illness symptoms, medications, and weight gain from medications, fear of discrimination and safety concerns.

The benefits were identified as the program offered a feeling of belonging, program offered comfort and support, physical activity was viewed costively, they were able to link being active to improved health. The conclusion of this study was that these patients did value physical activity and were aware of its health benefits. The report of fear of discrimination and relying on the staff to plan and initiate physical activities also contributed to their inactivity.

The recommendation is that any program implemented should include independent initiation of activity as a method of improving one’s health as this would assist the serious mentally ill patients in becoming more active and increase program compliance. McDermott, Snyder, Miller and Wilbur 2006). Lifestyle Factors and Activity Five articles, two of which were randomized studies that emphasized the importance of physical activity in relation to mortality rate, quality of life and identified activity interventions for the Schizophrenia patient. They also identified the importance of lifestyle factors such as diet, alcohol consumption and smoking.

All of the studies in this section supported the fact that a poor diet can be identified in this population and should be correlated with chronic illnesses such as Diabetes and Cardiovascular disease. The first study identified a lack of physical activity participation and impaired functional exercise capacity compared to healthy controls contributed to health related quality of life. Patients diagnosed with Schizophrenia (n=60) and health controls (n=40) completed the SF-36 Bake Physical Activity Questionnaire and performed a 6 minute walk test.

The results were significantly lower in patients with Schizophrenia compared to those of matched healthy controls. The activity scores indicated that patients with schizophrenia were significantly less’ active during their leisure time and less involved in sports activities. The participants walked a shorter distance on the 6 minute walk test (19. 3%) and reported more symptoms of despise after the 6 minute walk test (28. 3%). This data suggests that patients with higher IBM might also be limited in completing daily life activities such as walking as a sedentary lifestyle correlates with a higher IBM.

This study recommends that patients should be made aware that increased body weight and physical inactivity are modifiable risk factors. Educational programs should focus on these risk factors as they are key for both treatment and prevention of disease. Bancroft, Probes, Eschews, Marriages, Sewers, Knap, and De Here, 2011). The second study evaluated evidence of physical activity with or without having diet counseling on creditability parameters in people with schizophrenia.

It is well documented that people with schizophrenia have a reduced life expectancy of 20-25 years in comparison to the general population related to premature cardiovascular disease. They also have twice the normal risk of dying from cardiovascular disease. This study reviewed 13 articles that addressed physical activity with or without diet counseling. The conclusion was that physical activity with or without diet counseling is effective in reducing weight and improving creditability risk factors in people with Schizophrenia.

It is recommended that clinicians assess and monitor cardiovascular risk factors as well as refer patients to a physical health programs. It was noted in the study that without the support of clinicians, people with schizophrenia exercised sporadically and dropout rates were at 90% after 6 months. (Bancroft, Knap, De Cert., Van Winkle, Deck, Marriages, Puddles, Simons and Probes 2009). The third article focused on the impact of poor hysterical health in relation to the mortality rate of patients with schizophrenia.

This study summarized lifestyle factors such as poor diet, low rates of physical activity, increased weight, smoking, lack of dental care, social isolation, limited to no family involvement and unemployment which can all be considered underlying causes of increased mortality in this population. This article found patients with schizophrenia have the inability to provide self-care which also places this population at greater risk for premature death. This article emphasis the need for health education that retrofires physical health as an effort to improve mortality and morbidity of people with serious mental illness.

These health education strategies would include education of lifestyle factors to intervene before a serious health problem is established. As well as secondary interventions which include health screenings to aid in the early detection and management of high risk factors for diabetes and cardiovascular disease. (Pack 2009). The fourth article was also study that was based on assessment of the metabolic profile for individuals with schizophrenia in relation to dietary and physical activity habits.

This study interviewed 130 patients diagnosed with schizophrenia from the outpatient clinic. The data from these 130 patients and another 250 participants of the 2005-2008 ENHANCES were analyzed by using SPAS version 17. 0 for Windows. The data showed that less than half of the sample reported moderate physical activity and few individuals reported any vigorous physical activity. The controlled group showed a higher frequency of moderate physical activity but no difference in vigorous activity.

Previous studies have found that 40% of patients with Schizophrenia report no moderate physical activity and 75% port no vigorous physical activity. This study found that household income did correlate with moderate activity and did impair participation in physical activity for those patients who had a lower income. The conclusion of this study is that interventions should combine education and physical activity as a form of outreach that would be more appropriate for the serious mentally ill patient who has limited knowledge of the benefits of exercise.

Health care providers should offer increased opportunities for physical activity for patients with Schizophrenia as this may improve treatment outcomes and ease the burden of disease. Rattail, Palmers, Returnee, Lisbon, Grill, Take 2012). The objective of the fifth and final study was to evaluate the association between a sedentary lifestyle and psychiatric symptoms in obese and overweight adults with schizophrenia or specification disorders. This was a randomized study which included weight assessment and intervention in schizophrenia treatment.

The data was collected during 2005-2008 in an outpatient setting and included 55 patients. Sedentary behavior has been shown to be an independent risk factor for mortality in the general population and may be a factor hat is increasing the risk of common co-morbidity’s in adults with schizophrenia or specification disorder. This study found in regards to physical activity that patients who were monitored spent 13 hours per day practicing sedentary behaviors and that physical activity was very limited.

Physical activity was primarily light physical activities 17% of the monitoring time and moderate to vigorous activity was 2% of the monitoring time. Self-reported sedentary behavior was found to be associated with psychiatric symptoms such as negative symptoms, depression, cognitive symptoms ND extramarital side effects to psychotropic medications. This study suggests that public health campaigns and mental health providers should focus on decreasing sedentary behaviors as an effort to reduce the risk of co-morbidity’s which are often experienced by adults with schizophrenia or specification disorder. Ann., Gauguin, Richardson, Hellman, Tang, Caules, and Karakas 2013). There is much evidence to support the fact that the mental health nurse should spend time educating, promoting and possibly even facilitating the programs within the clinic that support the schizophrenia patient with the lifestyle change to incorporate physical activity into their lives to increase their quality and quantity of life. It would be realistic to set a goal for the patient to be able to incorporate 30 minutes of physical activity into their routines at least three times per week.

Physical activity teaching and support should include topics that deal with barriers to physical activity, poor diet and their influence as factors that contribute to the development of Diabetes and Cardiovascular disease. Implementation Plan In the current outpatient clinic setting such as Partner’s In Recovery decisions about NY change that will affect the patients care are made not only at the administrative level but the patient level as well. There is an identified Advisory Council which is made up of volunteers which consists of patients, clergy and community members.

Prior to any proposal for change or new program within the clinic to be brought before administration the information must be presented to the Advisory Council at one of their monthly meetings. Once approval is obtained from the council then the information would be presented to the patients for their input and approval. Moving onto administration will be the tough part. The presentation will have to include physician approval, URN endorsement and willingness to adapt teaching to their current practice, patient testimony on the importance of having physical activity ordered by the physician as part of their treatment plan.

As well as the patients currently participating in a walking program for 30 minute intervals two to three times per week. This presentation would be given by the URN with self-identified patients who would help facilitate and share their personal experiences. In order for administration to be on board with a change the buy in would have to be monstrance at the patient level with a few patients willing to go the extra mile and advocate for this change to happen. A presentation for the patients would be developed and presented to the patients in the current onsite classes.

This presentation would highlight the high risk behaviors that can be modified to avoid the development of chronic illnesses such as diabetes, cardiovascular disease and cancer. It would also include the high morbidity and mortality rates found within this population which is also attributed to schizophrenia and the lack of physical activity. A healthy snack would be served to them during the presentation. Patients that were self-identified as wanting to participate in this process would be called to additional Once the patients were on board and actively walking we would move meeting. Onto the physicians and nurses. This presentation would have the same information and would be presented to them during one of the monthly clinical staff meetings with arrangements made for lunch to be served since it is normally held during their lunch hour. This presentation would focus on the importance of physical activity being prescriptive by the physician. Reinforced, supported and taught by the URN who is assigned to that patient for continuity and adherence.

It is recognized among the medical staff that serious mentally ill patients across the spectrum of diagnosis suffer from a sedentary lifestyle. Physical activity may need to be more individualized with case management approaches by health care providers. The development of physical activity programs should include professional and peer support which would facilitate physical activity and program adherence Moonstone, Nicola, Donated, Laurie 2009). This presentation would be adaptable to the audience for future reservations.

For the physicians and nurses it would have statistical data to support the change and show the positive outcome for reinforcing a lifestyle change for many of their patients. For administration it would have data to support that the quality of life would be greater and the quantity of years of life extended with the patient who is being supported to be physically active. The cost may be increased for the mental health system as the SIMI patients diagnosed with Schizophrenia will live a longer life related to implementing this change.

This small change may motivate the patient to incorporate more healthy behaviors such as quitting smoking, eating healthy and seeing their primary care physician regularly to manage their chronic illness such as diabetes and hypertension which will in turn lead to healthier more productive lives. For some, patients possibly even the opportunity to reach full recovery in which they would no longer need to be part of the mental health system. The problem at hand is that physical health in this group is often poor and individuals tend to die early with life expectancy reduced by up to ten years compared to the general population Philae et al. 001). It is common knowledge to the nurse and psychiatrist that regular physical activity can improve several common physical ailments such as hypertension, hyperglycemia, and hyperventilation’s as well as reduce the risk for developing cardiovascular disease, diabetes and cancer. At the outpatient clinic level much of the patient education is provided by the busy Mental Health Nurse. Time constraints, patients in crisis needed to be triages or hospital discharges often take precedence to teaching or reinforcement of physical activity.

There is a need for rater access to physical activity information, opportunities, and professional standards for staff in mental health care (Wand & Murray 2008). The World Health Organization (WHO) finds that physical activity, ranging from daily walking to structured exercise regimens, is internationally recognized as a key prevention and health management strategy (2007). In the additional meeting these patients would be given more specifics about what their participation will mean to move this change forward to Administration for final approval to be implemented for all the patients diagnosed with Schizophrenia.

A detailed explanation of the commitment being made to themselves in become physically active. Patients would receive a pre-test and a plan would be set for implementing walking for 30 minute intervals two to three times per week as well as a log to track their participation. Patients would receive a pedometer if they were interested in seeing their walking translated into steps. Patients would return weekly to report their progress, enjoy a health snack, receive additional support and reinforcement from their assigned Nurse as well as planning the following weeks activity.

A room within the clinic would be designated or this meeting. The cost for implementing this walking program for the patients would be minimal as the clinic receives donations of food and water on a weekly basis. Often time staff is also willing to support activities such as this with donations of fruit or vegetable trays. The cost on the other hand maybe viewed differently from Administration as this program would take time from a designated URN to meet with the patients on a weekly basis which in turn would take away from clinical hours and billable patient care. The average URN at PRI makes $28-$32 per hour.

Considering one our for the patient meeting time, prep time and possible phone call allotment time may come out to three to four hours per week which would average $112-$128 per week. Not being privileged to the average billing rate for a visit with an URN for one hour in the clinic a weekly average of the loss in unable to be determined. There would also be a cost incurred with paper, ink and printing of materials. If this program was to be implemented as identified above with the physician prescribing the physical activity to the patient diagnosed with schizophrenia and the support given by the URN the outcome would be phenomenal.

Mental health nurses can provide directions in understanding physical activity for their patients by using evidence-based research and mainstream physical activity in the mental health common practice for mental health nursing. (Happens, Plantain-Phone, Scott 2011). Resources that would be needed for this program to be implemented would include the meeting room, healthy snacks, power point presentation or printed handouts, pre-test for the patients, a nurse to run weekly meetings, weekly tracking log, pedometers and a post-test to measure the increase in awareness and knowledge.

A elaboration or recognition of some sort for the patients who continue to practice this lifestyle change after a pre-set timeshare. This patient group would be followed by the assigned URN for one year and their progress would be reported to the Physicians, Nurses, Advisory Council, Administration and other patients suffering from serious mental illness at each quarter through the year. Another resource that may be necessary after the initial year would be to continue this program with new patients.

In the clinic setting peer support is a big deal, maybe the patients who have been successful, faced challenges and are now practicing this new lifestyle may be the ones facilitating the weekly meetings with the URN present for additional support and reinforcement. How much more effective would it be to see and hear it from your peer and your nurse to get you motivated to actually give physical activity a try? Theory There are two theories that will address the issue of increased physical activity in the Schizophrenia patient population.

The first is the Health Belief model in which the key concepts are based on the patient’s perception of the threat, benefit and barriers. In this model in order for the patient to adopt the new behavior such as physical activity, their perception of the threat for chronic long-term illness, the severity of those identified illnesses and the benefits of their participation in physical activity must outweigh their perceived barriers to incorporating this activity. This theory would be one that is easy to implement and incorporate into a visit with the nurse or psychiatrist without needing additional time scheduled.

The use of this theory would facilitate the education much needed by this patient population in regards to deeding physical activity as part of their treatment plan. It is the hope that once the patient is given this information by a nurse or psychiatrist their interest in physical activity will be increased. Once there is motivation behind the interest then the patient can implement the physical activity. The second theory is the Theoretically model which entails the stages of change. In this model it is believed that a person (patient) shift in a progression though five levels related to their readiness to make a change.

The first stage is pre-contemplation in which the patient maybe thinking bout making this change. The second is contemplation in which the patient maybe more serious about making this decision. The third is preparation in which the patient is now taking steps to be able to make the change. The fourth is action in which the patient is actually doing the activity or incorporating the change into their routine. The fifth and final stage is maintenance in which the patient is implementing the activity into their routine and doing other activities to support their new lifestyle change.

This theory would be easy to include into a support group or class setting. This theory can aid in facilitating the class structure. With this theory each patient will be able to identify what stage they are in, identify what is needed to make the change and even set a date to incorporate change into their current lifestyle. This theory can be beneficial in addressing physical activity as a healthy lifestyle change that is much needed in this patient population as an effort to prolong their lifep.

The hope is that with a class structure the patient can be supported as he/she incorporates physical activity into their current lifestyle. Evaluation The methods used to evaluate the progress of implementing a walking program will be a pre and post-test (Appendix A). This walking program will be implemented as part of a Wellness program that entails enhanced patient education and consists of group walking 3 days a week for 30 minutes with the self-identified patients being treated for Schizophrenia at an outpatient psychiatric clinic.

The identified variables that will be measured throughout the year of this program will be an increase in knowledge of the participants about the importance of physical activity, increase in he amount of physician referred or prescriptive physical activity, increase in amount of referrals to the walking program (Appendix C). A long term outcome worth measuring would be the decrease in IBM, cholesterol and triglycerides in the patients who participate in the walking program for one full year (Appendix B). Dissemination Results would be disseminated first of all with Administration and the Advisory Committee in one of the quarterly meetings.

A power point presentation would outline the Journey of the implementation of the walking program as well as the outcomes. It would include the amount of physician and nurse educational sessions, physical activity weekly nurse run classes, amount of participants actively walking, amount of referrals via physician referral or self-identified participants, measurable changes in lab results for cholesterol and triglycerides, changes in IBM tracked for 1 year. Posters would be printed in colorful themes displaying the outcomes which were tracked over the year.

These posters and the power point presentation would then be shared with the referring physicians and nurses during Grand Round. Results would be shared with the patients and staff with these posters by placing them on the walls throughout the clinic. It would be the hope that these posters would build motivation and interest of other patients to encourage them to follow and start exercising. Results would be shared with all clinical staff, case managers, family and peer mentors in the monthly staff meetings with the power point presentation.

Each time the power point presentation is presented it will be given by a patient who has completed or is currently actively walking and has some personal experience with the outcomes of decrease in IBM, lower cholesterol or triglycerides so that they may share their story during this time as well. These results and personal accolades will be shared with the Arizona Department of Health Services, Behavioral Health Services Division for Mauricio County as an effort to provide education to other outpatient clinics with the same patient population.

Purpose Essay The purpose I feel passionate about is helping youth who struggle with mental illness. I’ve chosen this because I know how difficult life can be when one has to deal with these challenges on a daily basis; in my case that is Social Anxiety and COD. The way Social Anxiety has affected my life is that it has made it very difficult to have relationships with family and peers. I don’t participate in activities that I would have otherwise been involved in and just overall it keeps me from wanting to be out in the world.

COD has altered my life to the point where life is inflexible. By that I mean I feel compelled to follow certain routines every day and constantly worry about different things. According to the National Alliance on Mental Illness (NAME), “mental disorders in children and adolescents are real and can be effectively treated, especially when identified and treated early. “(l) “Nonetheless, the ventilating majority of children with mental disorders fail to be identified, lack access to treatment or supports and thus have a lower quality of life.

Stigma persists and millions of young people in this country are left behind. “(2) Through my research I have learned how serious the consequences can be for young people who do not get treatment. The most serious outcomes can be “suicide, school failure and juvenile and criminal Because of my own suffering and that of other children and teens, would like to make a difference in the lives of those who have been impacted by mental illness by starting a blob, where they can share their feelings about their battles, so that hey won’t feel so alone.

Also, by writing about their lives and telling their stories, hopefully it will advise young people who don’t have a mental illness about what those who do go through. My blob would feature adults who have dealt with mental health challenges when they were younger, and in their own words, how they overcame them. In addition, I would include suggestions for students on how they can support their friends who have a mental illness. Finally, would add resources like links to websites to go for ore information on mental health organizations, providers, peer groups, etc.

One of these events stands out in particular to me and had he greatest impact in my life. Physically disciplining a child has a dramatic impact on both the child as well as the parent. As a child I remember that for any little misbehaver resulted in a physical punishment as well as getting yelled at, as time went by my mind was set that I already knew when the “beating” was going to come. My family continue to be very big on respect and discipline, but at the time little did they know that by hitting us they weren’t just punishing us for a little while, they were in fact pushing us away and causing frustration, at times even hatred.

I also researched that in result of physically harming children increases their risk of mental illness, in which resulted when I came upon this article which states that “It’s pretty well established that physically harming children has a negative impact on mental health, but this is showing the same effect even when you look at milder forms of physical force. This is saying that physical punishment should not be used on children of any age. ” Each perspective has its strengths and weaknesses, which brings difference to our understanding of the human behavior.

In my situation am going to go with the behavioral perspective, as well as the psychodrama perspective. By looking at the physical punishment from a behaviorism perspective, conditioning by pain requires that the consequence always occurs immediately after every incident. The psychodrama perspective states that in childhood certain incidents may occur that produce behaviors in their adulthood. Many different conflicts throughout childhood development shape overall personality. Observational learning refers to learning that occurs as a function of observing, and placating behavior observed in which is particular during childhood.

I later figured out that the way my mother and aunts were physically punishing me, resulted in the fact that they learned from my grandmother, they completely mimicked the way my grandmother punished them. As I grew older I began to express myself to them in a matter that I felt curious I began to question why would they always physically harm my cousins as well as myself, their excuse still remains the exact same in which they say ” That it is simply something they grew up seeing on a daily basis”. SST memories are not always accurate which can result in a blur, but do believe that it depends on how intense was the situation. There are many memories do vividly remember from my childhood but they are also plenty which don’t necessarily remember everything, at times will looking at certain photos and remember exactly what I did that particular day, so I do think that it all just depends on the importance of the situation. Although do in fact accurately remember many different situations in which was hit, many of which I now think back ND know that could have been easily solved with just a simple conversation.