Developmental And Cognitive Disorders Mental Illness Solution

Developmental And Cognitive Disorders Mental Illness

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Type	Essay
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Description/Paper Instructions

Developmental And Cognitive Disorders Mental Illness

Review the information on disorders in your final chapters as well as chapter 10, pages 283-307 in preparation

As you have read the material for the past few weeks, have you been reminded of anyone that you suspect might be diagnosed into one of the personality disorder categories such as:

Paranoid Personality Disorder

Schizoid/Schizotypal Personality Disorder

Antisocial, Borderline

Histrionic

Narcissistic

Anxious/Fearful

Dependent, or Obsessive-Compulsive?

What about other diagnoses from our final chapters on the Developmental and Cognitive disorders such as Autism, Mental Retardation, or Asperger’s?

share your thoughts. You may write about yourself, a family member, or even a famous person that you suspect or know has one of these diagnoses or tendencies. Think about how these disorders are portrayed in the media. If you think of a movie or show that portrays the illness, list it. If you can find a website or online video link, cite that source as well and post the link.

Do you think the media portrays the experience accurately? Why or why not?

Is it portrayed respectfully; too seriously; with too much humor?

Do you think there is an unnecessary stigma attached to mental illness?

How might this affect a person in treatment?

Psy 101 Psychology Reflection Paper

Chapter 16 Reflection Paper

The textbook and lecture notes discussed Dr. Albert Ellis’s Rational-Emotive Behavior Therapy. Make sure to review this material. Also, if you have not already done so, make sure to listen to the brief audio recording of Ellis describing his theory.

Here is the link: https://soundcloud.com/albertellis/theory-and-prac… (Links to an external site.)

Albert Ellis-Theory and Practice of RET

Source: Soundcloud

Now, after having reflected on this model, answer the following question:

Do you agree with Dr. Ellis that one’s thoughts have a direct bearing on their feelings and behaviors? Why or why not? Make sure that you provide enough detail to support your answer.

Below is a transcript of the above-noted audio.

Speaker 1 (00:00 (Links to an external site.)):

Suppose you go out in a crowded bus or some other area, and somebody pokes you meanly and viciously in the ribs with his elbow or an umbrella, and immediately in a split second, you’re angry. And maybe you’re so mad that you’re going to poke him back, and you’re umbrella, or your elbow is already swinging in his direction to poke him back because you’re so sore at his vicious behavior when suddenly you see that he’s blind.

What happens to your anger? I ask people this all the time and almost all the time, unsophisticated and sophisticated people notice right away that the anger vanishes; it does not become repressed as it would in Freudian theory, where you’d be angry, you wouldn’t want to admit that you are. You’d repress it, get rid of the anger. It doesn’t even become suppressed. Where quite consciously you’d say, oh, he’s blind

Speaker 1 (01:04 (Links to an external site.)):

I must not be angry at him. It goes away and is replaced in almost all instances by other emotions. Usually, the feeling that replaces anger is a pity. You start pitying this man for being blind, or maybe even guilt because you say here, I was about to strike this man, and he’s blind. Now pity and guilt are radically different emotions than anger. And what happens is the emotion of anger changes in a split second because you are about to poke him. Maybe your arm was swinging, and suddenly you stop it, and you have a different feeling.

And the reason it changes I saw was because of what happens at B, and the stimulus A is still the same. He poked you in the ribs. Maybe you still have the pain in your ribs, but C, your anger at him is no longer the same, because at B, where you were telling yourself that dirty so and

Speaker 1 (02:02 (Links to an external site.)):

so, he poked me in the ribs; how could he do that to me? You are now saying something like that poor man is blind. Isn’t that a shame that he’s blind? He couldn’t help it, or else you’re saying something along the line of how could I possibly have got angry at him when he’s blind? And as I said before, you get guilty; well, this is what always happens to human beings. Something occurs at point A.

They tell themselves something at point B; they experience an emotion at point C, then by a feedback mechanism, they notice the experience. They see their anger or their guilt, or their upset.

Then they tell themselves something about that. And then they get still another emotion very often, or an intensification of the first one. And it keeps going around and around, but it is not the external environment that influences you. It is what you tell yourself, your philosophy of life, about that environment.

Now, part of what you tell yourself will be because certain things happen to you. If certain things are negative all the time, there’s a normal tendency to say to yourself, well, this is terrible. This is awful. I can’t stand this rather than well; that’s too bad these negative influences occur. But the fact that there’s a normal tendency doesn’t mean that you have to do this.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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