Influencing Social Change for Psychiatric Mental Health Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Influencing Social Change for Psychiatric Mental Health Essay
It is undeniable that mental illness is rampant across all ages, regardless of social status or educational background. More than a year ago, I came across a documentary regarding schizophrenia on the television.
The case is about a brilliant woman from the east coast who loves to read and do journal. The documentary is based on the thoughts written in the diary, and the account of loved ones and colleagues.
In her early years, she was an avid reader, achiever, and a consistent honor student. She works in a restaurant while attending college and eventually got married and had a child. She then got divorced. That is when she started showing symptoms of schizophrenia and got in and out of prison for causing trouble.
She was charged with a felony when she spat on an officer. She could not find a job because of her record. She has been on medications and therapies, which she complied on and off. She traveled to New York and survived to loiter in the city, and talking to people acting as a tour guide.
The people whom she came across had no idea she had schizophrenia, as she was brilliant and well-knowledgeable. She was found dead by a realtor in an abandoned house, where she discovered her favorite books to read in the attic and entertained herself by reading. In her diary, she documented her daily routine, such as going to the river to clean herself up, finding apples from the people’s yard to survive while avoiding them so she won’t get caught, and her love for books. Included in her diary was her longing to eat warm meals, trouble with the police, and also thoughts about people judging her.
People with a mental disorder has been stigmatized in our society. According to Livingston et al. (2014), the police worry for their safety likely influences the nature and perception of their encounter with people, which is expected with the research revealing individuals with mental illness who sense defenseless and pressured be likely to undergo an elevated degree of internalized stigma.
A PMHNP knowledge of this disease may bring a strong influence on the advocacy for this population.
In contrast to the past, a psychiatrist or psychotherapist consultation has become a less typical and more received method in dealing with psychiatric health problems (Angermeyer, Matschinger, & Schomerus (2013). Once a patient is diagnosed with mental illness and experience trouble with law enforcement, a PMHNP can greatly advocate in this matter.
There should be a line drawn to felony charges in this instance when the patient has no prior criminal record, and just a spat on the police officer has resulted in a felony. I do understand law enforcement as I came from a family of police officers. However, this judgment is extreme for an individual with a mental disorder.
She did not kill a person; she just spat on the police officer during which she conceived she is in a threatened environment within her unhealthy mindset. As a PMHNP in this instance, I can bring my expertise in mental health in defense of this kind of client. It is filling the gap between a mentally ill person and law enforcement.
Change Advocacy within the Community
According to Action for Advocacy (2002), as cited by Ridley, Newbigging, & Street (2018), advocacy is assisting people to “have an opinion” and is framed as a way to attain social justice. As a PMHNP, I can advocate for these people in my community by being their voice.
One way to bring this change to the community is to encourage people to join the “Mental Health Walk.” People need to understand how mental disease affect a person, and how can they be of help to those people affected directly and indirectly. By doing so, it will change their attitude towards people with a mental disorder.
There should be a change in how people react towards mentally ill persons. A study in Germany showed that in 1990, people express less fear from individuals with schizophrenia, and felt less intolerant and insecure with them than in 2011, where they showed more need for compassion and responses with less trepidation to people with depression. Also, the desire for social distance from people with mental disease is stronger in 2011 (Angermeyer et al., 2013).
Educating the community regarding mental illness can have a profound effect on the mentally ill population. They, too, deserve to be regarded equally just like other people without stigma. Once the community is educated regarding what mental disorder entails, it will change their perception of this population.
According to Bennett (2015), she read online articles to understand mental illness better that changed her life and her perception of mental illness. It is just one way of educating oneself towards attaining mental health consciousness.
The impact of a PMHNP as an advocate for mentally ill persons cannot be stressed enough. The knowledge in psychiatric and mental health is one significant advantage to bring change in the community.
Angermeyer, M. C., Matschinger, H., & Schomerus, G. (2013). Attitudes towards psychiatric treatment and people with mental illness: changes over two decades. The British Journal of Psychiatry, 203(2), 146-151. Retrieved from
Bennet, T. (2015). Changing the way society understands mental health. National Alliance on Mental Health. Retrieved from http://www.nami.org/Blogs/NAMI-Blog/April-2015/ Changing-The-Way-Society-Understands-Mental-Health
Livingston, J. D., Desmarais, S. L., Verdun-Jones, S., Parent, R., Michalak, E., & Brink, J. (2014). Perceptions and experiences of people with mental illness regarding their interactions with police. International Journal of Law and Psychiatry, 37(4), 334-340.
Ridley, J., Newbigging, K., & Street, C. (2018). Mental health advocacy outcomes from service user perspectives. Mental Health Review Journal, 23(4), 280-292.
Influencing Social Change for Psychiatric Mental Health Essay
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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