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Unit 16 Rise and Fall of the Asylum Essay

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Unit 16 Rise and Fall of the Asylum Essay

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1. American Society of Hispanic Psychiatry  https://www.americansocietyhispanicpsychiatry.com/mission/
Links to an external site.

2. The American Society of Hispanic Psychiatry, while having a noble mission, lacks detailed information on the specific services they offer. As per their website, they focus on advocating for the mental health of the Hispanic population, but a clear list of services is not provided. This lack of transparency makes it challenging to assess the range of services they provide.

3. Cost: The website does not specify the cost of services.

4. Therapy Type: The specific types of therapy they offer are not detailed.

5. Insurance: It is not mentioned whether insurance is accepted.

6. Catering To: The organization is aimed at addressing mental health issues within the Hispanic community.

7. Opinion: While their mission is vital, the lack of detailed information about services, costs, and insurance acceptance may limit their impact. Providing more transparency could enhance their overall effectiveness.

The Psychological Assistance Center of South Los Angeles https://pacsla.org/
Links to an external site.

1. The Psychological Assistance Center, in South Los Angeles provides a range of services to cater to the health needs of individuals, couples, families, and groups.

2. Cost; The center follows a flexible payment system that adjusts fees based on circumstances. This approach ensures that their services remain affordable for a clientele. Additionally, they accept Medi-Cal, Medicare, and certain insurance plans for assistance.

3. Therapy Approaches; Although not explicitly stated on their website the center offers approaches tailored to meet the unique needs of each client.

4. Insurance Coverage; They are open to clients with Medi-Cal, Medicare, and specific insurance plans.

5. Clientele; The organization focuses on serving individuals, couples, families, and groups residing in South Los Angeles.

6. Opinion; By implementing a sliding scale fee structure and accepting insurance options the center demonstrates its commitment to making mental health services accessible and inclusive. Their extensive range of offerings suggests an approach, to holistic well-being.

Verywell Mind - Mental Health Resources for the Black Community https://www.verywellmind.com/mental-health-resources-for-the-black-community-5181656
Links to an external site.

1. Verywell Mind provides a curated compilation of mental health resources for the Black community, including articles, online communities, therapy directories, and more.

2. Cost: The resource provides information on both free and paid resources, including therapy directories that list various therapists with varying costs.

3. Therapy Type: While Verywell Mind doesn't offer direct therapy, they provide information about therapy directories, which likely include various therapy types based on the therapists listed.

4. Insurance: The resource does not directly mention insurance acceptance, as it mainly connects users with external resources.

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Unit 15 Discussion: Identifying Therapy Treatments

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Unit 15 Discussion: Identifying Therapy Treatments

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Treatment Methods for Mandy: Autism Spectrum Disorder (ASD)

Mandy, who presents with Autism Spectrum Disorder (ASD), could benefit from several evidence-based treatment methods to address her challenges. One effective approach is Applied Behavior Analysis (ABA), which involves breaking down behaviors into smaller steps and using positive reinforcement to encourage desired behaviors. For Mandy, ABA sessions could focus on reducing her emotional outbursts, teaching alternative coping mechanisms, and enhancing social skills. By systematically addressing her behaviors and providing consistent reinforcement, ABA could help Mandy learn more adaptive ways of responding to stressors and engaging with others. Communication-Based Interventions also hold promise for Mandy's treatment. ASD often leads to difficulties in verbal communication, and interventions like Picture Exchange Communication System (PECS) and Augmentative and Alternative Communication (AAC) can help individuals express themselves. PECS employs visual symbols to facilitate communication, allowing nonverbal individuals like Mandy to convey their needs and emotions. AAC involves using technology to aid communication, enabling Mandy to interact more effectively with her environment and caregivers. Enhancing her communication abilities, these interventions could mitigate Mandy's frustration and reduce the intensity of her emotional outbursts. Moreover, considering Mandy's sensitivity to sensory stimuli, Sensory Integration Therapy could play a crucial role in her treatment plan. This therapy aims to help individuals process sensory information in a more adaptive manner and regulate their responses to sensory inputs. Through controlled exposure to various sensory experiences in a structured environment, Mandy could learn to manage sensory overload and reduce behaviors like rocking, which serve as self-soothing mechanisms. By helping Mandy develop better sensory regulation, this therapy could contribute to her emotional well-being and overall functioning.

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Case Study 1: Mandy

1. The main clinical diagnosis for Mandy could be Autism Spectrum Disorder (ASD). This diagnosis is accurate due to her challenges with social interactions, repetitive behaviors like echolalia, emotional outbursts, and resistance to change, which align with common characteristics of individuals with ASD. Mandy's difficulties in understanding and responding to social cues, coupled with her preference for routines and her difficulty adapting to change, strongly suggest features of ASD. Her use of echolalia as a means of communication and her sensitivity to environmental stimuli are also consistent with ASD.

2. The symptoms supporting the diagnosis of ASD in Mandy's case are multifaceted. Her difficulty in comprehending and reciprocating social interactions is evident through her erratic behavior in public, her aggression toward others, and her inability to understand appropriate social responses. The repetition of phrases (echolalia) is indicative of the communication challenges often seen in individuals with ASD. Her emotional outbursts, physical aggression, and anxiety-driven behaviors like rocking and the need for physical comfort also align with the emotional dysregulation often associated with ASD.

3. Regarding comorbidity, it's possible that Mandy might experience additional conditions alongside ASD. Her emotional dysregulation and violent outbursts could indicate Intermittent Explosive Disorder (IED) as a potential comorbid condition. Both ASD and IED involve difficulties with emotional control and could interact to exacerbate her behavioral challenges. Mandy's experiences of violent outbursts, often triggered by stressors, could be attributed to the presence of IED. These comorbid conditions might require different intervention strategies tailored to address their unique features.

Case Study 2: Bart Simpson

1. Bart's primary clinical diagnosis could possibly be Attention Deficit/Hyperactivity Disorder (ADHD). This diagnosis appears to be accurate based on his struggles, in school being distracted impulsive behavior, disruptive tendencies, and difficulty staying focused on tasks. Bart's difficulties with concentration attention span and impulse control are all characteristics of ADHD. Moreover, his inability to excel academically despite showing an interest, in subjects that captivate him like studying parts of the Talmud indicates that his lack of focus and impulsiveness may be negatively affecting his performance.

2. The symptoms supporting the diagnosis of ADHD in Bart's case encompass various aspects of his behavior. His struggles with focusing on tasks and being easily distracted are evident in his academic underachievement and his inability to follow through with studying or important tests. His impulsivity is displayed through his disruptive behavior, his spontaneous interruptions during lectures, and his tendency to act before considering consequences.

3. There is a chance that Bart's case may involve comorbidity, including Oppositional Defiant Disorder (ODD). Bart's consistent tendency to engage in behavior cause trouble and experience fluctuating emotions could be indicative of ODD, as an additional condition. ODD often occurs alongside ADHD. When both conditions are present it can result in significant behavioral difficulties and disruptions, across different environments.

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Case Study 1: Piglet

1. The main clinical diagnosis for Piglet is Generalized Anxiety Disorder (GAD). Piglet displays characteristics of excessive worry, nervousness, and fearfulness in various situations. His constant anticipation of things going wrong and his internal arguments about potential scenarios indicate a pattern of chronic anxiety. His specific fears of wind, darkness, bees, and woozles further support the diagnosis of GAD.

2. Symptoms seen in Piglet that contribute to the diagnosis of GAD include constant worry, anticipation of negative outcomes, physical symptoms of anxiety (blushing, shaking, ear twitching), and specific fears. His inability to manage uncertainty and his tendency to overthink situations highlight the key features of GAD.

3. The diagnosis of GAD does not belong to any of the three clusters of personality disorders (A, B, or C), as it is not a personality disorder. It is an anxiety disorder.

4. Comorbidity could be present in Piglet's case. Social Anxiety Disorder (Social Phobia) might coexist with GAD, as Piglet shows fearfulness and discomfort in social situations, indicated by his blushing and physical symptoms when scared. An example of comorbidity could be Piglet developing Social Anxiety Disorder due to his general anxiety that extends to social interactions.

Case Study 2: Adrian Monk

1. The main clinical diagnosis for Adrian Monk is Obsessive-Compulsive Disorder (OCD). Monk's obsessive need for order, cleanliness, and symmetry, along with his compulsive behaviors (such as cleaning, rearranging, and following specific rituals), align with the characteristics of OCD. His list of phobias and the distress he experiences when things are not perfect indicate his compulsive nature.

2. Symptoms seen in Monk include obsessions (intrusive and distressing thoughts) and compulsions (ritualistic behaviors to alleviate anxiety). His obsessions are evident in his need for order, and his compulsions manifest in his repetitive cleaning, arranging, and avoidance of triggers.

3. The diagnosis of OCD does not belong to any of the three clusters of personality disorders (A, B, or C), as it is not a personality disorder. It is an anxiety disorder.

4. Comorbidity is possible in Monk's case. Given his anxiety-related symptoms and the specific phobias he experiences, he could have comorbid Social Anxiety Disorder. For instance, his extreme discomfort in social situations could lead to increased obsessions and compulsions to manage anxiety.

Case Study 3: Eeyore

1. The main clinical diagnosis for Eeyore is Major Depressive Disorder (MDD). Eeyore displays symptoms of persistent low mood, hopelessness, and feelings of emptiness. His slumped posture, pessimistic statements, and tendency to withdraw from social interactions indicate depressive symptoms.

2. Symptoms seen in Eeyore include low mood, hopelessness, pessimism, social withdrawal, feelings of emptiness, and lack of enjoyment in activities. His consistent portrayal of sadness and expressions of loneliness align with the characteristics of MDD.

3. Depression is not classified within the three clusters of personality disorders (A, B, or C). It is a mood disorder rather than a personality disorder.

4. Comorbidity could be present in Eeyore's case. He might also experience symptoms of Anxiety Disorder alongside his depression. His constant anticipation of negative outcomes and social withdrawal might indicate comorbid anxiety.

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1. Personality assessments are tools used to evaluate and comprehend an individual's characteristics, tendencies, and traits. They find applications, in areas, such as growth, career guidance, clinical evaluations, and organizational environments. For example within the context of careers personality assessments can assist in matching individuals with job roles based on their traits. In settings, these assessments help create teams by considering compatibility among personalities. Additionally, personality assessments play a role in research by exploring the connections, between personality traits and behaviors enhancing our understanding of human nature.

2. The Big Five personality test has demonstrated good validity in assessing various personality traits. Its validity is evident through its ability to predict real-world behaviors and outcomes based on the identified traits. For example, individuals scoring high in Conscientiousness on the Big Five test tend to excel in tasks that require careful planning and organization, which corresponds to their real-life behavior. Similarly, individuals with high Extraversion scores often exhibit outgoing and sociable behaviors. These correlations between test results and actual behaviors provide evidence for the validity of the test in capturing key aspects of personality.

3. The Big Five personality test also demonstrates its reliability, in measuring personality traits over time and in situations. This is important to ensure that the test results remain consistent even if individuals take the test times. The Big Five test generally yields results when given to a person at different points in time. Moreover, the reliability of the test is supported by how different items, within the test, which assess the trait are correlated with each other. This indicates that the test accurately measures the trait it aims to evaluate.

4. In my test results, what I found particularly intriguing was the indication of high Open-Mindedness and Conscientiousness. The insight that I am receptive to new experiences and possess organizational skills aligns well with how I perceive myself in these areas. It's fascinating to see how a test can capture aspects of my personality that I might not have explicitly recognized, providing a new layer of self-awareness.

5. Based on my test results, I can identify several strengths. High Conscientiousness highlights my reliability, organization, and self-discipline, which have been instrumental in managing tasks efficiently. Additionally, my high Open-Mindedness underscores my curiosity and adaptability, enabling me to approach challenges with creativity and an open perspective.

6. Examining my test results, I can acknowledge some areas where improvement is possible. For instance, my lower score in Extraversion suggests that I might miss out on social opportunities due to a preference for quieter settings. Similarly, my low Agreeableness score indicates room for growth in being more accommodating and understanding in interactions with others.

7. Engaging in a conversation about my test results with a close friend who knows me well was illuminating. We found that the results, particularly concerning Open-Mindedness and Conscientiousness, resonated with their observations of me. They agreed that my curiosity and organization were indeed prominent aspects of my personality. This consensus reinforces the accuracy of the test's portrayal of my traits, enhancing my confidence in its validity as a tool for self-discovery.

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1. Masters and Johnson's theory conceptualizes the human sexual response as a sequential and linear process, consisting of four stages: excitement, plateau, orgasm, and resolution. According to this model, individuals progress through these stages in a predictable pattern during sexual activity. The excitement phase involves initial arousal, followed by the plateau phase where arousal continues to build up. The orgasm phase is the climax of sexual response, and finally, the resolution phase leads to a return to the pre-aroused state. This theory emphasizes the physiological aspects of sexual response, focusing on the physiological changes that occur during each stage. After conducting a quick Google search, it becomes evident that there are other theories proposing different conceptualizations of the human sexual response. One such alternative theory is Kaplan's triphasic model, which identifies three distinct phases: desire, arousal, and orgasm. Kaplan's model places a stronger emphasis on psychological factors, particularly sexual desire, as a driving force behind the sexual response process. This stands in contrast to Masters and Johnson's primarily physiological approach.

2. The textbook explains that both physical and mental factors have roles in contributing to arousal and reaching orgasm. Physical factors involve responses, including changes, in hormones increased blood flow to sexual organs, and brain activity. These physical changes help prepare the body for activity and facilitate orgasm. On the hand, mental factors like emotions, thoughts, fantasies, and cognitive processes also have an impact on sexual arousal and response. One's emotional state mental focus and overall mindset can influence the intensity and quality of the experience. The interaction between mental factors is complex. This can differ from person to person. Some individuals may be more affected by responses while others may find their mental state to be a dominant factor, in their sexual experiences.

3. Based on the chapter, the textbook is likely to acknowledge individual differences in sexual response, such as variations in libido and sexual orientation. The theoretical perspectives outlined in the chapter cover various aspects of personality and behavior, including cultural, biological, and learning factors. Given this comprehensive approach, the textbook should recognize that sexual response is subject to individual variations influenced by biological makeup, personal experiences, and sociocultural contexts. For instance, individuals may exhibit different levels of libido due to hormonal variations or psychological factors, while sexual orientation can significantly influence one's sexual desires and attractions. Acknowledging these individual differences is essential for a comprehensive understanding of human sexuality.

4. Some potential criticisms of Masters and Johnson's theory lie in its oversimplified and linear approach to human sexual response. Human sexuality is more intricate and multifaceted than a linear progression through distinct stages, and this model may not fully capture the complexities of individual experiences. To address these limitations, future research can take various approaches. One way is to explore more diverse samples, including individuals with different sexual orientations, gender identities, and cultural backgrounds. This broader sample representation would contribute to a more inclusive and comprehensive understanding of the sexual response. Additionally, conducting longitudinal studies can help observe changes in sexual response over time and investigate the influence of life events and aging on sexual experiences. Future research could also focus on integrating the interplay between physiological and psychological factors in a more holistic manner, recognizing their complex interactions throughout the sexual response process. By doing so, researchers can refine and enhance existing theories to better reflect the intricacies of human sexuality.

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Stress Management Plan Summary:

Incorporating insights from both the assigned unit reading and my practical experience with Option 2 of the stress management plan, as well as referencing an online article on stress reduction techniques, I've devised a comprehensive stress management plan that combines effective time management with targeted relaxation strategies. The foundation of my stress management plan rests on structured daily planning. Like in Option 2, I will create prioritized "To-Do" lists, enabling me to allocate time efficiently and tackle tasks systematically. This approach aids in breaking down overwhelming responsibilities into manageable segments, reducing stress caused by uncertainty. Additionally, I recognize the importance of incorporating relaxation techniques. Inspired by my research, I'll integrate deep breathing exercises, short mindfulness sessions, and brief walks into my daily routine. These practices are proven to alleviate stress by promoting a sense of calm and grounding. Furthermore, I'll monitor time wasters, as suggested in Option 1, to identify unproductive habits that contribute to stress. By analyzing these patterns, I can implement strategies to eliminate or minimize such activities, thereby optimizing my time and reducing unnecessary stressors. In essence, my stress management plan combines efficient task prioritization with mindful relaxation techniques, all underlined by continuous self-assessment to improve time management. By adhering to this plan, I aim to enhance my stress-coping abilities and maintain a healthier work-life balance.

Reference:

I drew insights from the article "10 Effective Stress Management Techniques" published on Healthline.com. This resource provided valuable information on relaxation methods and stress reduction strategies, complementing the concepts presented in the unit reading and the stress management plan options.

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Weekly "To-Do" List:

Monday:

Work

Workout

Study

Drum practice

Tuesday:

Work

Workout

Study

Drum practice

Wednesday:

Work

Workout

Study

Drum practice

Thursday:

Work

Workout

Study

Drum practice

Friday:

Work

Workout

Study

Drum practice

Saturday:

Work

Workout

Study

Drum practice

Sunday:

Work

Workout

Study

Drum practice

End of Week Analysis:

Throughout the week, I adeptly constructed daily lists, arranging tasks by priority. This method greatly enhanced my time management skills. Prioritizing tasks enabled me to focus on essential activities, while the satisfaction of checking off completed tasks kept me motivated and organized. Reflecting on the week, this "To-Do" list approach significantly contributed to a more structured and efficient use of my time.

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Unit 7 Discussion: Multiple Intelligence Inventory

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Unit 7 Discussion: Multiple Intelligence Inventory

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1. According to my self-assessment, the three learning styles that I resonate with the most are Verbal Linguistic (21) Logical-Mathematical (21), and Intrapersonal (20). In my experiences, I have found these styles to accurately represent my preferences. I tend to be introspective and appreciate solitude. Once I establish trust with someone I am more, than willing to engage in conversations, about subjects that captivate me and explore the deeper roots of our world.

2. Do you think that people get smarter as they get older? In what ways might people gain or lose intellectual abilities as they age

I do think people get smarter as they get older. As individuals gather knowledge through education and life experiences it is generally expected that they acquire an understanding and improve their problem-solving skills. However, some individuals may notice a decrease, in their creativity over time. Furthermore, certain intellectual abilities might decline due to health-related factors. These intellectual abilities can be memory loss, diabetes, and high cholesterol.

3. How do you think socio-economic status affects an individual taking an intellectual abilities test?

The socioeconomic status of an individual can have an impact, on their performance in tests that measure abilities. The environment in which someone grows up influenced by their socio background can shape their access to resources exposure to diverse experiences and overall cognitive development. For instance, children from backgrounds often have better access to high-quality education facilities, additional tutoring support, and opportunities for extracurricular activities that help improve their cognitive skills. On the hand, individuals from socioeconomic backgrounds may face challenges due to limited access to quality education and resources which can potentially affect their performance, in intellectual tests. Additionally, societal influences and stereotypes associated with socio-status can also affect how individuals perceive themselves and impact their confidence when it comes to taking tests.

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For my behavior project, I focused on tackling my procrastination habit over 10 days. I aimed to apply conditioning principles, specifically reinforcement, and shaping, to alter this behavior and enhance my overall productivity. The method I employed involved a combination of strategies rooted in operant conditioning, which focuses on changing behaviors through reinforcement and punishment. Procrastination is a behavior that involves delaying tasks or decisions despite knowing the negative consequences associated with it. I chose this behavior project because it's a common issue that many people struggle with, and I believed that by using conditioning techniques, I could effectively address and modify this habit. To initiate the behavior change process, I identified a specific task that I often procrastinated on – completing assignments for an online course. I set a goal to work on these assignments for at least 30 minutes daily. To shape this behavior, I used a positive reinforcement technique by rewarding myself with a short break or a small treat after completing each 30-minute session of focused work. This positive reinforcement helped me associate working on assignments with a positive outcome, making it more likely for me to engage in the behavior in the future. In terms of scheduling reinforcement, I employed a variable interval schedule. This means that the reinforcement (break or treat) was provided after a variable amount of time following the completion of the task. This unpredictable timing of reinforcement helped maintain the behavior because I didn't know exactly when the reward would come, creating a sense of anticipation. After 10 days of consistently applying these techniques, I noticed a significant improvement in my approach to completing assignments. The habit of procrastination was noticeably reduced, and I found myself more motivated to start and complete tasks promptly. The principles of operant conditioning and shaping played a pivotal role in this success, as they helped me form a positive association with the task and created a pattern of regular engagement. Reflecting on the results, the conditioning methods I applied were indeed successful in modifying my procrastination behavior. However, I also identified areas for improvement. For instance, I could experiment with different types of rewards to find the most effective ones for maintaining the behavior change over the long term. Additionally, I learned I could implement a self-monitoring strategy, to enhance my awareness of the positive changes I was making. Overall, my behavior project focused on combating procrastination using operant conditioning techniques such as reinforcement and shaping. Over the course of 10 days, I successfully reshaped my behavior and saw a reduction in my procrastination habit.