...Bipolar Disorder: Effects on One’s Life Seminar II: Developing Learning Tools Ottawa University Ms. Nancy Hindle Tonya Nelson April 11, 2012 Abstract This literature review explores bipolar disorder (BD) and how it can affect one’s life. Patients experience extreme highs (mania/hypomania) and lows (depression) with this disorder. These episodes vary by type. There are various types of BD as well as multiple forms of treatments. There are also links between alcohol abuse or dependence (AUD) and social phobia (SP) with bipolar disorder. After treatment one may lead a full and productive life; however if untreated this disorder can affect mood, behavior and judgment, leading to poor performance at work, school and in one’s social life. Bipolar Disorder: Effects on One’s Life Bipolar disorder (BD) is a brain disorder that can significantly affect a person’s thoughts and behaviors in daily life. Once this disorder is diagnosed, someone with this illness may lead a full and productive life; however, if gone untreated one may have a higher risk of suicide and one’s personal relationships can be negatively impacted. Baldessarini, Viera, Calabrese, Tohen & Bowde (2010) state that there is a delay between diagnosis and correct treatment of five to ten years (p. 145). People with this disorder can have very “high” (mania/hypomania) periods and very “low” (depression) periods in a short amount of time. One can also have milder symptoms. For instance...
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...Abnormal Psychology and Therapy PSY/300 August 30, 2010 Bonnie Johnson Abnormal Psychology and Therapy Abnormal Psychology is psychology that’s main purpose is to use research in an effort to classify, diagnose, and treat psychological disorders and illnesses. Everyone experiences some kind of worry, fear, and even anxiety. When an individual cannot control their emotions and daily life becomes affected they may suffer from a disorder or illness that is very complex. Abnormal vs. Normal When comparing normal and abnormal psychology there are key differences. Normal psychology deals with the feelings that should be felt. Abnormal psychology deals with the feelings we experience that we shouldn’t . We should not live everyday in constant fear for no reason. When our feelings start controlling our life on a daily bases this is abnormal. Compare and Contrast There are two main divisions in psychology: normal and abnormal. Both of these branches can be easy to distinguish, but the lines between them may be blurred as well. To better understand these two sides of psychology it is necessary to understand what each division represents in this field (Critical psychology, 2001). Normal psychology is what an average animal experiences in response to emotional stimuli. For example, a woman’s boyfriend severs relations between the two people. In the average situation, the woman would be depressed for a short period of time. This sadness could stretch to several weeks or...
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...Family-Focused Treatment with Youth and Young Adults at Clinical High Risk (CHR) for Psychosis Mary O’Brien, PhD University of California, Los Angeles Attenuated Psychosis Syndrome: DSM-V Conditions for Further Study • At least one of the following symptoms is present in attenuated form, with relatively intact reality testing, and is of sufficient severity or frequency to warrant clinical attention: 1. Delusions 2. Hallucinations 3. Disorganized speech • Symptoms have begun/worsened in the past year • Never met criteria for a psychotic disorder Clinical Characteristics of the Clinical High Risk Sample • At imminent risk - 35% conversion rate within 2.5 years • Average age = 17 (12 – 30) • Most common co-morbid diagnoses: – Major Depressive Disorder 35% – Anxiety Disorders 46% – Attention Deficit Disorders 20% • Global Assessment of Functioning Mean = 47 Why family interventions during the CHR period? • CHR youth tend to be adolescents living with their families. • They are in a developmental stage that requires them to cope with the daily demands of family life. • Parents who bring these youths to clinics are often looking for support and guidance and may be at risk for developing symptoms themselves due to the stress imposed by their youths’ symptoms. What do empirical findings suggest about the potential utility of family interventions during the CHR period? • Evidence from adoption, expressed emotion, and treatment studies indicates that families...
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...and Gun Control Page 2 Mental illness is a disease that causes mild to severe disturbances in thought and/or behavior, resulting in an inability to cope with life’s ordinary demands and routines. There are more than 200 classified forms of mental illness. Some of the more common disorders are depression, bipolar disorder, dementia, schizophrenia and anxiety disorders. Symptoms may include changes in mood, personality, personal habits and/or social withdrawal. Mental health problems may be related to excessive stress due to a particular situation or series of events. As with cancer, diabetes and heart disease, mental illnesses are often physical as well as emotional and psychological. Mental illnesses may be caused by a reaction to environmental stresses, genetic factors, biochemical imbalances, or a combination of these. With proper care and treatment many individuals learn to cope or recover from a mental illness or emotional disorder. Most people believe that mental disorders are rare and “happen to someone else." In fact, mental disorders are common and widespread. An estimated 54 million Americans suffer from some form of mental disorder in a given year. Most families are not prepared to cope with learning their loved one has a mental illness. It can be physically and emotionally trying, and can make us feel vulnerable to the opinions and judgments of others. Gun control generally refers to laws or policies that regulate the manufacture, sale, transfer...
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...Republic of the Philippines Laguna State Polytechnic University San Pablo City Campus College of Arts and Sciences Bachelor of Science in Psychology Submitted to: Ms. Evangeline Dia Understanding Aggression Handed on February 5, 2014 By: Camille L. Quicho Student no. 11-00131 Psychology (BS), 2nd semester CONTENTS 1 Introduction………………………………………………………………………1 2 What is Aggression………………………………………………………………2 3 Disorders linked from Aggression……………………………………….. ~1~ 1- INTRODUCTION Psychologists classify aggression as instrumental and hostile. Instrumental aggression is aggressive behavior intended to achieve a goal. It is not necessarily intended to hurt another person. For example, a soccer player who knocks a teammate down as they both run to stop the ball from reaching the opposing team's goalpost is not trying to hurt the teammate. Hostile aggression, onthe other hand, is aggressive behavior whose only purpose is to hurt someone.Hostile aggression includes physical or verbal assault and other antisocialbehaviors. Most studies of aggression are geared toward hostile aggression. There are several forms of self-control training, which teaches people to control their own anger and aggression by making verbal statements in which the person tells him/herself to respond to anger and arousal by thinking first and then using less aggressive behavior. Self-control training includes rational restructuring, cognitive self-instruction, and stress inoculation. Self-control...
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...PN MENTAL HEALTH NURSING EDITION . CO NT ASTERY SERI ES TM N E R EV MOD IE W LE U PN Mental Health Nursing Review Module Edition 9.0 CONtriButOrs Sheryl Sommer, PhD, RN, CNE VP Nursing Education & Strategy Janean Johnson, MSN, RN Nursing Education Strategist Sherry L. Roper, PhD, RN Nursing Education Strategist Karin Roberts, PhD, MSN, RN, CNE Nursing Education Coordinator Mendy G. McMichael, DNP, RN Nursing Education Specialist and Content Project Coordinator Marsha S. Barlow, MSN, RN Nursing Education Specialist Norma Jean Henry, MSN/Ed, RN Nursing Education Specialist eDitOrial aND PuBlisHiNg Derek Prater Spring Lenox Michelle Renner Mandy Tallmadge Kelly Von Lunen CONsultaNts Deb Johnson-Schuh, RN, MSN, CNE Loraine White, RN, BSN, MA PN MeNtal HealtH NursiNg i PN MeNtal HealtH NursiNg review Module editioN 9.0 intellectual Property Notice ATI Nursing is a division of Assessment Technologies Institute®, LLC Copyright © 2014 Assessment Technologies Institute, LLC. All rights reserved. The reproduction of this work in any electronic, mechanical or other means, now known or hereafter invented, is forbidden without the written permission of Assessment Technologies Institute, LLC. All of the content in this publication, including, for example, the cover, all of the page headers, images, illustrations, graphics, and text, are subject to trademark, service mark, trade dress, copyright, and/or other intellectual property rights or licenses...
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...Anxiety Disorders – an Outline Fears & Phobias • Adaptive responses • Excessive in nature Fear: excessive fears Phobia: subset of fears including avoidance fear, anxious anticipation, interferes significantly with daily routine, markedly distressed. Social Phobia: 2 types: generalized versus nongeneralized. Five subtypes: animal type; natural environment type; blood-injection type; situation type; “other” type. Common fears: ontogenetic parade. These include: fear of separation; fear of unfamiliar adults; fear of animals, darkness, & imaginary creatures. Adult fears: social fears; fears related to blood, illness, injury, or death; fear of animals; fears of environmental hazards. Genetics: Mean heritability 40%. Environment or combination of both appears important. Theories of Fear: 1. Two-factor Theory (Mowrer) & Pavlov, Watson & Rayner. Includes classical & operant conditioning. 2. Rachman (1976) which includes direct conditioning, modeling, & information/instructional transmission. Prepared Fears (Seligman, 1970): 1. rapidly acquired 2. resistant to extinction 3. “noncognitive” 4. differentially associated with stimuli of evolutionary significance. Research on preparedness theory: Cook & Mineka (1987, 1990); McNally (1987); Bandura Behavioral & Cognitive Theories: 1. Neo-conditioning; 2. Neo-conditioning & emotional processing. Anxiety Sensitivity: Reiss – AS is one of 3 fundamental fears. The others include illness/injury...
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...drawn from the evidence c. Consider alternative explanations for research findings Steps in the scientific method A. Formulate a testable hypothesis 1. hypothesis 2. variables 3. operational definition B. Design the study and collect data 1. descriptive methods 2. experimental methods C. Analyze the data and draw conclusions D. Report the findings Descriptive research methods – strategies for observing and describing behavior A. Naturalistic observation – systematic observation and recording of behaviors as they occur in their natural settings 1. Allows study of behaviors that cannot be easily or ethically manipulated in an experiment B. Case study – indepth investigation of an individual or small group of individuals 1. Allows study of rare, unusual or extreme conditions C. Surveys 1. Sample 2. Representative sample 3. Random selection D. Correlational studies – examines how strongly two variables are related Experimental method – used to demonstrate a cause and effect relationship A. Independent variable B. Dependent variable C. Practice effect D. Double-blind technique Chapter 2 – Neuroscience and Behavior Biological psychology – the...
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...Final Exam Review – Psychology 101 INTRODUCTION You are influenced by: 1. Physiology of your nervous system 2. 5 Senses 3. Cognition – Thinking and Problem Solving 4. Social Environment 5. Personality 6. Stress & psychological disorders Psychology is the science of what? Behavior * Science Aspect * Based on Experiments * Behavior * What is behavior? Observable through * Neural * Verbal * Social * Etc. * What is behavior driven by? * Mind * Body * Environment Basic Research vs. Applied Research * Basic Research is the seeking of more knowledge but not to solve a problem * Applied Research is using knowledge to solve a problem Figuring out what a part of the brain does is an example of? Basic Research Knowing what a part of the brain does and using that information to analyze why a part of a person’s brain isn’t working correctly? Applied research BEGINNINGS OF PSYCHOLOGY Who established the first laboratory devoted to Psychology, when, and where? * William Wundt, 1879, Leipzig, Germany Before 1800, questions of the mind were reserved for what field? * Philosophy From 1800 to 1879, rapid advances took place in what field? * Physiology Early psychology applied what methods to the study of the mind? * Physiological NEURONS 1600: Descartes & the Garden of St. Germain * Statues “came to life” as...
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...PUEBLO COMMUNITY COLLEGE NURSING NUR 211 Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity ...
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...PSYCHOLOGICAL SCIENCE This course aims at preparing students for a professional journey in the growing field of psychology by creating interest and developing an understanding of basic concepts of the discipline. Its major concerns include fostering capability to meet the challenges of self-discovery and effective participation in responding to the needs of society. With a vision to create a balance between society and the individual, the course intends to enable students in developing abilities needed for meeting the challenges and needs of the real world effectively. Along with it, students would also be encouraged to build a relationship with oneself, requisite for self discovery. To this end, the course emphasizes on building the conceptual foundations and acquiring psychological skills through classroom teaching/learning consisting of reflective as well as creative engagement in exercises, projects and hands on experiences. The teaching-learning of the programme would be organized through lectures, group discussions, experiential exercises, group projects, presentations, workshops and seminars. Students would be encouraged to connect to real life issues and participate in the programs and practices in the different social context. To this end practicum is incorporated as an important component in most of the papers with hands on training in the use of various research methods such as: laboratory experiments, field experiments, observation, testing, survey, interview, case...
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...Introduction It has been hailed as perhaps the most important invention of the 20th century. The Internet has revolutionized the information and communication flow of people, changing the way we interact with others, gather and disseminate information, do business, express and entertain ourselves. Yet, for all its benefits, the Internet has also been identified as an accessory to issues including extra-marital affairs, pornography, and gambling. There also appears to be a growing concern, especially in Asia, for what has been labeled “Internet addiction.” In particular, certain Asian countries report it as a serious public health issue. Liu Guiming, deputy secretary-general of the Chinese Society of Juvenile Delinquency Research, has been quoted as saying "the growing number of youth infatuated with unhealthy Web sites and campus violence has become an urgent social problem.” A leading Beijing judge, Shan Xiuyun, also declared that 90 per cent of juvenile crime in the city was Internet-related” (Sebag-Montefiore, 2005).As a result of these concerns, governments in South Korea, Japan and China have set up boot camps, which provide therapy to deal with Internet addiction (Ransom, 2007). China has also issued a ban on new Internet cafes to clamp down on Internet addiction (Watts, 2007). Yet, there are those who doubt whether this outcry is justified or even valid. An article in the American Psychological Association newsletter suggests that there is little empirical evidence...
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...Health & Clinical Psychology Healthy Living Stress Dysfunctional Behaviour Disorders [pic] [pic] [pic] Contents • Objectives for the Health and Clinical Psychology module 6 • What is Health Psychology? Careers in Health Psychology 7 • Unit G543: Health and Clinical Psychology 8 • Exemplar exam paper 9 PART A – INFORMATION TO HELP EVALUATE STUDIES • Evaluation sheet for the theories/studies of Health Psychology 10 • Guide for answering part A & part B exam questions 11 PART B – HEALTHY LIVING • Introduction to Healthy Living 14 • Theories of Health Belief 17 • Compliance with a Medical Regime for Asthma (Becker 1978) 18 • Internal versus External Locus of Control (Rotter 1966) 21 • Analysis of Self-Efficacy Theory of Behavioural Change (Bandura and Adams 1977) 23 • Summary of the health belief theories 26 • Comprehension questions for theories of health belief 27 • Part A exam question 28 • Part B exam question 29 • Evaluation sheet of health belief theories/studies 30 Introduction to Health Promotion 31 • Theories of Health Promotion • Chip pan fire prevention (Cowpe 1983) 32 • Legislation-Bicycle helmet laws and educational campaigns (Dannenberg et al. 1993) 34 • Effects of Fear arousal (Janis & Feshbeck 1953) 37 • Summary of the health...
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...Work 30 (2008) 311–316 IOS Press 311 Disclosure of mental health Kathy Hatchard∗ Hatchard Rehabilitation, Penticton, British Columbia, Canada Abstract. As today’s workplaces strive toward a climate of inclusiveness for persons with disabilities, much work remains for employers in developing a process to achieve this ideal. While survivors of mental illness are encouraged to disclose related concerns to their employer, such sharing of personal information remains daunting. Similarly, employers attempting to assist the process are often awed by the extent of collaborations involved in integrating employees with mental health issues back to work as well as concern about compliance with human rights legislation. Needed accommodations in terms of approach to the work itself are often simple; however substantiating the need for adjustments is more complex. This case study introduces a model to support the development of shared goals and shared understandings for return to work (RTW) among workers with mental health concerns, employers, co-workers and therapists. The model of occupational competence is used as a basis to guide dialogue, identify challenges and generate solutions that take into consideration a worker’s preferences, sensitivities, culture and capacities in relationship to the occupational demands in a given workplace environment. A case study is used to demonstrate the potential utility of the model in assisting stakeholders to strengthen collaborations and...
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... . . . . . . . . . . Figure 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Figure 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUTHORS’ CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CHARACTERISTICS OF STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DATA AND ANALYSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Analysis 1.1. Comparison 1 ANY FORM OF PSYCHOEDUCATION vs STANDARD CARE, Outcome 1 Compliance: 1a. With medication - non-compliance. . . . . . . . ....
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