Assignment 08s02: Introduction To Psychology I Directions

Assignment 08s02 Introduction To Psychology Iidirectionsbe Sure To Sa

Assignment 08 S02 Introduction to Psychology II Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be double-spaced; refer to the “Format Requirements” page for specific format requirements.

Part A

Susan, a college student, is anxious whenever she must speak. Her anxiety motivates her to prepare meticulously and rehearse material again and again. Is Susan’s reaction normal, or does she have an anxiety disorder? Explain two (2) criteria you used in arriving at your answer.

In analyzing Susan’s situation, her reaction appears to be a normal response to a common social challenge rather than an anxiety disorder. Anxiety disorders are characterized by intense, persistent, and often irrational fears that interfere significantly with daily functioning. Two critical criteria to differentiate normal anxiety from disorder include:

• Intensity and Duration of Anxiety: Susan’s anxiety, although motivating her to prepare thoroughly, seems proportionate to her task of public speaking and does not incapacitate her or persist beyond the situation. In contrast, anxiety disorders typically involve excessive fear that persists over weeks or months and is disproportionate to the actual threat.
• Impact on Functioning: Her anxiety appears to be facilitating her preparedness rather than impairing her daily activities. Anxiety disorders often lead to avoidance behaviors, significant distress, or impairment in social, occupational, or other areas of functioning. Since Susan’s reactions seem constructive and motivational, they do not meet the criteria for an anxiety disorder.

Therefore, based on these criteria, Susan’s reaction can be considered within the range of normal anxiety responses rather than indicative of an anxiety disorder.

Part B

In recent years, several best-selling books have argued that most emotional problems can be traced to an unhappy or traumatic childhood (an abusive or dysfunctional family, “toxic” parents, and suppression of the “inner child”). What are two (2) possible benefits of focusing on childhood as the time when emotional problems originate, and what are two (2) possible drawbacks?

Focusing on childhood as the origin of emotional problems offers certain benefits:

1. Increased Understanding and Empathy: Recognizing that early life experiences shape adult emotional health can foster empathy and understanding for individuals’ struggles. It highlights the importance of early interventions and supportive environments to promote psychological resilience.
2. Targeted Therapeutic Approaches: Identifying childhood trauma or dysfunctional family dynamics allows clinicians to tailor psychotherapy approaches, such as psychodynamic therapy, aimed at integrating past experiences to resolve current issues.

However, there are also drawbacks to this focus:

1. Oversimplification of Complex Issues: Attributing emotional problems solely to childhood neglect or trauma might overlook other factors like genetics, current life circumstances, or neurobiological issues, leading to an overly simplistic understanding of mental health problems.
2. Risk of Blame and Stigma: Emphasizing childhood origins may inadvertently assign blame to parents or caregivers, potentially stigmatizing families and reducing individuals’ sense of agency in their mental health recovery.

Part C

Suppose a member of your family has become increasingly depressed in recent months, and it’s apparent that the person needs treatment. You’re chosen to look into the options and to make decisions about the treatment. Based on information in Chapter 16, how might you proceed? Provide two (2) supporting facts to justify your plan of action.

To address the depression, the first step would be to encourage the family member to seek a comprehensive mental health evaluation from a licensed mental health professional. This initial assessment can determine the severity of depression, any underlying issues, and appropriate treatment options. Supporting this approach:

• Evidence-Based Treatments: Cognitive-behavioral therapy (CBT) and medication management are among the most effective treatments for depression, with research indicating that combining therapy and medication often yields the best outcomes. Engaging a psychiatrist or clinical psychologist ensures access to these scientifically supported interventions.
• Early Intervention Benefits: Research has shown that early treatment of depression can prevent deterioration of functioning, reduce the risk of comorbid conditions like anxiety, and improve prognosis over time (Kessler et al., 2003). Prompt action can help restore the family member’s well-being more quickly.

In addition, supporting the individual through empathetic communication, encouraging adherence to treatment plans, and providing emotional support are crucial components. Monitoring progress and maintaining open communication with mental health providers further enhance the likelihood of recovery.

Paper For Above instruction

Understanding the nuances of emotional responses and their origins is critical in psychology. In Part A, Susan’s case exemplifies how common anxiety-related behaviors can be distinguished from clinical anxiety disorders. Her meticulous preparation and rehearsal, driven by anxiety, are typical responses to social performance situations. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), a key criterion for diagnosing an anxiety disorder is the presence of excessive, persistent anxiety that impairs functioning. In Susan’s case, her anxiety seems proportionate and problem-solving in nature, rather than persistent or pervasive enough to qualify as an disorder. Furthermore, her reaction appears to serve a functional purpose, motivating her to prepare effectively, which aligns more with normal emotional responses rather than pathological anxiety.

Part B explores the longstanding debate about the origins of emotional problems. Proponents of childhood-focused theories argue that early experiences, especially traumatic or dysfunctional ones, create vulnerabilities that manifest later in life. For example, focusing on childhood trauma can facilitate targeted therapeutic interventions, such as psychodynamic therapy, aimed at resolving unresolved conflicts (Freud, 1917/1953). It may also foster greater empathy by understanding the developmental roots of emotional distress (Garber & Gotlib, 2002).

However, this approach is not without limitations. Overemphasizing childhood as the root cause can oversimplify complex mental health issues, neglecting genetic predispositions, neurobiological factors, or current stressors (Caspi et al., 2003). Additionally, assigning blame to family members can create stigma and reduce individuals' sense of agency in recovery. Recognizing the multifactorial nature of emotional problems encourages more holistic treatment planning.

Part C emphasizes the importance of early intervention for depression. The recommended approach involves securing a professional mental health evaluation, which can determine the severity and appropriate treatment options, such as cognitive-behavioral therapy or pharmacotherapy. Empirical evidence supports the effectiveness of these treatments, especially when combined (Cuijpers et al., 2020). Early treatment is essential to prevent relapse and functional decline, emphasizing the need for prompt action. Supportive family engagement and careful monitoring further enhance recovery prospects, ensuring the depressed individual receives comprehensive care.

References

• Caspi, A., et al. (2003). Influence of life stress on depression: Moderation by a polymorphism in the 5-HTT gene. Science, 301(5631), 386-389.
• Cuijpers, P., et al. (2020). The efficacy of psychotherapy and pharmacotherapy in treating adult depression: A systematic review and meta-analysis. Journal of Affective Disorders, 274, 105-118.
• Freud, S. (1953). Three essays on the theory of sexuality. (J. Strachey, Ed. & Trans.). Hogarth Press. (Original work published 1917)
• Garber, J., & Gotlib, I. H. (2002). Psychopathology and developmental processes. In C. S. Calkins & M. R. Lieberman (Eds.), Handbook of infant development (pp. 593-622). John Wiley & Sons.
• Kessler, R. C., et al. (2003). The epidemiology of major depressive disorder: Results from the National Comorbidity Survey Replication (NCS-R). JAMA, 289(23), 3095-3105.