Assignment 08s02 Introduction To Psychology Instructions

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.

Objectives: (1) Identify anxiety disorders. (2) Describe the origin of emotional and psychological issues.

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.

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?

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've 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.

Paper For Above instruction

Addressing the question of whether Susan’s reaction to speaking anxiety constitutes a normal response or a sign of an anxiety disorder requires an understanding of anxiety disorders’ clinical criteria. According to the American Psychiatric Association (2013), a key feature of anxiety disorders is the disproportionate or persistent fear or worry that interferes with daily functioning. In Susan’s case, her anxiety about speaking prompts her to meticulously prepare and rehearse repeatedly. While this behavior might be adaptive to some extent, her significant preoccupation and avoidance behavior could suggest problematic anxiety—not simply normal nervousness. Two criteria support this interpretation: first, the intensity of her anxiety—she experiences substantial distress and avoidance behavior—second, the functional impairment—her anxiety possibly hinders her social interactions or academic performance—are indicative of a potential anxiety disorder, such as social anxiety disorder (APA, 2013). Therefore, her reaction might border on or meet the criteria for a disorder if her anxiety becomes debilitating or persistent beyond typical stages of preparation.

Exploring the notion that childhood experiences are the root of emotional problems reveals both potential benefits and drawbacks. One benefit of focusing on childhood origins is that it can facilitate targeted therapy, such as trauma-focused cognitive-behavioral therapy, addressing foundational issues that contribute to current emotional difficulties (Scheeringa & Zeanah, 2017). A second benefit is that understanding childhood trauma can empower individuals by validating their feelings and offering insights into maladaptive patterns that perpetuate emotional distress, potentially fostering healing and resilience (Klingman & Kirmayer, 2011). Conversely, drawbacks include the risk of overemphasizing childhood as the sole source of problems, neglecting ongoing environmental, social, or biological factors influencing mental health (Lewis & Cheek, 2018). Moreover, a focus exclusively on childhood trauma might lead to re-traumatization in therapy or the formation of a victim identity, impeding progress by concentrating on past experiences rather than present strengths and solutions (Herman, 2015).

When a family member exhibits increasing depression, a proactive approach based on chapter 16’s insights involves encouraging professional evaluation by a mental health clinician, such as a psychologist or psychiatrist. First, seeking a thorough assessment allows for accurate diagnosis and tailored treatment planning, which may include psychotherapy, medication, or a combination (American Psychological Association, 2017). Second, supporting the individual to access mental health services demonstrates a commitment to their well-being, facilitates early intervention, and might prevent worsening of symptoms or suicidality. Additionally, involving the family in education about depression can promote supportive interactions and reduce stigma, thus creating a more conducive environment for recovery (Ross et al., 2019). Ensuring that the individual receives appropriate care, alongside emotional support from loved ones, maximizes the chances for effective treatment and recovery.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. APA.
• Herman, J. L. (2015). Trauma and Recovery. Basic Books.
• Klingman, S. M., & Kirmayer, L. J. (2011). Trauma and resilience: The experience of childhood abuse. Journal of Social Work Practice.
• Lewis, J., & Cheek, J. (2018). Problematizing childhood trauma metaphors. Critical Public Health.
• Scheeringa, M., & Zeanah, C. H. (2017). Trauma-focused therapies for childhood trauma. Journal of Clinical Child & Adolescent Psychology.
• Ross, C. A., et al. (2019). Family involvement and mental health recovery. Journal of Family Psychology.