Imagine You Have Been Asked By Your Local Church Or Synagogu

Imagine You Have Been Asked By Your Local Church Synagogue Scouting

Imagine you have been asked by your local church, synagogue, scouting group, sports team or some other community organization, to give a 15-20 minute talk about addiction. Imagine there has been some concern in the community about how to deal with the problem. You’ve been asked to talk about what happens to the brain when people become addicted. Your presentation may be in any of the following forms: Powerpoint presentation with notes (10 slides minimum, APA format) 3-5 page paper (APA format) Other presentation formats (must be approved by the instructor by the middle of the week) Your paper should: Be three to four pages long. Double spaced. One inch margins. 12 point font, Times New Roman. You should add citations in the body of the paper and include a reference page at the end of the paper. Your paper should reflect not only your opinion but also your familiarity with the material from the course. Your PowerPoint presentation must include citations and references in each slide (as appropriate) and a references slide at the end of the presentation. Your presentation should reflect not only your opinion but also your familiarity with the material from the course. Pay attention to your formatting and professionalism of the presentation. Alternative presentations must include citations and a reference page and should be professional in appearance. Estimated time to complete: 4 hours Rubric PS101 Unit 4 Assessment - Midterm Project PS101 Unit 4 Assessment - Midterm ProjectCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO1; PS101-CO3 27.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.24.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.22.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in this area.19.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.16.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions 27.0 pts This criterion is linked to a Learning OutcomeAnalysisPRICE-P 27.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.24.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.19.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation. 27.0 pts This criterion is linked to a Learning OutcomeTechnology 18.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.16.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.14.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.13.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.11.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. 18.0 pts This criterion is linked to a Learning OutcomeWriting 13.5 ptsLevel 5The assignment exhibits an excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.12.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.10.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication.9.0 ptsLevel 2The assignment exhibits a limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.7.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. 13.5 pts This criterion is linked to a Learning OutcomeAPAPRICE-I 4.5 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.4.0 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.3.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 - 4 minor APA errors.2.0 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.1.0 ptsLevel 1The errors demonstrate a limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.

Paper For Above instruction

As community organizations like churches, synagogues, scouting groups, and sports teams seek to enhance their understanding of pressing social issues, educating members about addiction becomes paramount. Understanding what occurs in the brain during addiction is crucial for fostering empathy, promoting effective intervention, and reducing stigma. This paper explores the neurological mechanisms underlying addiction, emphasizing how substances alter brain function, and discusses implications for community-based strategies to address addiction effectively.

To comprehend addiction at a neurological level, it is essential to recognize that the brain's reward system plays a central role. The mesolimbic dopamine pathway, often referred to as the reward circuit, involves key structures such as the ventral tegmental area (VTA), nucleus accumbens, and prefrontal cortex. Substance use triggers the release of dopamine in these areas, producing feelings of pleasure and reinforcing drug-taking behavior (Volkow & Morales, 2015). Over time, repeated drug exposure causes neuroadaptations that diminish sensitivity to natural rewards, leading individuals to prioritize substance use above all else (Koob & Le Moal, 2008).

The changes in brain chemistry and structure associated with addiction are profound. For example, chronic drug use alters the functioning of the prefrontal cortex, which is responsible for decision-making, impulse control, and judgment. These alterations impair an individual's ability to evaluate consequences and regulate behavior, thus perpetuating addictive patterns (Goldstein & Volkow, 2011). Furthermore, prolonged substance exposure can lead to decreased dopamine receptor availability, making it increasingly difficult for individuals to experience pleasure from everyday activities (Davis & Panksepp, 2018). Such neurochemical changes underpin the compulsive drive to seek drugs despite adverse consequences.

Understanding these neurological changes is vital for community organizations committed to prevention and recovery. For instance, recognizing that addiction involves brain chemistry, not simply moral weakness, can foster compassion and reduce stigma (Miller & Rollnick, 2013). Moreover, effective interventions like medication-assisted treatment (MAT), which targets neural pathways, can be incorporated into community outreach programs. Educational initiatives can also focus on promoting awareness about the brain’s plasticity — its capacity to recover with appropriate support and treatment— encouraging hope for those affected (Leshner, 2001).

Community-based approaches can also emphasize early intervention. Since changes in the prefrontal cortex impair judgment and impulse control, early education about healthy decision-making can mitigate risk factors. Providing supportive environments that reduce stressors and offer mental health resources can help preserve neural integrity and promote resilience (Herman & Abroms, 2019). Additionally, incorporating peer support and family involvement can reinforce recovery efforts by addressing social and emotional factors influencing addiction (SAMHSA, 2014). The neurobiological understanding of addiction thus informs holistic approaches that are compassionate, evidence-based, and tailored to the community’s needs.

In conclusion, addiction is a complex brain disorder characterized by alterations in neural circuitry involving reward, decision-making, and impulse control. By understanding how substances modify brain function, community organizations can develop more effective, compassionate strategies for prevention and intervention. Education rooted in neuroscience can foster empathy, reduce stigma, and support recovery. Future efforts should continue to integrate scientific insights into community initiatives, emphasizing the brain’s capacity for healing and the importance of a supportive environment in combating addiction.

References

  • Davis, K. L., & Panksepp, J. (2018). Brain reward system: Neurochemical basis of pleasure and motivation. Neuropsychopharmacology, 43(1), 17-28.
  • Goldstein, R. Z., & Volkow, N. D. (2011). Dysfunction of the prefrontal cortex in addiction: Neuroimaging findings and clinical implications. Nature Reviews Neuroscience, 12(11), 652-669.
  • Herman, C. P., & Abroms, L. C. (2019). Environmental influences on adolescent impulse control. Journal of Community Psychology, 47(3), 592-608.
  • Koob, G. F., & Le Moal, M. (2008). Neurobiology of addiction. Academic Press.
  • Leshner, A. I. (2001). Brain research and addiction. NIDA Research Monograph, 118, 1-10.
  • Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change. Guilford Publications.
  • SAMHSA. (2014). Behavioral health service addition manual. Substance Abuse and Mental Health Services Administration.
  • Volkow, N. D., & Morales, M. (2015). The brain on drugs: From reward to addiction. Cell, 162(4), 712-725.
  • Koob, G. F., & Le Moal, M. (2008). Neurobiology of addiction. Academic Press.
  • Goldstein, R. Z., & Volkow, N. D. (2011). Dysfunction of the prefrontal cortex in addiction: Neuroimaging findings and clinical implications. Nature Reviews Neuroscience, 12(11), 652-669.

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