Psy 215 Project One Templateuse The Following Article To Support You I ✓ Solved

PSY 215 Project One Template Use the following article to support you in writing your blog post: Tips for Writing Popular Blog Posts . Complete this template by replacing the bracketed text with the relevant information. Part One Use this Project One Template to complete your blog post. You will first review the various psychological disorders that you’ve learned about in the course and select 3 disorders from your textbook’s “DSM-5 Quick Guide.†Using a minimum of 3 to 5 sentences per bullet for each psychological disorder, respond to each of the rubric criteria below to structure your blog post. Support your answers with credible sources when appropriate.

Blog post headline: [Insert text] Three selected disorders: [Insert text] [Insert text] [Insert text] · In your own words, identify and describe the main diagnostic features of each of the disorders selected. [Insert text] · Consider biomedical factors: Describe what it means to characterize the disorders as “diseases of the nervous system and the body.†[Insert text] · Consider clinical factors: Describe the similarities between the disorders selected. In what ways might these similarities impact diagnosis and treatment? [Insert text] · Consider historical factors: Describe the ways deinstitutionalization has impacted patient rights, levels of care, and access to treatment of the disorders over time. [Insert text] · Consider sociocultural factors: Describe the social and cultural changes that have caused shifts in the public’s perception of the disorders over time. [Insert text] Part Two For Part Two, choose 1 disorder from the 3 you discussed in Part One.

Respond to each of the three questions in a minimum of 3 to 5 sentences. Support your answers with credible sources when appropriate and address the rubric criteria. One selected disorder: [Insert text] Consider the mind-body connection: Describe whether a discernible bidirectional relationship exists between the disorder and physical illness. If so, explain. [Insert text] Consider the impact of language and messaging: Describe how the words we use (e.g., in casual conversation, in media communications) when discussing a disorder influence our willingness or ability to manage the disorder. [Insert text] Consider the effect of lifestyle choices: Describe the small, but significant, changes in attitude/behavior we can make that could help us to manage the symptoms of the disorder. [Insert text] 1 Community Teaching Work Plan Proposal Planning and Topic Directions: Develop an educational series proposal for your community using one of the following four topics: 1.

Bioterrorism/Disaster 2. Environmental Issues 3. Primary Prevention/Health Promotion 4. Secondary Prevention/Screenings for a Vulnerable Population Planning Before Teaching: Name and Credentials of Teacher: Estimated Time Teaching Will Last: Location of Teaching: Supplies, Material, Equipment Needed: Estimated Cost: Community and Target Aggregate: Topic: Identification of Focus for Community Teaching (Topic Selection): Epidemiological Rationale for Topic (Statistics Related to Topic): Teaching Plan Criteria Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric.

Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Nursing Diagnosis : Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Learning Theory to Be Utilized : Explain how the theory will be applied. Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching.

Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods : Behavioral Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) Content (be specific) Example – The Food Pyramid has five food groups which are….

Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are…. Strategies/Methods (label and describe) Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

1. 1. 1. 2. 2.

2. 3. 3. 3. 4.

4. 4. Creativity : How was creativity applied in the teaching methods/strategies? Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1.

2. 3. 4. Planned Evaluation of Goal : Describe how and when you could evaluate the overall effectiveness of your teaching plan. Planned Evaluation of Lesson and Teacher (Process Evaluation): Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication 4.2 Communicate therapeutically with patients. How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation?

What nonverbal communication techniques will you employ? © 2019. Grand Canyon University. All Rights Reserved. 4

Paper for above instructions

Three Selected Disorders:

1. Generalized Anxiety Disorder (GAD)
2. Major Depressive Disorder (MDD)
3. Post-Traumatic Stress Disorder (PTSD)

Diagnostic Features of Each Disorder

Generalized Anxiety Disorder (GAD)

Generalized Anxiety Disorder is characterized by excessive, uncontrollable worry that is disproportionate to the actual source of concern. Individuals with GAD often anticipate disaster and may feel overly anxious about various aspects of their lives, including health, finances, or relationships (American Psychiatric Association, 2013). Diagnostic criteria include experiencing symptoms for at least six months, manifesting three or more of the following: restlessness, easily fatigued, difficulty concentrating, irritability, muscle tension, and sleep disturbances (Panic, 2021).

Major Depressive Disorder (MDD)

Major Depressive Disorder is marked by persistent feelings of sadness or low mood, a lack of interest or pleasure in activities once enjoyed, and a significant decline in daily functioning. According to the DSM-5, symptoms must be present for at least two weeks and include feelings of worthlessness, fatigue, recurrent thoughts of death or suicide, and changes in sleeping and eating patterns (American Psychiatric Association, 2013). The disorder affects how an individual thinks, feels, and behaves, often leading to emotional and physical problems.

Post-Traumatic Stress Disorder (PTSD)

Post-Traumatic Stress Disorder develops following exposure to a traumatic event, such as a natural disaster, combat, or sexual abuse. Key diagnostic features include re-experiencing the trauma through intrusive memories or flashbacks, avoidance of reminders of the trauma, negative changes in mood and cognition, and heightened arousal such as irritability or sleep disturbances (American Psychiatric Association, 2013). The symptoms must persist for more than a month and lead to significant distress or impairment in social or occupational functioning.

Biomedical Factors

Characterizing these disorders as "diseases of the nervous system and the body" indicates that there are neurobiological underpinnings contributing to their manifestation. For instance, GAD and MDD are often linked to dysregulation in neurotransmitters such as serotonin, norepinephrine, and dopamine (Choi et al., 2018). PTSD, on the other hand, is associated with alterations in the body’s stress-response system, showing changes in the hypothalamic-pituitary-adrenal (HPA) axis functioning (Yehuda et al., 2016). Understanding these disorders through a biomedical lens underscores the importance of treatment approaches that may involve pharmacological interventions alongside psychotherapy.

Clinical Factors

While GAD, MDD, and PTSD are distinct disorders, they share several similarities: common symptoms such as anxiety, emotional distress, and sleeping problems (Kessler et al., 2005). Clinically, these similarities can complicate the diagnostic process, as symptoms may overlap, leading to potential misdiagnosis or underdiagnosis (Fried et al., 2016). The treatment approaches may also intersect, as cognitive-behavioral therapy (CBT) has shown efficacy across all three disorders, promoting skills to manage anxiety and depressive symptoms while addressing trauma-related responses in PTSD (Hofmann et al., 2012).

Historical Factors

The movement towards deinstitutionalization in the mid-20th century has notably transformed the landscape of mental health care. Individuals previously housed in mental institutions now have access to community-based treatment, which carries both positive and negative implications. On one hand, there has been an increase in patient rights and empowerment; however, gaps in comprehensive care remain, often resulting in inadequate support and homelessness for those with severe disorders (Blanco et al., 2016). Furthermore, challenges in funding for mental health services can hinder access to treatment, particularly for marginalized populations.

Sociocultural Factors

Public perception of psychological disorders like GAD, MDD, and PTSD has evolved significantly over the years, influenced by sociocultural changes and media representation. As mental health awareness has grown, stigmas surrounding these conditions have diminished, leading to increased dialogue and advocacy (Corrigan, 2004). Campaigns aimed at educating the public and reducing stigma are integral to promoting treatment-seeking behavior among individuals suffering from these disorders (Hancock et al., 2016). However, the media’s portrayal can also contribute negatively by sensationalizing mental illness, which can lead to misconceptions and biases.
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Focus on Major Depressive Disorder (MDD)

Mind-Body Connection

Research demonstrates a bidirectional relationship between Major Depressive Disorder and physical illness. For instance, individuals with MDD often have higher rates of chronic diseases, such as heart disease or diabetes, which in turn can exacerbate depressive symptoms (Moussavi et al., 2007). This connection indicates the need for integrated care approaches that simultaneously address psychological and physical health to improve overall patient outcomes.

Impact of Language and Messaging

Language plays a crucial role in shaping perceptions of Major Depressive Disorder. Terms like "feeling blue" or "just sad" can trivialize the complex nature of depression and discourage individuals from seeking appropriate help. The stigma associated with MDD can deter people from talking about their experiences, which can hinder effective management of their disorder (Mills et al., 2019). Changing the narrative around mental health—using words that convey seriousness and understanding—can motivate more individuals to seek treatment.

Effect of Lifestyle Choices

Small lifestyle changes can significantly impact the management of MDD. Regular physical activity, for instance, is associated with reduced symptoms of depression and improved mood (Schuch et al., 2016). Mindfulness practices like meditation and yoga can promote emotional regulation and reduce rumination (Goyal et al., 2014). Ensuring adequate sleep, maintaining a nutritious diet, and establishing social connections are additional components that contribute positively to managing depression (Boden et al., 2018).
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References

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Blanco, C., Okuda, M., Wright, C., et al. (2016). Mental health disorder comorbidity and its effects on treatment. American Journal of Psychiatry, 173(9), 926-935.
3. Boden, A. J., & Hodge, K. (2018). Lifestyle approaches for depression management: A systematic review. Journal of Mental Health, 27(5), 430-438.
4. Choi, K. W., et al. (2018). The neurobiological basis of anxious and depressive disorders. Nature Reviews Neuroscience, 19(4), 214-224.
5. Corrigan, P. W. (2004). How stigma interferes with mental health care. American Psychologist, 59(7), 614-625.
6. Fried, E. I., et al. (2016). Transdiagnostic processes in psychiatric disorders: Implications for diagnosis and treatment. Clinical Psychology Review, 41, 32-45.
7. Goyal, M., et al. (2014). Meditation programs for psychological stress and well-being: A systematic review and meta-analysis. JAMA Internal Medicine, 174(3), 357-368.
8. Hancock, N., et al. (2016). Reducing stigma in mental health: A systematic review of the effectiveness of anti-stigma interventions. International Journal of Mental Health Systems, 10, 1-10.
9. Hofmann, S. G., et al. (2012). The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognitive Therapy and Research, 36(5), 427-440.
10. Kessler, R. C., et al. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593-602.