My topic is schizophrenia

PSYCH 350

(My topic is schizophrenia)

 Selection of Final Project Topic

Prior to beginning work on this assignment, review Chapters 1 and 2 in the course text, as well as the Multicellular organisms and their nervous systems and Discovering the human brain: New pathways to neuroscience, with Susan Bookheimer, Ph.D videos, and watch the The DSM-5: Accessing and Using the DSM-5 in the Ashford University Library (Links to an external site.) screencast on how to access and use this resource, and how to cite and reference the DSM-5.

This assignment is an analysis of a selected neuropsychological disorder. The disorder you select this week will be used to complete the Week 1 assignment (topic selection). You will continue to use the same disorder to complete the Week 2 assignment (annotated bibliography), the Week 3 assignment (annotated outline of Final Project), and the Week 5 assignment (Final Project). Your completed Weeks 1 through 3 assignments will be used as a foundation to help you complete your Week 5 assignment (Final Project).

Select a neuropsychological disorder for comprehensive analysis from the following list. Your selection of topic should be based on your personal or professional experience, or your own academic or personal interest in the topic. Be sure to use current terminology from the Diagnostic and Statistical Manual 5 (DSM-5).

Please select your topic from the following list:

· Schizophrenia

· Major depressive disorder

· Bipolar disorder

· Anxiety

o Choose and focus on one of the anxiety disorders (g., generalized anxiety disorder or social anxiety disorder).

· Post-traumatic stress disorder

· Obsessive-compulsive disorder

· Substance use disorder (substance abuse and addiction)

o Provide both an overview of this topic plus a focus on a single drug of your choice.

· Neurodevelopmental disorder (autism spectrum disorder or attention-deficit hyperactivity disorder)

· Neurocognitive disorder

o Choose and focus on one of the neurocognitive disorders (g., one of the dementias).

· Neurological disorder

o Choose and focus on one neurological disorder (g., multiple sclerosis, spina bifida).

· Sleep-wake disorder

o Choose and focus on one of the sleep-wake disorders.

· Feeding and eating disorder

o Choose and focus on one of the feeding and eating disorders.

· Sexual dysfunction or gender dysphoria

o Choose and focus on one of the conditions in these categories.

· Other neuropsychological disorder found in the DSM-5 but not on the list above

o This option must be approved in advance by the instructor before your assignment is submitted.

In keeping with the focus of this class, the emphasis of your paper should be on the neuroscience aspects of the disorder you selected. In your paper, please be sure that the following aspects of your topic are discussed:

· Explain the theories of etiology (causes) with a focus on the neurobiology of the disorder.

· Explain associated factors in development of the disorder (genetic, environmental, familial, lifestyle).

· Describe the pathology of the disorder with an emphasis on the abnormalities of nervous system structure and function, including any genetic and biochemical aspects.

· Give examples of treatment options, including both drug (pharmacological) and non-drug (nonpharmacological treatments), with rationales for use of these treatments based on current understanding of the neurobiology of the disorder.

· Summarize diagnostic and research technologies employed in clinical diagnosis, clinical and behavioral health care, and basic science research.

Please research your topic and obtain a minimum of two to three scholarly and/or peer-reviewed sources published within the last five years. These sources should provide evidence-based information regarding the biological and psychological features of the disorder, with an emphasis on the neurobiology of your selected topic. Be sure to cite your sources in your paper and include them on your references page. You may utilize required or recommended course materials in your work, but these will not count towards the reference requirements; however, you may cite and reference the DSM-5 as one of your sources used for the grading credit.

The Selection of Final Project Topic Week 1 assignment:

· Must be a minimum of two to three double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)

· Must include a separate title page with the following:

o Title of paper.

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

· Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

· Must use at least two to three scholarly or peer-reviewed sources published within the last five years in addition to the course text or other course materials. You may also use required and recommended materials from the course but these will not count towards the research component of your grade.

o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types and the Ashford University Quick ‘n’ Dirty (Links to an external site.) video provides library search tips. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Required Resources

Text

Wilson, J. F. (2013). Biological basis of behavior. Retrieved from https://content.ashford.edu

  • Chapter 1: Studying the Brain
  • Chapter 2: Introduction to the Nervous System

Book

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). http://dx.doi.org/10.1176/appi.books.9780890425596

  • The full-text version of this e-book is available through the DSM-5 Library database in the Ashford University Library. Please review The DSM-5: Accessing and Using the DSM-5 in the Ashford University Library screencast that provides step-by-step instructions on how to access this full-text resource via the library, how to use the DSM-5 to look up neuropsychological disorders, and how to cite and reference this resource in your course work. The direct link to the screencast video is located at: https://ashford.mediaspace.kaltura.com/media/The+DSM-5/0_wa13z8fy  (Links to an external site.)The direct link to the PDF transcript of the video is located here: https://content.bridgepointeducation.com/curriculum/file/c839a47e-7e60-4b48-ba6e-09aea80329f4/1/TRANSCRIPT%20DSM-5.pdf (Links to an external site.)
  • Please be sure to use current terminology as described in the DSM-5 for neuropsychological disorders. This book is a manual of neuropsychological disorders and the diagnostic criteria needed to make the clinical diagnosis. This reference is used by mental health professionals and will assist you in your Week 1 Written Assignment, Selection of Final Project Topic, this week, as well as all course work in this class.

Multimedia

Bookheimer, S. (Writer), Harrigan, J. (Director), & Crosstown Productions, Davidson Films (Producers). (2007). Discovering the human brain: New pathways to neuroscience, with Susan Bookheimer, Ph.D [Streaming video]. Retrieved from Films on Demand database.

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. This video provides an overview of the concepts involved in neuroscience as pertaining to human brain structure and functional pathways and will assist you in your Week 1 discussions, Post Your Introduction and Methods of Neuroscience Investigation,. This video has closed captioning and a transcript.

Garner, S. (Writer), Breitenmoser, K. (Director), & Baricevic, T. (Producer). (2012). Multicellular organisms and their nervous systems [Streaming video]. Retrieved from Films on Demand database.

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. This video provides an overview of the need for nervous system organization in multicellular organisms (humans) and will assist you in your Week 1 discussion Methods of Neuroscience Investigation this week. This video has closed captioning and a transcript.

Recommended Resource

Article

Cacioppo, J.T., Cacioppo, S., Dulawa, S., & Palmer, A.A. (2014). Social neuroscience and its potential contribution to psychiatry (Links to an external site.). World Psychiatry, 13(2), 131-139. http://dx.doi.org/10.1002/wps.20118 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4102278/

  • This article is available on the U.S. National Library of Medicine, National Institutes of Health website. This article provides a discussion of the discipline of social neuroscience as a method to integrate psychological science and may assist you in your discussions, Post Your Introduction and Methods of Neuroscience Investigation, as well as your written assignment, Selection of Final Project Topic, this week.
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Apply ethical theory and moral reasoning to academic knowledge and societal concerns

Post Your   Introduction/General Education Outcomes [WLOs: 1, 2, 3] [CLOs: 1, 2, 3]

Prior to beginning work on this discussion forum, read The Value of General Education (Links to an external site.) blog post, What Is the Purpose of Taking General Classes for a College Degree? (Links to an external site.), General Education Requirements: What’s the Point? (Links to an external site.), and Integrated General Education: A Brief Look Back articles, review the What Is CRAAP? (Links to an external site.) handout, and view the Integrating Research (Links to an external site.) tutorial and Picking Your Topic Is Research! (Links to an external site.) video.

Before writing your introduction, review the five learning outcomes for this course:

· Apply ethical theory and moral reasoning to academic knowledge and societal concerns.

· Utilize principles of critical thinking in problem-solving.

· Communicate through investigative research and writing.

· Utilize information technology skills appropriate to interdisciplinary studies.

· Articulate the responsibility of global citizenship and multicultural understanding with regard to academic and professional pursuits.

After reviewing the five learning outcomes, post an introduction in which you

· Identify three out of five skills or competencies you have acquired through participation in general education courses that will help you meet your academic and career goals.

· Describe your three chosen skills and explain which activities, assignments, or courses helped you acquire them.

MY INTRODUCTION IS BELOW:

Good Morning Everyone,

I live in Wilson, N.C.. I am the proud mother of 2 sons and 1 grandson. I moved from Shreveport, La. in 2018. I have been in the medical field since 1984. I have been an Activity Director since 1993. I enjoy meeting new people, traveling, singing the gospel, and spending time with family. My major is Health and Human Services, I’m working on my Bachelor’s Degree. I will graduate May 2020, can’t wait until that special day. I hope to learn more about how to become the best person for the job i’m looking for. My goals are to help as many people as I can that is going through hard times. being a CNA and Activity Director I work very close to the Social Worker.

Required Resources

Articles

Arditi, B. (2004). From globalism to globalization: The politics of resistance 1. New Political Science, 26(1), 5-22. doi:10.1080/0739314042000185102

  • The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article discusses the differences between globalization and globalism. Globalism is seen as imposing a new order of things across the globe and is feared by elements within Western societies. Those actors seek a resistance of “radical and viral direction action” (abstract) against what they see as a threat to their way of life. This article will assist you with your APA “Find the Errors” Task assignment this week.

Austin, M. W. (2011, April 13). The value of general education (Links to an external site.) [Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education

  • In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include helping a student become a better citizen, increasing critical thinking skills, and providing you with a broad and deep education. This blog post will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Dowd, M. (n.d.). What is the purpose of taking general classes for a college degree? (Links to an external site.) Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html

  • In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities, and nature), which will help prepare you to think more analytically, consider many views on a topic, and value cultural differences when they begin their advanced study courses. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Papastephanou, M. (2005). Globalisation, globalism and cosmopolitanism as an educational ideal. Educational Philosophy and Theory, 37(4), 533-551. doi:10.1111/j.1469-5812.2005.00139.x

  • The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. Globalisation discussed as “a complex relation to its discourse.” In the Abstract, Papastephanous writes, “failure to grasp distinctions between globalisation and globalism leads to naïve and ethnocentric glorifications of the potentialities of globalization…. The antagonistic impulses cultivated by globalization and globalist discourse are singled out and targeted…. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education.” This article will assist you with your APA “Find the Errors” Task assignment this week.

Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomesPreview the document. International Journal of Psychology, 48(5), 858-870. doi:10.1080/00207594.2012.701749

  • The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article provides information concerning the idea of the global citizen. The authors explain the outcomes of identifying with a superordinate identity (global citizen) from two different studies. The relationship between global awareness and social values was evaluated. This article will allow the reader to assess their level of global citizenship and how it can impact their own identity and psychological well-being. This article will assist you with your APA “Find the Errors” Task assignment this week.

Seraphin, C. (n.d.). General education requirements: What’s the point? (Links to an external site.) Retrieved from http://www.collegexpress.com/articles-and-advice/majors-and-academics/articles/college-academics/general-education-requirements-whats-point/

  • In this article, the author explains what general education requirements are and some of the reasons why colleges include them in degree requirements. The author suggests that one of the biggest problems with general education courses is the fact that students do not think they are important. The author then supports the fact that general education courses increase a student’s critical thinking skills, communication skills, and problem-solving skills before they start taking more advanced courses in their field of study. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.
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Voelz, J. (2017). Transnationalism and anti-globalism. College Literature, 44(4), 521-526. doi:10.1353/lit.2017.0032

  • The full-text version of this article is available through the Project Muse database in the Ashford University Library. Discusses the differences between globalization as an economic trend and globalism, where globalism is seen as a cultural phenomenon feared as a prioritization of racial and cultural otherness. As a cultural tool, globalism is seen as a threat to Western values, with anti-globalism occurs in the setting of extreme nationalist tendencies. This article will assist you with your Importance of Becoming a Global Citizen assignment this week.

Wehlburg, C. M. (2010). Integrated general education: A brief look back. New Directions for Teaching and Learning, 2010(121), 3-11. doi:10.1002/tl.383

  • The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article addresses the assessment practices that take place in order to measure the course learning outcomes in higher education programs. Assessing general education has been a difficult task compared to assessing different majors based on content and skills. The goals of critical thinking, problem solving, and communication may be more difficult to measure. Assessment procedures tend to be more qualitative when it comes to general education curriculum. This article will allow the reader to fully understand the assessment procedures that have been able to measure their core general education requirements. This article will assist you with your Post Your Introduction/General Education Outcomes discussion this week.

Multimedia

Ashford University Library. (2017, November). What is CRAAP? (Links to an external site.) [PDF file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf

  • This infographic covers several elements of determining when a web resource is credible. CRAAP is an acronym for currency, relevancy, authority, accuracy, and purpose. The infographic provides questions to ask oneself when looking at resources to use as credible support for their research paper. This infographic will assist you in addressing prompts in the Post Your Introduction/General Education Outcomes discussion this week.

Ashford University Writing Center. (2018). Integrating research (Links to an external site.) [Tutorial file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/5408ee9b-e793-44d5-8a4d-e54bc6e72f74/1/Integrating%20Research.zip/story_html5.html (Links to an external site.)

  • This tutorial from the Ashford University Writing Center introduces the appropriate ways to integrate research when writing a college essay or formal assignment. It goes over examples of the ICE method when it comes to paragraph development and supporting the information found from an outside source. This tutorial will assist you in addressing the prompts in the Final Paper Topic discussion forum this week.

North Carolina State University, Libraries. (2013, August). Picking your topic is research! (Links to an external site.) [Video file]. Retrieved from http://www.lib.ncsu.edu/tutorials/picking_topic/

  • This video tutorial illustrates the importance of picking a topic that can be easily tested through finding and reading sources on that topic. The point made is that the topic is not written in stone unless the topic is specifically assigned by the instructor. The research that is found can guide how the topic can be revised, such as make it more specific if the topic is too broad. This video will assist you in completing the Post Your Introduction/General Education Outcomes discussion forum this week.
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Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Directors & Producers). (2009). What is globalization? (Links to an external site.) [Video segment]. In J. Romin (Executive Producer), Open borders: Globalization-a real-world view. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=47499&wID=100753&loid=144239&plt=FOD&w=640&h=360&fWidth=660&fHeight=410

  • The full version of this video is available through the Films on Demand database in the Ashford University Library. This first video segment discusses the meaning behind globalization and the encouragement of openness to diversity and other cultures. A few knowledgeable speakers provide suggestions on how people can become more confident in their ability to deal with emotions and thoughts that are tied to the pressures of becoming a global citizen. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Stucke, K. (Writer). (2009). Globalization at a crossroads (Links to an external site.). [Series episode]. In M. Stucke & Claudin, C. (Executive Producers), Global issues. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=39350&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. To some, the term “globalization” means ruthless exploitation by corporations; to others, it means bringing economic development to all the peoples of the world. This program explains key principles at the core of global economics and takes a historical look at their effects, focusing on market liberalization and the failed “East Asian miracle;” privatization of basic resources in Bolivia and the severe backlash against it; Russia’s rapid transition to capitalism and the oligarchism and kleptocracy that came to characterize it; and China’s incremental implementation of capitalism under communism. The video also takes stock of the seismic shift in the U.S. economy and its probable effect on the rest of the world. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Stucke, M. (Executive Producer), Purdue, K. (Writer). (2001). What is globalization? (Links to an external site.) [Video segment]. In The global trade debate [Streaming video]. Retrieved from Films On Demand database.

  • The full version of this video is available through the Films On Demand database in the Ashford University Library. To some, the term “globalization” means ruthless exploitation by corporations; to others, it means bringing economic development to all the peoples of the world. This program explains key principles at the core of global economics and takes a historical look at their effects, focusing on market liberalization and the failed “East Asian miracle;” privatization of basic resources in Bolivia and the severe backlash against it; Russia’s rapid transition to capitalism and the oligarchism and kleptocracy that came to characterize it; and China’s incremental implementation of capitalism under communism. The video also takes stock of the seismic shift in the U.S. economy and its probable effect on the rest of the world. This video will assist you with your Importance of Becoming a Global Citizen assignment this week.
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Web Page

Ashford University. (n.d.). Narrowing a topic and developing a research question (Links to an external site.). Retrieved from https://writingcenter.ashford.edu/narrowing-topic-and-developing-research-question

  • This web page provides information about how to narrow down a research topic as well as developing a focus for your final essay. It will assist you in your Final Paper Topic discussion forum this week.
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Recommended Resources

Articles

How to critically analyze information sources (Links to an external site.). (n.d.). Retrieved from http://anthroniche.com/media/pdfs/how_to_critically_analyze_information_sources.pdf

  • This article explains how to analyze information sources for research purposes. There are several elements to look at when first evaluating a source: the author’s credentials, date of publication, whether the source is in its first edition, the publisher name, and the title of the journal, which help one determine if it is a scholarly or popular journal. This article may assist you with your Final Paper Topic discussion forum this week.
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White, J. (2009). Why general education? Peters, Hirst and history. Journal of Philosophy of Education, 43(S1), 123-141. doi:10.1111/j.1467-9752.2009.00718.x

  • The full-text version of this article can be accessed through the Academic Search Complete database in the Ashford University Library. The author of this article provides historical background information concerning the opposing views of the purpose of general education from Richard Peters and Paul Hirst. This article will allow the reader to use critical thinking skills to assess whether there must be some good intrinsic reason for an academic curriculum as we see it today. This article may assist you with your APA “Find the Errors” Task assignment.
 
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organize, sequence, and content

Unit plans are used to organize, sequence, and content. You will create a mini-unit with three lessons, including the lesson you started in Week 1. The arrangement of the lessons as pieces of a unit must include state standards, objectives, instructional practices and resources, assessment, feedback, and reflection. If you need samples, refer to an example of a unit plan. A lesson plan is also found in Chapter 6 of your book. While there is no set format for your unit plan, it must contain:

  1. Unit Topic/Title 
  2. Grade Level 
  3. Course/Discipline 
  4. Time to Complete Unit 
  5. Main Purpose of the Unit Study: Describe the purpose of the unit and how it will fit in the overall scheme of the course. 
  6. Instructional Resources or Technology: Describe instructional materials, resources, or technology used in this unit. 
  7. Evaluation of Unit: How will the unit be evaluated? How will you decide if the students successfully completed the unit? How will you reflect on your teaching of the unit and lessons? 
  8. Include three lessons. The first lesson was due in Week 9. Please edit and revise your first lesson. Add two more lessons following the same format as the lesson in Week 9. Use the rubric and guide from Week 9 and make sure to address all the parts of the rubric for lessons two and three. 

The specific course learning outcomes associated with this assignment are:

  1. Apply methods to differentiate instruction and meet the individual needs of diverse student populations. 
  2. Analyze and correlate teaching and learning styles. 
  3. Identify learning objectives and information resources and technologies to meet those objectives. 
  4. Develop theory and research-based learning strategies and activities. 
  5. Design assessment measures. 
  6. Evaluate and recommend effective ways to communicate objectives and outcomes to students, parents, peers, administrators, and other stakeholders within and outside of the school environment. 
  7. Use technology and information resources to research issues in instructional methods. 
  8. Write clearly and concisely about instructional methods using proper writing mechanics. 
 
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Organization Policies

  • Review      the Resources and think about the national healthcare issue/stressor (nursing      shortage)
  • Reflect      on the competing needs in healthcare delivery as they pertain to the      national healthcare issue/stressor you previously examined.

Resources 

https://www.nursingworld.org/coe-view-only

http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Nursing-Cost-Containment.html

http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html

Assignment

Write an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. 

Then, describe any specific competing needs that may impact the national healthcare issue/stressor (nursing shortage). 

What are the impacts, and how might policy address these competing needs? 

Be specific and provide examples.

Answers all parts of the  question(s) expectations with reflective critical analysis and synthesis of knowledge.

Supported by at least three current credible outside sources.

 
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