Ass 6

The number of reported diagnoses of mental illness in the U.S. is growing with each generation, and the causes for the increase are multifaceted. Many people know of at least one person with a mental disorder, and more people today are vulnerable to developing symptoms of mental illness. When working in the field of Psychology, you will interact with people who exhibit symptoms of mental illness or have a clinical disorder, or you might have a family member, friend, or neighbor who is experiencing symptoms. The Mass medias in America’s culture may depict abnormal behavior as being odd or strange, laughable or inaccurately depicted, when it should be portrayed accurately as abnormal behavior- making the line, at times, between normal and abnormal unrecognizable. Learning to recognize symptoms of mental illness may be essential to your career. For this Assignment, you will have the opportunity to identify symptoms of mental illness and consider cultural influences that teach what acceptable behavior is.
This assignment is based on the movie A BEAUTIFUL MIND (2001)
Are there any indications that suggest the character may have a different mental disorder other than the one you have listed above? If so, why did you dismiss other possible disorders over your chosen disorder?
Answer this question for the movie A Beautiful Mind in one page.

For the next page,please respond to four of these students’ posts provide them feedback the feedback should be at least 100 words.

Amanda Craft posted Oct 18, 2020 7:10 PM
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According to the psychological perspective and research, how can early childhood stressful experiences (e.g., neglect, abuse, or lack of a secure attachment) influence the development of behavioral problems?

Abuse can teach a child that the behavior is a way to communicate their feelings (Zastrow & Krist-Ashman, 2016). This results in behavioral issues that include fighting, verbally abusing others, and harming themselves or others out of frustration that they feel (Zastrow & Krist-Ashman, 2016). Lack of secure attachment can lead to a child’s inability to form trust in authority. Poor parenting techniques, abuse, neglect, and early life exposure to stress and trauma can all contribute to anxiety/depressive disorders, attachment disorders, adjustment disorders, and social conduct disorders. The Behavioral psychological perspective would see these behavior disorders developing through the process of behavior laws (Durand, Barlow, and Hofmann, 2019). All behavior is a response to something and that behavior receives a consequence that will either maintain, increase, or decrease that behavior. The function of the behavior would be a key factor in the understanding of the abnormal behavior displayed in the early exposure to trauma/stress-related disorders (Durand, Barlow, and Hofmann, 2019). The function of the behavior would most likely be to escape or avoid similar circumstances wherein the behavior stems. As an example, in reactive attachment disorder, a child won’t seek out caregiver’s attention, protection, or nurture, nor would they respond to the attention of other caregivers when they provide it. The Behaviorist would say that this is due to the past consequences (reinforcement) of the behavior of needing attention and secure attachment. Those things were denied, so now the child no longer seeks them out or engages in them when they are presented.

Next, referring directly to the textbook, briefly explain all three elements of the Integrated model.

The Triple Vulnerability theory seeks to explain the development of anxiety. It consists of 3 elements of the Integrated model which are:

Biological Vulnerability: We are genetically predisposed to anxious tendencies through what we inherit biologically. However, this inherited tendency for anxiety is not pronounced or strong enough for an anxiety disorder to develop if that’s the only factor (Durand, Barlow, and Hofmann, 2019).

Generalized Psychological Vulnerability: Growing up having knowledge of the danger and uncontrollable circumstances in the environment. Early life experiences influence your ability to cope when you encounter these circumstances (Durand, Barlow, and Hofmann, 2019).

Specific Psychological Vulnerability: A person is conditioned to be anxious and fearful through life experiences and being taught by caregivers to see a danger in those experiences and situations even when there is no danger present (Durand, Barlow, and Hofmann, 2019).

Last, select one form of an anxiety disorder and explain how one of the elements of the integrated model can be used to explain the origins of that disorder. Anxiety disorders to choose from including generalized anxiety disorder, panic disorder, social anxiety phobia, specific phobia, separation anxiety disorder, selective mutism, and agoraphobia.

Separation anxiety disorder is characterized by an abnormal fear or state of anxiety when thinking of separation or being separated from the person(s) the individual is attached to (American Psychiatric Association, 2013). Some cases vary in intensity, but this anxiety must be disruptive to the individual’s life to be considered a disorder. Symptoms are not limited to but can include excessive worry, crying, experiencing physical symptoms of illness, refusal to sleep, and living in a constant anxious state over thoughts of being separated (American Psychiatric Association, 2013). Specific Psychological Vulnerability would suggest that the individual suffering from this disorder has experienced significant childhood fear and anxiety due to some form of separation from an important caretaker. It would also suggest that this individual was conditioned to see the danger and fear in experiences and situations, even when there was no danger. This anxiety response was conditioned in them from a young age through their environment.

Amanda Hilliker posted Oct 18, 2020 6:20 PM
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Unit 5 Discussion

PS440-01: Abnormal Psychology

Amanda hilliker

October 18, 2020

Unit 5 Discussion

When a child is exposed to traumatic situations, it can directly affect how the child develops. Depending on the length and severity of trauma experienced by the child a possible behavioral and/or psychological problem my result. The abnormal behavior could manifest itself as dysfunctional attachment styles with caregivers or excessive anxiety in adulthood because of being shown how out of control an environment can become. Hofmann (2018) states “you might also grow up believing the world is dangerous and you might not be able to cope when things go wrong based on your prior experiences“.

When we look at how the integrated model of psychological, biological and social components of stress and its impact on a person we can see an illustration of collective contributions that connect simultaneously. Our reading tells us about the triple vulnerability theory that suggests the first vulnerability is the biological vulnerability or genetic inheritance that influences stress sensitivity. This model was created by David H. Barlow it asserts that anxiety disorders can come from an interaction of biological influences and generalized psychological mechanisms that create vulnerabilities to anxiety. Hoffman (2018) states “Increasing evidence shows we inherit a tendency to be tense, uptight, an anxious”. The psychological manifestations of trauma and chronic anxiety include an intense experience of environmental stressors that invoke physical symptoms to the detriment of immune function and hippocampal health. Hoffman (2018) states “Anxiety Mood state is marked by negative effect and bodily symptoms of tension in which a person expects future danger or misfortune”.

One form of anxiety disorder is Post Traumatic Stress Disorder. This disorder is very abrasive to someone’s psychological health because ruminations on the experienced event causes them to relive the anguish experienced. The body responds to the elicited response as if it were occurring and chronic stress response is detrimental to physical well-being. Emotion in the limbic area of the brain is a long-standing function that can elicit a response without critical thinking or evaluation. Hoffman (2018) states “Research shows direct neurobiological connections between emotional centers of the brain and parts of the eye (retina) or the ear that allow emotional activation without the influence of higher cognitive processes”. In other words when the memory is cued by. a visual or auditory similarity the mind and body can go through the experience again without experiencing the same context.

Angela Milburn posted Oct 17, 2020 9:56 PM
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In the first graph, Jessie’s target behavior of hitting is low, stable level for both no attention as well as no access to tangibles. Yet we see that there is a definite higher, stable level for demand. This leads me to think that the function for Jessie’s target behavior is escaping whatever Jessie is being asked to do. The second graph we see the baseline level and trend for the behavior of Jessie hitting being mid-range level with a small ascending trend. During the intervention, we see a major ascending trend due to an extinction burst. Followed by a steady decreasing trend with a stable level. When an extinction plan of making the reinforcement for interfering behaviors extinct, or no longer using them, a client may respond by increasing the interfering behavior (Cooper et al., 2020). A form of boundary testing if you will. We can see the burst of increased target behavior in the graph showing the results of the extinction plan. It is suggested that when presented with an extinction burst, sticking to the intervention generally show a decline in the target behavior after a couple of sessions (Cooper et al., 2020). In the third graph, we see that Jeremy is self-stimulating most during free play at the day care center. Looking at the levels of the target behavior during each of the four settings/circumstances, we see stable decline between when Jeremy is playing on rug with toys and watching T.V. Free play at the day care center is an ascending, stable level and trend compared to the other three settings/circumstances. We see a descending, stable level and trend between the settings/circumstances of free play and a library visit. A possible antecedent could be the unstructured or chaos of free play for Jeremy along with the boundary free setting. Pulling the boundary feeling of a rug for Jeremy during free play, plus the structure of a visit to the library, with the attention focus on one possibility could help Jeremy lessen the need for self-stimulation. Maybe letting Jeremy pick only a couple of toys or games along with having him play in an area that little traffic from the bulk of the other children, could be the antecedent modification that will work. In the last graph we see that there is not a steady state of the target behavior due to the varying level and both ascending and descending trend. Letting the baseline data of the target behavior reach a steady state really shows the valuable information of the ABC contingents as well as opening the door to look for and see variables of the environment (Cooper et al., 2020). Using every possible tool that we access to will increase the success rate of the intervention for the client.

Charlene Moran posted Oct 17, 2020 12:33 PM
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Hello Everyone!

Jessie’s Hitting Baseline Data
Based on Jessie’s Graph I can verify that the probable function behavior is escape from demand. The behavior of demand has the highest frequency with the rate behavior being the lowest for the need of attention. The level for no attention antecedent is a number 5, with no access tangible being a 8, level of demand is a total of 20. This tells me that the demand of behavior would be the probable function for Jessie’s behavior.
Based on the graph analysis and the probable function of Jessie’s behavior, I would definitely introduce other worksheets instead of Jessies focusing on just one work sheet this will allow for Jessies to have a choice of selection instead of escaping the demand when ask. Being that Jessie shows unwanted behavior when ask to complete a task, I would also implement Jessie raising his hand when he feels frustrated or need help with the task. In order to keep his hands occupied we can then implement a stress ball to keep hands busy if needed.
The level for Jessies hitting behavior in the baseline condition if a frequency of 6. Also I had calculated for the treatment condition level to be a 7.4. By calculating the frequency of behavior and conditioned each day then added them together, followed by dividing the number of the conditions days. The Trend in the baseline condition does show a low increase in the frequency when thee behavior increases before it subside. The graph showed signs of extinction burst, because of the rapid increase with frequency. According to the textbook, Extinction burst is when the behavior is being targeted by an extinction procedure (Cooper, 2020) such as Jessie’s.
Jeremey’s Hair pulling/twirling
By looking at the Visual Analysis of the graph, Jessie’s behavior seems to occur in the daycare free play settings. The Antecedent could be distractions coming from other children inside the daycare since the activity seems to a bit nosier than the other activities. This actions from the other children can make Jeremy become overwhelmed during play time. By using a Antecedent modification we can be able to have more structure inside the pay area or structure the activity for each child to take turns.
Tara Refusals
By looking at the graph, Tara refusal isn’t steady with more variables or reflects fluctuation trend. Before introducing any interventions to a client, the behavior should have a steady flow first. More baseline should be collected to reach full potential for level trend. This is because the baseline data should exhibit a pattern of behavior before and after occurrence. According to our textbook, if the behavior isn’t considered a bad behavior then the intervention will look like it had failed (Purdue Global, N.D.). This is important so that we can be able to compare the data from baseline and to see what interventions or treatments are appropriately. This can allow for the therapist to also to see if the baseline is consistent with behavior.