Team/Group Assignment #2 (Diagnosing Abnormality)

Due: Sun Oct 30, 2022 11:59pm

This is Team AAA is Group 8, comprising of 8 following members:

1. Catlinh Nguyen

2. Alexia Cortes

3. Aster Bailey 

4. Jordan Pascual 

5. Phyu Phyu Thant   

6. Andy Nguyen 

7. Alex Estrada     

8. Esmeralda Villatoro (Vanessa).      

Assignment details on Canvas: https://deanza.instructure.com/courses/26922/assignments/829304?module_item_id=2239385 

What do we need to do?

I think the whole group needs to give an example for each of the 3 features of Psy. abnormality: Distress, Dysfunction, and Deviance.

Execution plan proposal:

I can try writing the first draft on the 3 features for a particular disorder, then we take turns arguing for/against it. Our reference would be based on the 3 key features above and/or DSM V, including recommending a better way to assess if possible.

So it would be like a live debate. I (or anyone) can fire the first shot, then all chime in. I will write down all the debate/discussion and turn it into the final essay. If I fire the first shot, I would like to write about ADHD (as it is common enough for us to do research).

Note: Each person would need to give at least a citation. Let’s pick the MLA style for group consistency. Here is the citation link on Canvas: https://deanza.instructure.com/courses/26922/files/8154137?wrap=1 

Please chime in and state your opinion / feedback. Thank you. Catlinh.

If you agree to the above plan, click thumb-up.

If you would like to fire the first shot, please tell the group which topic you will write about.

oOo

CatLinh’s first shot on ADHD

Distress: An example of distress in people with ADHD is the stressful emotions followed by emotional eruption. They will breathe quickly with hand shaking, move up and down repeatedly, raise their voices.

Dysfunction: When facing an unexpected change such as Mom's decision to leave the park sooner, a child with ADHD will / cannot listen to Mom's irrational explanation. He/she may keep repeating "Why are you doing this?" and screaming. Another example is when the teacher plans a field trip, he/she will keep asking classmates, "What do we go" repeatedly, day over day, causing disruption in class. As a result, they often get timed out, impacting their study.

Deviance: A person with ADHD will have impulsive behaviors which are exacerbated due to lack of social skills. For example, while attending a funeral, he/she may point to the picture of the deceased and say "he looks dead." Another example is laughing when seeing a senior citizen fall. That behavior is not conforming to social norms, causing negative reactions from bystanders. Therefore it is out of deviance.

Aster’s start of the discussion:

    I think there is a lot that could be improved upon in the process of diagnosing psychological and mental abnormality. Most notably, the DSM-V can be rather biased, especially culturally, as ‘normal behaviors’ varies between cultures. This form of diagnosis is based on norms rather than scientific evidence. It also focuses on medication as the first form of treatment when other treatments may be an option. With this, there is a connection with the pharmaceutical industry with the intent of getting more money. As for the 3 key features, for the most part it makes sense to me but I’m sure it could be improved as well, like most things.

Ball, Jeff. “What Are the Most Problematic Issues with the DSM-5?: PCH.” PCH Treatment Center, 12 May 2022, https://www.pchtreatment.com/dsm-5-issues/. 

Alex’s start of the discussion:

   

A categorical approach to mental disorder

 A categorical approach to mental disorder commonly used in
the United States and much of the world is the Diagnostic and
Statistical Manual of Mental Disorders (DSM; American Psychi-
atric Association [APA], 2013). General features of mental dis-
order according to the DSM include the following:DSM include the following

 

A syndrome (or mental disorder or diagnosis) includes a
group of abnormal behaviors or number of symptoms associ-
ated with distress, signicant work or interpersonal problems,
or likelihood of future problems. Recall Ricardo and Yoko from
Chapter 1 who had symptoms of anxiety. Ricardo qualied for a
DSM diagnosis of social phobia because his symptoms interferedDSM diagnosis of social phobia because his symptoms interferedDSM
with daily functioning. Yoko’s anxiety symptoms, however, were
not accompanied by signicant impairment in daily functioning,
and so she did not qualify for a diagnosis.

Group work 2

 https://docs.google.com/document/d/1Upx6OflF18oFNK2LwvAqq60B-bAuxmCq6HnAlgyAaiU/edit

Conductance

 Conductance is the measure of how easily electrical current (i.e. flow of charge) can pass through a material.

Freud’s Psychosexual Stages of Development

Oral stage 0-6

anal stage 6-36month

phallic stage 3-6years

latency stage 6-12years

Genital stage above 12 years

specialty of psychology

 

CHAPTER 2 Perspectives on Abnormal Psychology

 Mariella, a 19-year-old college freshman, has been repeatedly asking herself, “What’s going on?” and “What should I do?” Something was not right. Mariella was outgoing, bright, and cheery in high school but was now fatigued, blue, and pessimistic in college. She was starting her second semester and thought the tough college adjustment period her friends and family talked about should be over by now. Were her feelings of fatigue and discontent just a temporary “funk,” or was something seriously wrong? Mariella’s fatigue and discontent began early in her first semester and worsened toward finals week. She enrolled in five courses and was soon overwhelmed by extensive reading assignments, large classes, and fast-approaching deadlines. She struggled to finish her work, often seemed isolated from others, and felt unimportant in the huge academic setting. Mariella believed no one cared whether she was in class, and she longed for days in high school when she interacted with a close-knit group of teachers and friends. Her college professors seemed to treat her like a number and not a student, and her classmates always seemed to be rushing about with little time to talk. Mariella was an “A” student in high school but was now struggling to get Cs in her college classes. She had great trouble concentrating on what she read, which led to low test scores. Mariella did talk to her friends and family members back home about her troubles, but no one truly understood what she was going through. Instead, they thought Mariella was experiencing simple, normal homesickness that would soon end. Mariella began spending more time alone as her first semester approached mid-November. She often slept, watched television, listened to music, and went online. She no longer found much enjoyment doing things that used to appeal to her, such as going to the movies and playing the guitar. Mariella declined invitations from others to go out, and her roommate noticed that Mariella seemed sad and lonely. Unfortunately, no one took the time to ask Mariella if something serious might be wrong. Mariella also lost significant weight her first semester. When she went home for Thanksgiving, her family members were surprised at how she looked. Mariella had noticed no major change except for occasional hunger, but in fact she had lost 10 pounds from her 120-pound frame. Unfortunately, she received flattering comments on how she looked, so the larger problem of her sad mood went undetected. Her concentration and eating problems continued when she returned to school to finish her first semester, and Mariella struggled to finish her final examinations and receive passing grades. Mariella was happy to return home for the winter break and hoped her feelings of fatigue and discontent were simply related to school. Unfortunately, she remained sad, did not regain lost weight from the previous semester, and continued to sleep much of the day. She dreaded returning to school but felt pressure from others to do so. Mariella became quite despondent when she returned to school in mid-January. She knew something would have to change to endure this second semester, but she felt confused and unsure. Once again, she was asking, “What’s going on?” and “What should I do?” What Do You Think? 

1. Why do you think Mariella feels the way she does? 

2. What should Mariella do? What would you do if in her situation? 

3. Which aspects of Mariella’s story concern you most? 

4. Do you know people who have had similar experiences? What did they do?

 5. What should Mariella’s friends and family do to help?

Introduction I f Mariella had lived centuries ago, demonic possession might have been a common explanation for her problems. Scientists and mental health professionals today, however, focus on a person’s biology, environment, and other factors to help people like Mariella. Scientists and mental health professionals develop perspectives or models—ways of looking at things—to piece together why someone like Mariella has problems. Perspectives or models are systematic ways of viewing and explaining what we see in the world. When you try to explain high prices for an item, you might think about the economic model of supply and demand to conclude everyone wants the item but supplies are limited. Or if a friend of yours is sick, you might think about the disease model of germ theory to ask whether she was around a sick person or if she ate spoiled food. Mental health professionals use models to help explain unusual behavior or mental disorders in people like Mariella. Five main models to explain mental disorders are described in this chapter: • The biological model focuses on genetics, neurotransmitters, brain changes, and other physical factors. • The psychodynamic model focuses on internal personality characteristics. • The humanistic model focuses on personal growth, choice, and responsibility. • The cognitive-behavioral model focuses on special thoughts and learning experiences. • The sociocultural model focuses on external environmental events and includes the family systems perspective  

FIGURE 2.1 THE USE OF MODELS. Models or perspectives affect the way we think about causes of mental disorder, our methods of assessment, and our methods of prevention and treatment.

These models dominate the mental health profession today and influence the way we think about, assess, and treat mental disorders (see Figure 2.1). Each model has strengths and weaknesses, but each provides mental health professionals with ways of understanding what is happening to someone like Mariella. In this chapter, we show how each model could be used to explain Mariella’s problems and help her. Many mental health professionals also integrate these models to study and explain mental disorders. The Biological Model The biological model rests on the assumption that mental states, emotions, and behaviors arise from brain function and other physical processes. This model has been in use for centuries and is stronger than ever today. Read a newspaper or magazine, watch television, or go online—countless articles, documentaries, and advertisements are available about medications and other substances to treat mental conditions. Some drug or herb always seems available to cure depression, anxiety, or sexual dysfunction. Despite the incessant advertising, however, the biological model of mental disorder, including the use of medications, is supported by scientific research that links genetics, neurochemistry, and brain changes to various psychological problems. The biological model of mental disorder was pioneered by Emil Kraepelin (1856–1926), who noticed various syndromes or clusters of symptoms in people. Mariella had a cluster of symptoms that included concentration problems, oversleeping, sadness, and weight loss. Her symptom 

are commonly described within the syndrome of depression (Chapter 7). Kraepelin believed, as do many psychiatrists and other mental health professionals today, that syndromes and symptoms have biological causes. Kraepelin proposed two major types of mental disorders, each with different biological causes: dementia praecox (similar to schizophrenia, discussed in Chapter 12) and manic-depressive psychosis (similar to bipolar disorder, discussed in Chapter 7). Kraepelin also believed syndromes to be separate from one another, like mumps and measles, and that each syndrome has unique causes, symptoms, and outcomes. In Mariella’s case, her symptom of sadness seemed partly caused by her separation from home and led to outcomes such as poor grades. Kraepelin and many psychiatrists also believe each syndrome has its own biological cause. A psychiatrist may feel Mariella’s sadness was caused by depression that ran in her family (genetics), by a chemical (neurotransmitter) imbalance, or by some brain change. We discuss these biological causes next. Genetics Do you think Mariella’s sadness may have been present as well in some of her family members? Many mental disorders such as depression do seem to run in families. Genetic material may be involved when symptoms of a mental disorder are passed from parents to children. Genetic material refers to molecular “codes” contained in the nucleus of every human cell (Ahuja, 2014). Genes are the smallest units of inheritance that carry information about how a person will appear and behave. Genes carry information about hair and eye color, weight and height, and even vulnerability to diseases such as lung cancer or mental disorders such as depression. Human genes are located on 46 chromosomes or threadlike structures arranged in 23 pairs. A person’s chromosomes come half from the biological mother and half from the biological father. The genetic composition of a person is known as a genotype and is xed at birth. Genotypes produce characteristics such as eye color that do not change over time. An observable characteristic of a person is known as a phenotype, which can change over time. Observable characteristics can include intelligence, as well as symptoms of a mental disorder such as difculty concentrating. Phenotypes can change because they result from genetic and environmental inuences. Your intelligence is partly determined by genetics from your parents but also by the type of education you received as a child. Scientists are interested in knowing which genetic and environmental inuences impact the development of emotions, cognitions, and behavior (O’Connor, 2014). This research specialty is known as behavior genetics. Behavior geneticists are interested in the degree to which a mental disorder is determined by genetics. Heritability refers to the amount of variation in a phenotype attributed to genetic factors, often expressed as a number ranging from 0 to 1. Some mental disorders such as anxiety-related disorders have modest heritability, but many major mental disorders have more substantial genetic inuences in their development (see Figure 2.2). Disorders with particularly high heritability include bipolar disorder and schizophrenia (Pearlson, 2015). Behavior geneticists also focus on what specic genes are inherited and how these genes help produce a mental disorder. Researchers in the eld of molecular genetics analyze deoxyribonucleic acid (DNA)—the molecular basis of genes—to identify associations between specic genes and mental disorders. Molecular genetics is quite challenging for several reasons. First, most mental disorders are inuenced by multiple genes, not just one. When you hear a media report that researchers found a gene for Alzheimer’s disease, keep in mind they likely found only one of many genes. Second, the same symptoms of a mental disorder may be caused by different genes in different people. Third, it is estimated that there are about 20,000 to 25,000 human protein-coding genes, so nding specic ones related to a certain disorder is like nding a needle in a haystack. Despite these challenges, advances in molecular genetics will likely lead to ndings that help scientists determine how and if disorders are genetically distinct from one another. Knowledge of specic genes can also help researchers determine how genes inuence physical changes in the body, which we discuss next FIGURE 2.2 HERITABILITY OF MAJOR MENTAL DISORDERS. Adapted from Merikangas, K.R., & Risch, N. (2005). Will the genomics revolution revolutionize psychiatry? In N.C. Andreasen (Ed.), Research advances in genetics and genomics: Implications for psychiatry (pp. 37-61). Washington, DC: American Psychiatric Publishing; Kendler, K.S., Chen, X., Dick, D., Maes, H., Gillespie, N., Neale, M.C., & Riley, B. (2012). Recent advances in the genetic epidemiology and molecular genetics of substance use disorders. Nature Neuroscience, 15, 181-189.

Nervous Systems and Neurons Physical structures in our body are affected by genetics, and this can contribute to mental disorder. The central nervous system includes the brain and spinal cord and is responsible for processing information from our sensory organs such as eyes and ears and prompting our body into action. The peripheral nervous system helps control muscles and voluntary movement, regulates the cardiovascular and endocrine (hormone) systems, assists with digestion, and adjusts body temperature. The nervous systems are composed of billions of neurons, or nerve cells, that have four major components: cell body, dendrites, axon, and terminal buttons (see Figure 2.3). A small gap called the synapse exists between neurons. Neurons communicate with each other using neurotransmitters, or chemical messengers that allow information to cross the synapse. Not all neurotransmitters released into the synapse are used, so an unused neurotransmitter is reabsorbed and recycled in a process called reuptake. Medications influence neurotransmitter systems to treat mental disorders. Medications may block synapses to decrease neurotransmitter levels or block reuptake to increase neurotransmitter levels. People with depression often take drugs such as Prozac or Paxil to increase availability of certain neurotransmitters for improved energy and mood. Six major neurotransmitters are discussed throughout this textbook: serotonin, norepinephrine, dopamine, gamma-aminobutyric acid (GABA), acetylcholine, and glutamate. Table 2.1 lists functions associated with each. Brain The brain is our most complex and important organ and comprises about 86 billion neurons (Lent, Azevedo, Andrade-Moraes, & Pinto, 2012). The brain consists of two cerebral hemispheres that are mirror images of each other. The right hemisphere controls movement for the left side of the body, influences spatial relations and patterns, and affects emotion and intuition. The left hemisphere controls movement for the right side of the body, inuences analytical thinking, and affects grammar and 

Stigma About Autism Across Cultures -( Team Essay)

 TEAM AAA (name is inspired from the first letters of 3 members)                     

Team captain: Catlinh Nguyen

Team AAA is Group 8, comprising of 8 following members:

1. Catlinh Nguyen  majors in Computer science and Psychology. Catlinh loves to graduate with a degree in both subjects and works in the combined field.
2. Alexia Cortes majors in Psychology and Philosophy and has a passion for both.
3. Aster Bailey is 19-year-old. This is Aster’s second year at De Anza, majoring in Computer science.
4. Jordan Pascual majors in Business. Jordan is an 18-year-old freshman at De Anza. This class is Jordan’s first psychology class as well.
5. Phyu Phyu Thant majors in Nursing and Psychology. Phyu Phyu loves to learn human behavior and psychology.        
6. Andy Nguyen majors in Nursing. This is Andy’s second psychology course, also second year at De Anza.
7. Alex Estrada majors in Psychology.     
8. Esmeralda Villatoro goes by the middle name Vanessa. This is Venessa's second year at De Anza, majoring in Psychology. Venessa is trying to get certified to be a Behavior Technician at the moment.      

Stigma About Autism Across Cultures

         People who suffer from autism often have to deal with the stigma that comes along with autism. I am going to be focusing on the children that suffer from this stigma and how they suffer. Most of the misconceptions and stereotypes about autism are a result of society and social media. Children aren’t the only ones that are impacted by the stigma of autism, the people around them, who care for them, and many more are impacted as well, which is why we, Group 8, chose to focus on children seeing that it not only affects them, but others around them as well. The parents of these children start to internalize all of these negative things from society's views, stereotypical perceptions, misconceptions, and discrimination, and they start to feed into these lies and believe them. 

In Burma, there are many reasons that the autism kids get stigma. Autism kids do not have a chance to go to school since they were young. Some schools did not accept the autistic kids because the school did not have well trained teachers for the autism kids. The autistic kids were facing discrimination for their education.

According to the Myanmar Autism association Yangon stating that “there are people with autism in all parts of Myanmar, there is no exact census because some of the family did not make a report. After 2000, the number of children with autism has gradually increased. Some preschools accept the autism children who have mild conditions, but some schools do not accept them. Only in Yangon Region, there were 8 schools that accept and train autistic children but in other cities and towns, urban, village did not have yet. Also lack of teaching materials and the professional well-trained staff for autism children. Only a few people who are the teachers of autistic kids can afford to go overseas and get the certification or degree for a specialty for autism because they had to spend their own expense.”

There are only special education schools for children under the age of 12 with autism but did not have for adult autism to stand in life through vocational education. Minorities of autistic kid’s parents are able to educate their children in technology advanced countries. Many of autistic population and their families were facing difficulties and challenges in their life.

In Vietnam, people often see autistic children are either spoiled kids or dumb, depending on one of the two most common problems in autism: behavioral challenges and delay or issues with speech.Autistic children, due to limited expressive language, often have behavioral issues specially in public places. The stigma is they are spoiled, growing up in a laissez faire family and need a good spank to be normal. If the behavioral issues are extreme, they are seen as spoiled children with anger issues. Other families with kids often try to stay away, keeping a safe distance.

Autistic children who are non-verbal or language-delayed have a different stigma. People think they have low IQ and object to their being in a normal classroom. They think it may impact their children's learning. Many years ago, the stigma about autism was worse. People think it can spread like a disease. Fortunately, that stigma is mostly gone now.

In America, there are many stigmas associated with autism. One common issue is exclusion and isolation, people with autism are often left out simply because they are seen as different. The lack of understanding of their needs and actions leads to disapproval and judgment that is wholly undeserved. Not only this, but people may also stereotype and harass them as well. But all of this stems from an intolerance to difference along with misunderstandings. A possible way to combat this may be to educate people about autism. Specifically, it would be useful to teach about autism in schools to decrease misunderstandings. Having a unit about neurodivergence among other things would also help make things more accessible. Additionally, it would be useful to have changes made to systems in correlation to what may be needed to make people’s lives easier.

In an article by Yondale Loftus, it says “some people are more willing to risk the chance of their child being infected with a possibly lethal disease—rather than the small (or, according to some research, nonexistent) chance of “getting autism”.” This really shows how much of an effect society has on the views of autism, it can create these misconceptions that people believe and can lead to other problems. It also says that a child with autism can do very well if they are treated at a young age, in order for the child to get treatment they would have to be diagnosed with autism before they can start the treatment. This may not sound like a big deal to some people, but unfortunately this results in attaching this stigma of autism to this child that modern day society has created. As a result, parents are scared to get the treatment due to the fact that their child will have to deal with the discrimination, stereotypes, misconceptions, and many others.

This goes to show just how powerful this stigma that has been placed on autism

is, it can cause parents to fear getting their children treatment which could have a huge impact on their life permanently. For example, a kid who is has autism and can do very well in the future if he gets diagnosed and receives treatment, but his parents refuse because of the stigma ultimately resulting in the kid not be able to receive treatment and get better and he may be

permanently stuck the way he is for the rest of his life based off one decision that was heavily influenced by societies stupid perceptions. 

            The question is, how do we get rid of this stigma on autism. When I think about this I think it can be done, but it’s going to be very hard and it’s not going to happen all at once, nor is it going to be all gone. There will always be a couple stupid people who will stick to these false concepts about autism for horrible reasons and that can’t always be helped. If we can get the majority of the people to see that their perception of autism is very wrong, then that is a huge step forward in the right direction. I think in order to do this, schools should have talks about autism and its stigma and just teach students about this. There should be more social groups that promote getting rid of this stigma and telling people why, just speaking out in general. Social media is a huge part of modern day society and can play a very impactful role in spreading the word, by posting about and having people share it. I’m not saying that this will get rid of the stigma completely but in order for change to happen it needs to start with the people. Once the word is out there and the stigma of autism is well known, then it will make it a lot easier to change society's perception of autism and overcome this stigma that has been associated with autism for the longest time.

There are many stigmas surrounding autism, however there are ways to destigmatize. “86% - 91% of US citizens achieved adequate autism spectrum disorder knowledge in diagnosis/symptoms, etiology, and treatment​​. Many people with autism don’t have physically noticeable indicators that they have autism however they may get mistaken for lacking eye contact, not responding, or unusual behavior, which may cause someone to think they are being rude. "It is this combination of pervasive disability and apparent physical normality that gives the stigma experienced by families with autistic children its unique quality," Mr. Gray wrote in 1993.3  

There are so many different stigmas surrounding autism around the world, for example, the researchers noted that stigma may keep families from pursuing autism diagnoses and treatment. "…Koreans consider autism to be a stigmatizing hereditary disorder; autism (chapae) impugns the child's lineage on both sides and threatens the marriage prospects of unaffected relatives. As a result, autism is often untreated, misdiagnosed as an attachment disorder, or unreported in records."

We think more people need to realize that people with autism are just as entitled to a good life without feeling excluded over something they have no control over.

Autism could be personal as a team member wrote: “As someone with a family member who has autism I saw firsthand the stigma surrounding autism. Justin is 10 years old and nonverbal, he enjoys loud noises but can be aggressive at times. From a young age Justin loved loud noises but was very isolated, for a very long time his mom was in denial. It’s as if she was ashamed to even consider that maybe there was something wrong. For many people it’s the same, the feelings of shame or wrongdoings. Although we’ve been able to slowly break away from that stigma it is still an issue.”

Let’s look back around 50 or so years, helping people with disabilities wasn’t even an option. They were looked at as “insane” and were most likely to end up in an institution. Nowadays thanks to technology and studies we are able to offer more opportunities and help for those with disabilities. However, it seems as if a stigma of wrongdoing falls on the parent as if their child's bad behavior is somehow their fault. Which causes people to fall back into a cycle of feeling ashamed or embarrassed due to their child's autism. Luckily because of our many resources we are able to help parents better understand their kids. Helping to slowly break away from stigmas and proving to others that these kids can become independent adults with help and early intervention. There is nothing wrong, they just need extra help and with things such as Behavior Technicians we are now able to help even more. 

 

Through many studies regarding individuals diagnosed with autism, it shows that it is common for those to be actively “stereotyped, judged, and discriminated against.” For autistic people to go through this stigma causes them to have internalized stigma, causing them to value themselves less and have fragile mental health. As for “cures” and “treatments”, there really is no cure to eliminate all cases of autism. There are however treatments towards widening and enhancing all functions and abilities that may have been altered due to having autism. 

           One way to combat the stigma around individuals with autism is by increasing their appearances online and giving them more of a social presence online, showcasing that autistic people are common and normal which is such a dehumanizing thing to even have to prove. Another is increasing their resources and education, allowing more autistic people to be welcomed in the professional world. 

 

Source

https://www.autismspeaks.org/vietnamese-resources  

https://pubmed.ncbi.nlm.nih.gov/22545635/

https://www.facebook.com/mangluoitukyvietnam/

http://www.ttnv.org

https://sparkforautism.org/discover_article/stigma-autism/

https://pubmed.ncbi.nlm.nih.gov/34881514/ 

https://www.liebertpub.com/doi/10.1089/aut.2021.0005#:~:text=To%20reduce%20stigma%20people%20should,Last%2C%20they%20should%20support%20neurodiversity 

https://www.autismparentingmagazine.com/autism-stigma/

https://www.sciencedirect.com/science/article/abs/pii/S1876201819303740#:~:text=Autistic%20children%20often%20confront%20stigma%20for%20their%20stereotypes%2C,who%20are%20close%20to%20them%2C%20particularly%20their%20parents.

The Stigma of Autism: When All Eyes Are Upon You | Interactive Autism Network. iancommunity.org/ssc/autism-stigma. Accessed 22 Oct. 2022.

https://journals.sagepub.com/doi/abs/10.1177/1362361319900839

https://iancommunity.org/ssc/autism-stigma

END-OF-TEAM-ESSAY

introduction group assignment

 : You have now been assigned to a group on Canvas (found under Assignment #1).
This is your group for the quarter for the group assignments. In order to earn these points, you must contribute to the team (no solo assignments). No changing groups, please. The goals are
1) to form a community within this class where you interact on a regular basis to provide support and encouragement to your teammates, 

2) form study groups to prepare for exams,

 3) make learning fun! Please read the attachment. It is on Canvas as well under “Course Information/Resources”. It explains the overall group assignment details.

Team Captains’ Duties:
Team Captains will be awarded 4 bonus points at the end of the quarter for their additional duties, which include:

 1) arranging a time when you can all “meet” (can be through Google
Docs, where you just introduce yourself, e-mail or “Collaborations” on Canvas); 2) setting
specific deadlines for your team, in order to turn assignments in on time; 3) checking in weekly
with each teammate to make sure they’re feeling connected and participating; 4) contacting
your mentor if one of the teammates isn’t participating, responding; 5) keeping track of each
teammate’s contribution to each assignment (each teammate will e-mail or include in Google
Doc documentation of their participation, such as a link to research for example); 6) e-mailing
this information to your mentor and identifying any teammate that did not participate; 7)
submitting your assignment to the mentor for feedback prior to submitting the assignment on
Canvas; 8) submitting the assignment on Canvas

Mentors:
Each team will be assigned a mentor. This is a student who took this course and excelled. The
mentor’s jobs will be: 1) to regularly check in with the team captains and teammates of their
assigned groups; 2) provide feedback on assignments; 3) be your point of contact if you have
any concerns regarding any teammate (this includes the team captain); 4) respond to your e-
mails that you send them directly regarding questions over course material; 5) facilitate study
groups as needed

General Assignment Guidelines:
1) For each of the 4 assignments, there will be specific prompts and instructions you need to follow
2) Each teammate must contribute in order to receive a grade (out of 10 points; each
teammate receives an individual grade out of 10)
a. Each teammate must document their contribution and provide their contribution
and documentation to the team captain by the deadline the team captain sets
b. As a team you decide on the contribution of each member (it could be research,
writing, editing for example)
3) As a team you decide how you want to do the assignment (how it is presented on the discussion forum)
a. Here are some suggestions (but please be creative and come up with your own ideas
too):
i. Power Point presentation
ii. A video presentation

We have 2 due dates Fisrt delivery: 

Sunday Oct 23, 11:59 PM. Final delivery:

 

 Saunday Oct 30, 11:59 PM. My proposal for what to do next: 

 

This Friday Oct 12, 11:50 PM: 

Each team member describes a paragraph stigmas surrounding Autism and Autism treatments, and propose how we should change these stigmas. Submit your works and research citations to the shared document (see below) with your name. You can pick either "Asia" and/or "US" perspective. I will try my best to combine into a single document for team review first by Saturday evening, then submit to the mentor, and we can discuss next step (how to make it creative for the final submission). Please click thumb-up/ok if you agree, or make a suggesion for team review. Thank you (Catlinh).

Quiz 2

  Correct answers will be available Oct 12 at 8pm - Oct 12 at 11pm.

Score for this quiz: 4 out of 5

Submitted Oct 9 at 10:40pm

This attempt took 17 minutes.

 

Question 1

1 / 1 pts

What is the most common biological treatment used to treat psychological disorders?

 

Biofeedback

 

Shock Therapy

 

Cognitive-Behavioral Therapy

 

Drug Therapy

 

IncorrectQuestion 2

0 / 1 pts

Which of the following is not a "key" quality a therapist should have according to Rogers?

 

Genuineness

 

Empathy

 

Flexibility in thinking

 

Unconditional Postive Regard

 

Question 3

1 / 1 pts

Believing you are responsible for your mother's abusive behavior towards you, is an example of:

 

Arbitrary Inference

 

Magnification

 

All or none thinking

 

Personalization

 

Question 4

1 / 1 pts

If you were treating a client's phobia of needles using systematic desensitization, you would associate the needles with what?

 

One's childhood

 

Fear

 

Pain

 

Relaxation

 

Question 5

1 / 1 pts

A former inmate writes aggressive lyrics to manage his anger & aggression.  Which defense mechanism does this describe?

 

Sublimation

 

Denial

 

Displacement

 

Regression