Psychological DisordersEssentials of Psychology Ps.docxwoodruffeloisa
Psychological Disorders
Essentials of Psychology : Psychological
Disorders
Lesson 5 Overview
The objective of this lesson
is to give you an overview
of psychological disorders
and approaches to their
treatment. It isn’t meant to
make you a clinical
psychologist. Two
points should be stressed
from the very beginning. First, the labels that have been applied to
mental disorders have changed over the years. For example, at one
time, excessive masturbation was considered pathological in males,
and it was sufficient to have a woman confined to an asylum.
Homosexuality was finally eliminated from the official manual
of mental disorders in only the past couple of decades.
Second, mental disorders and approaches to their treatment are, to
some extent, social products. As societies change over time, so do
ideas about mental disorders. For that matter, as society changes,
Page 1Copyright Penn Foster, Inc. 2019
Course Version: 2
different kinds of mental disorders are likely to become more common.
For example, eating disorders, which certainly have psychological
components, were all but unknown in the sixteenth century. Getting
enough to eat was a sufficient problem for most people. Conclusion:
One should apply labels to people with extreme caution. Just as
personalities vary, every disorder has commonalities and differences.
5.1 Differentiate a healthy personality from a disordered
personality in the context of mental health and stress
management
Psychological Disorders
READING ASSIGNMENT
Read this assignment. Then read Chapter 10 in your textbook.
Normal versus Abnormal
Let’s say that you’re among an isolated tribe of people in the
Venezuelan rain forest. In your society, it’s normal for males to prize
shrunken heads as trophies with great power. Headhunting is normal
for these people. Let’s say you’re a sociologist studying American
divorce statistics. You find that for every two marriages, one will end in
divorce. Does that make divorce normal or abnormal? For a
psychologist, statistical normality simply refers to the distribution of
some variable in a population. For example, 100 is the mean score on
an IQ test, and normal or average ranges from about 80 to 120. On
the other hand, when someone says that Justin’s compulsion to wash
his hands 40 or 50 times a day “isn’t normal,” you may agree with that
observation. Yet, you should keep in mind that in social worlds, when
Page 2Copyright Penn Foster, Inc. 2019
Course Version: 2
people refer to normal behavior they’re often simply making a
judgment about behavior that they prefer.
Psychologists must use some approach other than “normal” versus
“abnormal” to identify abnormal behavior. For psychologists, behavior
is considered abnormal if people experience distress and if that
distress prevents them from functioning in their daily life. Given that
general definition, it’s also best to think of normal and abnormal as two
ends of a continuum. Thu ...
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
The document discusses psychopathology and psychological disorders. It defines psychopathology as patterns of emotions, behaviors, or thoughts that are inappropriate for a situation and cause distress or prevent important goals. Over 15% of Americans suffer from diagnosable mental health issues in a given year. Psychological disorders exist on a continuum from mild to severe, with more extreme cases exhibiting hallucinations, delusions, or abnormal emotions. While the medical model views disorders as diseases, psychologists see them as involving biological, psychological, social, and behavioral factors. The DSM-IV provides standardized criteria for diagnosing disorders. Mood disorders like major depression and bipolar disorder involve abnormal emotions or moods.
This is the Final for Dr. Bachman's Psychopathology Course for Webster University. This has been uploaded to assist with studying for the Counselor's Examination.
Lecture 18:Abnormality Dr. Reem AlSabahAHS_student
This document provides an overview of abnormal psychology. It defines abnormality and discusses how abnormal behavior has been viewed throughout history from ancient to modern times. Key topics covered include the classification of mental disorders in the DSM and ICD manuals, specific disorders like mood disorders, anxiety disorders, and schizophrenia, and perspectives on the causes of mental illness like biological, psychological, and social factors. Defenses mechanisms, treatment approaches in ancient times, and what defines normal behavior are also addressed.
Anxiety disorders are serious mental illnesses that cause significant and persistent worry or fear. Approximately 19.1% of U.S. adults experience some type of anxiety disorder. There are several types of anxiety disorders including generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias. Anxiety disorders are diagnosed based on the criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and can be treated with psychotherapy, medication, or lifestyle changes like exercise and stress management.
This PPT aims to help learner about mental health, Causes of Mental health, Types of Mental illness, Anxiety disorder, Mood disorder, Personality Disorder, schizophrenia, Eating Disorder, substance use Disorder, obsessive-Compulsive Disorder.
Psychological DisordersEssentials of Psychology Ps.docxwoodruffeloisa
Psychological Disorders
Essentials of Psychology : Psychological
Disorders
Lesson 5 Overview
The objective of this lesson
is to give you an overview
of psychological disorders
and approaches to their
treatment. It isn’t meant to
make you a clinical
psychologist. Two
points should be stressed
from the very beginning. First, the labels that have been applied to
mental disorders have changed over the years. For example, at one
time, excessive masturbation was considered pathological in males,
and it was sufficient to have a woman confined to an asylum.
Homosexuality was finally eliminated from the official manual
of mental disorders in only the past couple of decades.
Second, mental disorders and approaches to their treatment are, to
some extent, social products. As societies change over time, so do
ideas about mental disorders. For that matter, as society changes,
Page 1Copyright Penn Foster, Inc. 2019
Course Version: 2
different kinds of mental disorders are likely to become more common.
For example, eating disorders, which certainly have psychological
components, were all but unknown in the sixteenth century. Getting
enough to eat was a sufficient problem for most people. Conclusion:
One should apply labels to people with extreme caution. Just as
personalities vary, every disorder has commonalities and differences.
5.1 Differentiate a healthy personality from a disordered
personality in the context of mental health and stress
management
Psychological Disorders
READING ASSIGNMENT
Read this assignment. Then read Chapter 10 in your textbook.
Normal versus Abnormal
Let’s say that you’re among an isolated tribe of people in the
Venezuelan rain forest. In your society, it’s normal for males to prize
shrunken heads as trophies with great power. Headhunting is normal
for these people. Let’s say you’re a sociologist studying American
divorce statistics. You find that for every two marriages, one will end in
divorce. Does that make divorce normal or abnormal? For a
psychologist, statistical normality simply refers to the distribution of
some variable in a population. For example, 100 is the mean score on
an IQ test, and normal or average ranges from about 80 to 120. On
the other hand, when someone says that Justin’s compulsion to wash
his hands 40 or 50 times a day “isn’t normal,” you may agree with that
observation. Yet, you should keep in mind that in social worlds, when
Page 2Copyright Penn Foster, Inc. 2019
Course Version: 2
people refer to normal behavior they’re often simply making a
judgment about behavior that they prefer.
Psychologists must use some approach other than “normal” versus
“abnormal” to identify abnormal behavior. For psychologists, behavior
is considered abnormal if people experience distress and if that
distress prevents them from functioning in their daily life. Given that
general definition, it’s also best to think of normal and abnormal as two
ends of a continuum. Thu ...
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
The document discusses psychopathology and psychological disorders. It defines psychopathology as patterns of emotions, behaviors, or thoughts that are inappropriate for a situation and cause distress or prevent important goals. Over 15% of Americans suffer from diagnosable mental health issues in a given year. Psychological disorders exist on a continuum from mild to severe, with more extreme cases exhibiting hallucinations, delusions, or abnormal emotions. While the medical model views disorders as diseases, psychologists see them as involving biological, psychological, social, and behavioral factors. The DSM-IV provides standardized criteria for diagnosing disorders. Mood disorders like major depression and bipolar disorder involve abnormal emotions or moods.
This is the Final for Dr. Bachman's Psychopathology Course for Webster University. This has been uploaded to assist with studying for the Counselor's Examination.
Lecture 18:Abnormality Dr. Reem AlSabahAHS_student
This document provides an overview of abnormal psychology. It defines abnormality and discusses how abnormal behavior has been viewed throughout history from ancient to modern times. Key topics covered include the classification of mental disorders in the DSM and ICD manuals, specific disorders like mood disorders, anxiety disorders, and schizophrenia, and perspectives on the causes of mental illness like biological, psychological, and social factors. Defenses mechanisms, treatment approaches in ancient times, and what defines normal behavior are also addressed.
Anxiety disorders are serious mental illnesses that cause significant and persistent worry or fear. Approximately 19.1% of U.S. adults experience some type of anxiety disorder. There are several types of anxiety disorders including generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias. Anxiety disorders are diagnosed based on the criteria in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and can be treated with psychotherapy, medication, or lifestyle changes like exercise and stress management.
This PPT aims to help learner about mental health, Causes of Mental health, Types of Mental illness, Anxiety disorder, Mood disorder, Personality Disorder, schizophrenia, Eating Disorder, substance use Disorder, obsessive-Compulsive Disorder.
Brain fag syndrome,hypochondriasis and conversion disorderDr.Emmanuel Godwin
Brain fag syndrome,hypochondriasis and conversion disorder are forms of somatoform disorder....This are disorders that present with Physical symptoms with an unexplained cause.
The document discusses influences on mental health and illness. It defines mental health as optimal functioning and mental illness as functional impairment. Cultural factors can impact how individuals view and experience mental illness. Prolonged stress can lead to physical and psychological responses like anxiety, defense mechanisms, and potentially psychosis. Diagnosis of mental illness involves using the DSM system across five axes. Treating mental illness faces challenges like stigma, access to care, and cost issues.
The cornerstone of someone's mental health is how they think, feel, and behave. Mental health specialists can help people with disorders like addiction, bipolar disorder, depression, and anxiety.
Mental health can have an effect on daily life, interpersonal connections, and physical health.
This connection, nevertheless, also functions the opposite way around. Personal circumstances, social ties, and physical ailments can all have an impact on mental illness. Maintaining
This document provides an overview of Chapter 14 on Psychological Disorders from a PowerPoint presentation. It discusses defining and classifying psychological disorders, as well as specific disorders like anxiety disorders, mood disorders, schizophrenia, and others. For each disorder type, it examines diagnostic criteria, prevalence, causes and explanations from different perspectives like biology, learning, and culture. The goal is to understand the nature of psychological disorders and how they are diagnosed and treated.
This document discusses reducing the stigma associated with mental illness. It provides information on several specific mental health conditions including body dysmorphic disorder, schizophrenia, and phobias. For each, it describes symptoms, possible causes, prevalence rates, treatment options, and other key details. The conclusion encourages efforts to address the stigma around mental illness through respectful language and understanding.
IntroductionMental health conditions have effects regardless of .docxvrickens
Introduction
Mental health conditions have effects regardless of race, color, gender, or identity. Anyone can experience the challenges of mental illness regardless of their background. Although we are similar, your experiences and how you understand and deal with these conditions may be different. Anyone can develop a mental health problem, but African Americans sometimes experience more severe forms of mental health conditions because of limited resources and other barriers. African Americans are twenty percent more likely to have severe psychological distress than Whites are. Also, African Americans and other minority communities are more likely to have similar experiences, such as barriers from health, educational, social, and economic resources because of cultural and societal factors. These may contribute to worse mental health outcomes. More than half of the people in the United States are being recognized with a mental illness in their lifetime; however, now not everybody will acquire the assistance they need. Even though mental illness is common and might affect everyone, there is still a stigma attached. This stigma creates shame in seeking help, especially in the African American community. The understanding of mental illnesses has come a far way from where it used to be, but improvements have to make. Mental illnesses should not be viewed any differently from physical diseases. I believe the two are very similar. When the mind is ill, it is not just the brain, but it has effects on the whole body and health overall. Substance abuse, self-damage, and suicide are widespread and dangerous in people with mental illness. The stigma connected to mental illness stops people from getting the assistance they need and causes them to cover their pain. Clinically trained social workers are the nation’s largest group of mental health service providers. (Staff, 2016). This is important to social work because social workers push the conversation of mental health forward. Many social workers in the field are first responders to most mental health claims. Also, the stigma of mental illness in the african american community has to change and social workers can be the driving force of a new outlook of mental health. To navigate towards a better views on mental health it is important to understand how we got to this point. Though this text it will discuss the following, what is mental illness, historical information of mental health in the African American community, barriers to mental health in the African American community, also the perspective African Americas have on mental health.
Literature Review
WHAT IS MENTAL ILLNESS
Mental illness is a general term referring to all mental health conditions that involve changes in emotions, thinking, interaction with other people, and behavior in a person. The changes can be caused by different factors, such as genetics, daily habits, environment, biology, and life experiences (McNally, (2011).). Mental i ...
The document discusses mental health, including definitions, common disorders, and the Philippine Mental Health Law. It defines mental health as cognitive, behavioral and emotional well-being. Common disorders include anxiety disorders, mood disorders like depression, and schizophrenia. Anxiety disorders are the most common and include panic disorder, phobias, OCD, and PTSD. Mood disorders involve changes in mood like depression and bipolar disorder. Schizophrenia typically begins between ages 15-25 and involves symptoms like delusions and hallucinations. The most common mental illnesses in the Philippines are schizophrenia, substance abuse, PTSD, and depression. The Philippine Mental Health Law was passed in 2018 to enhance mental health services and protections.
Abnormal Psychology Vs Psychopathology EssayAngie Lee
The document discusses abnormal psychology and psychopathology. It notes that abnormal psychology focuses on individuals who deviate from statistical or social norms in terms of their behavior, thoughts, or emotions. While abnormal psychology and psychopathology are often used interchangeably, abnormal psychology is sometimes viewed more negatively as it implies that individuals are "not normal". However, deviating from statistical norms does not necessarily mean someone has a psychological disorder or illness. The document provides examples to illustrate this point.
psychopathology of learners in classroom education
Today, 12:32 PM
describing challenges of inclusive classrooms and understanding psychopath learners in order to accomodate them in classroom education
An overview of Cluster B Personality Disorder. This presentation discusses the criteria, causes, prevalence and interventions for each personality disorders.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
Teen Depression Essay
Major Depressive Disorder Essay
Essay on Depressive Disorders
Psychology and Depression Essay
Essay on Depression
Depression and Mental Health Essay
Abstract On Depression
Depression Research Papers
Essay on Depression
Depression Essay
Essay on Depression
Reflection On Depression
Depression and Anxiety Essay example
1.Assess the main steps involved in developing an effective stra.docxKiyokoSlagleis
1.
Assess the main steps involved in developing an effective strategic plan. Discuss how the steps may differ for a health care organization compared to another industry.
2.
Evaluate the key factors involved in SHEEPED (socioeconomic factors, health care resources and utilization, epidemiological factors, economic factors, political factors, environmental factors, and demographic factors) and their important role in strategic planning. Discuss why it is important for one to consider and include each factor.
.
1.Choose one of the critical steps to building a secure organi.docxKiyokoSlagleis
1.
Choose one of the critical steps to building a secure organization. In 350- to 700-words, explain how and why this step is used in an organization to protect information assets.
2.
In 350- to 700-words, discuss the challenges that leaders and security professionals encounter when trying to balance policy, training, and technology to secure organization information systems.
APA Formatting
Please provide three scholarly references.
.
1.Briefly summarize the purpose of the implementation phase in SDLC..docxKiyokoSlagleis
1.Briefly summarize the purpose of the implementation phase in SDLC. Explain why it exists and what it contributes to the completion of the system.
3.Explain the role and interests of the project champion, organizational management, and end users regarding a new system project. How will each impact the organizational feasibility of the project?
4.What are the three fundamental analysis strategies? Compare and contrast the outcomes of each strategy.
5.What are the four types of use cases? When are each used?
6.Requirements’ gathering is an important phase in a project. Discuss requirements gathering techniques and some advantages and disadvantages of each.
7.Define “scope creep” and discuss how a project manager can avoid it.
9.Describe the following object-oriented programming terms:
Encapsulation
Inheritance
Polymorphism
.
1.Choose four standard corporate executive positions and des.docxKiyokoSlagleis
1.
Choose
four standard corporate executive positions and
describe
their roles on the IT Steering Committee.
2.
Explain the relationship
between the IT architecture and the IT Roadmap used in the IT Strategic Plan.
3.
Different kinds of personnel are required to staff an IT department depending on their IT strategy.
For the two organizations below
, identify four IT positions
that are most important in each organization and
why
.
a.
An organization whose IT strategy is to outsource as much of their IT as possible, and
b.
An organization whose IT strategy is to develop proprietary, in-house applications that directly support their business and operation.
4.
Explain
what business continuity planning is,
who should create the plan
, and the
role of IT
.
5.
Explain what it means to say that the “IT Strategic Plan is aligned to the business Strategic Plan”.
6.
Explain risk management
and
what it
means to the CIO.
7.
Give an example
of a tangible (quantifiable)
and
an intangible (qualitative) performance measure and
discuss the value of each
.
8.
The CIO is responsible for the business rules or requirements that generate a new system or changes to the existing system.
How is his/her role responsible for these changes
?
9.
What is change management and how does it relate to the IT organization?
.
1.An eassy talk about ethics by a ethics song. You can find a ethics.docxKiyokoSlagleis
1.An eassy talk about ethics by a ethics song. You can find a ethics song on youtube
2.
but please think deeply about meaning. I have attached an example. Notice that I used specific words to describe fairness in justice. You will recieve less than two points if you do not comprehend and use correctly words such as proportional fairness. doc
.
1.A school psychologist strongly believes a particular child is .docxKiyokoSlagleis
1.
A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available?
2.
What are two benefits of the WASI?
3.
Identify three improvements of the WAIS-IV over the WAIS-III.
4.
Provide one advantage and one disadvantage of group-administered intelligence tests.
5.
Give three examples of extra-test behavior on an ability test.
6.
Name three recommended uses for the Woodcock-Johnson III.
7.
Name three things that would be included in the best approach to diagnosing a specific learning ability.
8.
What is the purpose of empirical criterion keying?
9.
Identify two functions of validity scales on personality tests.
10.
Identify a criticism of the MMPI that contributed to the need for developing the MMPI-2. Identify a criticism of the MMPI-2.What is the purpose of the inquiry stage of the administration of the Rorschach test?
11.
What is the purpose of the inquiry stage of the administration of the Rorschach test?
12.
Identify three criticisms of projective tests.
13.
What principle do assessors utilize when interpreting the TAT?
14.
Give an example of a behavioral assessment approach.
15.
What does a mental status exam assess?
16.
Give an example of the Barnum effect.
17.
Why is it recommended to utilize the BDI-II with other tests?
18.
What are three things that the Tower of Hanoi measures?
19.
Give an example of a performance assessment.
20.
What is an assessment center and what is it utilized for?
Essay Questions
The essay questions below are worth 10 points each.
1.
Compare and contrast two established personality assessments discussed in the course. Include in your discussion strengths and limitations of each measure.
2.
Throughout the course, issues related to cultural diversity have been addressed. Identify one intelligence, educational, or personality measure and describe its strengths and weaknesses as it relates to diversity.
3.
Identify and describe at least three ethical dilemmas or responsibilities a psychological assessor may face.
.
1.Choose one stanza from Aaron Abeytas thirteen ways of looking .docxKiyokoSlagleis
1.
Choose one stanza from Aaron Abeyta's "thirteen ways of looking at a tortilla", and explain how it parodies another poem. What do you notice about this particular stanza. What makes it humorous, or witty, or ambiguous, insightful, etc. (Note, just choose one stanza, not the whole poem.)
2.
Choose one poem from Chapter 14 that you identify with, or seem to have a connection to. Why do you like this poem? Explain in depth what you like or identify with, and include textual evidence from the poem.
3.
Your textbook authors put the terms
translation
and
parody
together in the same chapter (Chapter 15). Why do you think this is? What are the connections between translation and parody? How do they relate to each other?
the material is the peom from chapter 14
.
1.A psychologist is interested in learning more about how childr.docxKiyokoSlagleis
A psychologist wants to understand how children interact when unobserved during school. Observational research would allow the psychologist to directly see children's unwatched behavior, but it risks invading their privacy without consent. Gaining permission and ensuring anonymity would help address ethical concerns in observational research of children.
1.A school psychologist strongly believes a particular child i.docxKiyokoSlagleis
1.
A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available?
2.
What are two benefits of the WASI?
3.
Identify three improvements of the WAIS-IV over the WAIS-III.
4.
Provide one advantage and one disadvantage of group-administered intelligence tests.
5.
Give three examples of extra-test behavior on an ability test.
6.
Name three recommended uses for the Woodcock-Johnson III.
7.
Name three things that would be included in the best approach to diagnosing a specific learning ability.
8.
What is the purpose of empirical criterion keying?
9.
Identify two functions of validity scales on personality tests.
10.
Identify a criticism of the MMPI that contributed to the need for developing the MMPI-2. Identify a criticism of the MMPI-2.What is the purpose of the inquiry stage of the administration of the Rorschach test?
11.
What is the purpose of the inquiry stage of the administration of the Rorschach test?
12.
Identify three criticisms of projective tests.
13.
What principle do assessors utilize when interpreting the TAT?
14.
Give an example of a behavioral assessment approach.
15.
What does a mental status exam assess?
16.
Give an example of the Barnum effect.
17.
Why is it recommended to utilize the BDI-II with other tests?
18.
What are three things that the Tower of Hanoi measures?
19.
Give an example of a performance assessment.
20.
What is an assessment center and what is it utilized for?
Essay Questions
The essay questions below are worth 10 points each.
1.
Compare and contrast two established personality assessments discussed in the course. Include in your discussion strengths and limitations of each measure.
2.
Throughout the course, issues related to cultural diversity have been addressed. Identify one intelligence, educational, or personality measure and describe its strengths and weaknesses as it relates to diversity.
3.
Identify and describe at least three ethical dilemmas or responsibilities a psychological assessor may face.
.
Brain fag syndrome,hypochondriasis and conversion disorderDr.Emmanuel Godwin
Brain fag syndrome,hypochondriasis and conversion disorder are forms of somatoform disorder....This are disorders that present with Physical symptoms with an unexplained cause.
The document discusses influences on mental health and illness. It defines mental health as optimal functioning and mental illness as functional impairment. Cultural factors can impact how individuals view and experience mental illness. Prolonged stress can lead to physical and psychological responses like anxiety, defense mechanisms, and potentially psychosis. Diagnosis of mental illness involves using the DSM system across five axes. Treating mental illness faces challenges like stigma, access to care, and cost issues.
The cornerstone of someone's mental health is how they think, feel, and behave. Mental health specialists can help people with disorders like addiction, bipolar disorder, depression, and anxiety.
Mental health can have an effect on daily life, interpersonal connections, and physical health.
This connection, nevertheless, also functions the opposite way around. Personal circumstances, social ties, and physical ailments can all have an impact on mental illness. Maintaining
This document provides an overview of Chapter 14 on Psychological Disorders from a PowerPoint presentation. It discusses defining and classifying psychological disorders, as well as specific disorders like anxiety disorders, mood disorders, schizophrenia, and others. For each disorder type, it examines diagnostic criteria, prevalence, causes and explanations from different perspectives like biology, learning, and culture. The goal is to understand the nature of psychological disorders and how they are diagnosed and treated.
This document discusses reducing the stigma associated with mental illness. It provides information on several specific mental health conditions including body dysmorphic disorder, schizophrenia, and phobias. For each, it describes symptoms, possible causes, prevalence rates, treatment options, and other key details. The conclusion encourages efforts to address the stigma around mental illness through respectful language and understanding.
IntroductionMental health conditions have effects regardless of .docxvrickens
Introduction
Mental health conditions have effects regardless of race, color, gender, or identity. Anyone can experience the challenges of mental illness regardless of their background. Although we are similar, your experiences and how you understand and deal with these conditions may be different. Anyone can develop a mental health problem, but African Americans sometimes experience more severe forms of mental health conditions because of limited resources and other barriers. African Americans are twenty percent more likely to have severe psychological distress than Whites are. Also, African Americans and other minority communities are more likely to have similar experiences, such as barriers from health, educational, social, and economic resources because of cultural and societal factors. These may contribute to worse mental health outcomes. More than half of the people in the United States are being recognized with a mental illness in their lifetime; however, now not everybody will acquire the assistance they need. Even though mental illness is common and might affect everyone, there is still a stigma attached. This stigma creates shame in seeking help, especially in the African American community. The understanding of mental illnesses has come a far way from where it used to be, but improvements have to make. Mental illnesses should not be viewed any differently from physical diseases. I believe the two are very similar. When the mind is ill, it is not just the brain, but it has effects on the whole body and health overall. Substance abuse, self-damage, and suicide are widespread and dangerous in people with mental illness. The stigma connected to mental illness stops people from getting the assistance they need and causes them to cover their pain. Clinically trained social workers are the nation’s largest group of mental health service providers. (Staff, 2016). This is important to social work because social workers push the conversation of mental health forward. Many social workers in the field are first responders to most mental health claims. Also, the stigma of mental illness in the african american community has to change and social workers can be the driving force of a new outlook of mental health. To navigate towards a better views on mental health it is important to understand how we got to this point. Though this text it will discuss the following, what is mental illness, historical information of mental health in the African American community, barriers to mental health in the African American community, also the perspective African Americas have on mental health.
Literature Review
WHAT IS MENTAL ILLNESS
Mental illness is a general term referring to all mental health conditions that involve changes in emotions, thinking, interaction with other people, and behavior in a person. The changes can be caused by different factors, such as genetics, daily habits, environment, biology, and life experiences (McNally, (2011).). Mental i ...
The document discusses mental health, including definitions, common disorders, and the Philippine Mental Health Law. It defines mental health as cognitive, behavioral and emotional well-being. Common disorders include anxiety disorders, mood disorders like depression, and schizophrenia. Anxiety disorders are the most common and include panic disorder, phobias, OCD, and PTSD. Mood disorders involve changes in mood like depression and bipolar disorder. Schizophrenia typically begins between ages 15-25 and involves symptoms like delusions and hallucinations. The most common mental illnesses in the Philippines are schizophrenia, substance abuse, PTSD, and depression. The Philippine Mental Health Law was passed in 2018 to enhance mental health services and protections.
Abnormal Psychology Vs Psychopathology EssayAngie Lee
The document discusses abnormal psychology and psychopathology. It notes that abnormal psychology focuses on individuals who deviate from statistical or social norms in terms of their behavior, thoughts, or emotions. While abnormal psychology and psychopathology are often used interchangeably, abnormal psychology is sometimes viewed more negatively as it implies that individuals are "not normal". However, deviating from statistical norms does not necessarily mean someone has a psychological disorder or illness. The document provides examples to illustrate this point.
psychopathology of learners in classroom education
Today, 12:32 PM
describing challenges of inclusive classrooms and understanding psychopath learners in order to accomodate them in classroom education
An overview of Cluster B Personality Disorder. This presentation discusses the criteria, causes, prevalence and interventions for each personality disorders.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
Teen Depression Essay
Major Depressive Disorder Essay
Essay on Depressive Disorders
Psychology and Depression Essay
Essay on Depression
Depression and Mental Health Essay
Abstract On Depression
Depression Research Papers
Essay on Depression
Depression Essay
Essay on Depression
Reflection On Depression
Depression and Anxiety Essay example
1.Assess the main steps involved in developing an effective stra.docxKiyokoSlagleis
1.
Assess the main steps involved in developing an effective strategic plan. Discuss how the steps may differ for a health care organization compared to another industry.
2.
Evaluate the key factors involved in SHEEPED (socioeconomic factors, health care resources and utilization, epidemiological factors, economic factors, political factors, environmental factors, and demographic factors) and their important role in strategic planning. Discuss why it is important for one to consider and include each factor.
.
1.Choose one of the critical steps to building a secure organi.docxKiyokoSlagleis
1.
Choose one of the critical steps to building a secure organization. In 350- to 700-words, explain how and why this step is used in an organization to protect information assets.
2.
In 350- to 700-words, discuss the challenges that leaders and security professionals encounter when trying to balance policy, training, and technology to secure organization information systems.
APA Formatting
Please provide three scholarly references.
.
1.Briefly summarize the purpose of the implementation phase in SDLC..docxKiyokoSlagleis
1.Briefly summarize the purpose of the implementation phase in SDLC. Explain why it exists and what it contributes to the completion of the system.
3.Explain the role and interests of the project champion, organizational management, and end users regarding a new system project. How will each impact the organizational feasibility of the project?
4.What are the three fundamental analysis strategies? Compare and contrast the outcomes of each strategy.
5.What are the four types of use cases? When are each used?
6.Requirements’ gathering is an important phase in a project. Discuss requirements gathering techniques and some advantages and disadvantages of each.
7.Define “scope creep” and discuss how a project manager can avoid it.
9.Describe the following object-oriented programming terms:
Encapsulation
Inheritance
Polymorphism
.
1.Choose four standard corporate executive positions and des.docxKiyokoSlagleis
1.
Choose
four standard corporate executive positions and
describe
their roles on the IT Steering Committee.
2.
Explain the relationship
between the IT architecture and the IT Roadmap used in the IT Strategic Plan.
3.
Different kinds of personnel are required to staff an IT department depending on their IT strategy.
For the two organizations below
, identify four IT positions
that are most important in each organization and
why
.
a.
An organization whose IT strategy is to outsource as much of their IT as possible, and
b.
An organization whose IT strategy is to develop proprietary, in-house applications that directly support their business and operation.
4.
Explain
what business continuity planning is,
who should create the plan
, and the
role of IT
.
5.
Explain what it means to say that the “IT Strategic Plan is aligned to the business Strategic Plan”.
6.
Explain risk management
and
what it
means to the CIO.
7.
Give an example
of a tangible (quantifiable)
and
an intangible (qualitative) performance measure and
discuss the value of each
.
8.
The CIO is responsible for the business rules or requirements that generate a new system or changes to the existing system.
How is his/her role responsible for these changes
?
9.
What is change management and how does it relate to the IT organization?
.
1.An eassy talk about ethics by a ethics song. You can find a ethics.docxKiyokoSlagleis
1.An eassy talk about ethics by a ethics song. You can find a ethics song on youtube
2.
but please think deeply about meaning. I have attached an example. Notice that I used specific words to describe fairness in justice. You will recieve less than two points if you do not comprehend and use correctly words such as proportional fairness. doc
.
1.A school psychologist strongly believes a particular child is .docxKiyokoSlagleis
1.
A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available?
2.
What are two benefits of the WASI?
3.
Identify three improvements of the WAIS-IV over the WAIS-III.
4.
Provide one advantage and one disadvantage of group-administered intelligence tests.
5.
Give three examples of extra-test behavior on an ability test.
6.
Name three recommended uses for the Woodcock-Johnson III.
7.
Name three things that would be included in the best approach to diagnosing a specific learning ability.
8.
What is the purpose of empirical criterion keying?
9.
Identify two functions of validity scales on personality tests.
10.
Identify a criticism of the MMPI that contributed to the need for developing the MMPI-2. Identify a criticism of the MMPI-2.What is the purpose of the inquiry stage of the administration of the Rorschach test?
11.
What is the purpose of the inquiry stage of the administration of the Rorschach test?
12.
Identify three criticisms of projective tests.
13.
What principle do assessors utilize when interpreting the TAT?
14.
Give an example of a behavioral assessment approach.
15.
What does a mental status exam assess?
16.
Give an example of the Barnum effect.
17.
Why is it recommended to utilize the BDI-II with other tests?
18.
What are three things that the Tower of Hanoi measures?
19.
Give an example of a performance assessment.
20.
What is an assessment center and what is it utilized for?
Essay Questions
The essay questions below are worth 10 points each.
1.
Compare and contrast two established personality assessments discussed in the course. Include in your discussion strengths and limitations of each measure.
2.
Throughout the course, issues related to cultural diversity have been addressed. Identify one intelligence, educational, or personality measure and describe its strengths and weaknesses as it relates to diversity.
3.
Identify and describe at least three ethical dilemmas or responsibilities a psychological assessor may face.
.
1.Choose one stanza from Aaron Abeytas thirteen ways of looking .docxKiyokoSlagleis
1.
Choose one stanza from Aaron Abeyta's "thirteen ways of looking at a tortilla", and explain how it parodies another poem. What do you notice about this particular stanza. What makes it humorous, or witty, or ambiguous, insightful, etc. (Note, just choose one stanza, not the whole poem.)
2.
Choose one poem from Chapter 14 that you identify with, or seem to have a connection to. Why do you like this poem? Explain in depth what you like or identify with, and include textual evidence from the poem.
3.
Your textbook authors put the terms
translation
and
parody
together in the same chapter (Chapter 15). Why do you think this is? What are the connections between translation and parody? How do they relate to each other?
the material is the peom from chapter 14
.
1.A psychologist is interested in learning more about how childr.docxKiyokoSlagleis
A psychologist wants to understand how children interact when unobserved during school. Observational research would allow the psychologist to directly see children's unwatched behavior, but it risks invading their privacy without consent. Gaining permission and ensuring anonymity would help address ethical concerns in observational research of children.
1.A school psychologist strongly believes a particular child i.docxKiyokoSlagleis
1.
A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available?
2.
What are two benefits of the WASI?
3.
Identify three improvements of the WAIS-IV over the WAIS-III.
4.
Provide one advantage and one disadvantage of group-administered intelligence tests.
5.
Give three examples of extra-test behavior on an ability test.
6.
Name three recommended uses for the Woodcock-Johnson III.
7.
Name three things that would be included in the best approach to diagnosing a specific learning ability.
8.
What is the purpose of empirical criterion keying?
9.
Identify two functions of validity scales on personality tests.
10.
Identify a criticism of the MMPI that contributed to the need for developing the MMPI-2. Identify a criticism of the MMPI-2.What is the purpose of the inquiry stage of the administration of the Rorschach test?
11.
What is the purpose of the inquiry stage of the administration of the Rorschach test?
12.
Identify three criticisms of projective tests.
13.
What principle do assessors utilize when interpreting the TAT?
14.
Give an example of a behavioral assessment approach.
15.
What does a mental status exam assess?
16.
Give an example of the Barnum effect.
17.
Why is it recommended to utilize the BDI-II with other tests?
18.
What are three things that the Tower of Hanoi measures?
19.
Give an example of a performance assessment.
20.
What is an assessment center and what is it utilized for?
Essay Questions
The essay questions below are worth 10 points each.
1.
Compare and contrast two established personality assessments discussed in the course. Include in your discussion strengths and limitations of each measure.
2.
Throughout the course, issues related to cultural diversity have been addressed. Identify one intelligence, educational, or personality measure and describe its strengths and weaknesses as it relates to diversity.
3.
Identify and describe at least three ethical dilemmas or responsibilities a psychological assessor may face.
.
1.According to the NIST, what were the reasons for the collapse of.docxKiyokoSlagleis
1.
According to the NIST, what were the reasons for the collapse of the Twin Towers on September 11, 2001? List and explain a minimum of four of the reasons given in the NIST report.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
2.
Discuss the various collapse types and the indicators that firefighters must be aware of while operating on scene of an emergency. Include the dangers associated with each type of building construction and the importance of collapse zones during response and mitigation efforts.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations
.
1.5 page for thisPlease review the Case Study introduction present.docxKiyokoSlagleis
1.5 page for this
Please review the Case Study introduction presented below...and provide a one to two page input on your thoughts relative this event. Please submit your input as a word document format (.doc). Please remember to cite the sources for your research.
Case Study - "Hubble Trouble":
Some years ago work began on the development of the Hubble Space Telescope....which was placed into low earth orbit in 1990.
The capability provided by the Hubble Space Telescope is a historic prescedent for mankind.....vis a vis the advanced imaging of the cosmos.....from a vantage point in space....free from image distortion caused by the earth's atmosphere.
Considerable care and planning was associated with the development of this complex space based instrument.
Unfortunately, the Hubble Space Telescope experienced several delays and cost over-runs.
The deployment of the Hubble Space Telescope was further delayed due to the un-related loss of the Space Shuttle Challenger.
Once the Hubble Space Telescope was ultimately deployed it was discovered that the telescope suffered from a significant optics error in the development of it's primary reflecting mirror.
Fortunately, a team was able to develop a solution to address this error....at considerable additional expense....and opportunity loss (vis a vis...the re-allocation of space shuttle missions to implement the solution....).
Questions:
What went wrong in the development of the Hubble Space Telescope ?
What was the impact / consequences associated with this error ?
What actions did the Hubble Space Telescope development team employ to preclude the problem from happening ?
Why weren't the actions that the team employed sufficient to prevent this embarassing problem from occuring ?
What Systems Engineering processes / actions should the James Webb Space Telescope development team consider employing to preclude such a problem from occuring in this successor space telescope ?
1.5 pagr for sumurry and
use the calculations in your summary for case study in fracture
.
1.) What is Mills response to the objection that happiness cannot b.docxKiyokoSlagleis
1.) What is Mill's response to the objection that happiness cannot be the rational purpose of life?
2.) What is Mill's view on "all the grand sources…of human suffering?"
3.) What is Mill's view of self-sacrifice?
4.) Why would someone object that the disinterested character and promotion of general welfare that utilitarianism demands is unreasonable to expect?
5.) What is Mill's response to the objection that the disinterested character and promotion of general welfare that utilitarianism demands is unreasonable to expect?
6.) Explain the objection that utilitarianism renders men cold and unsympathizing. What is Mill's reponse?
7.) Explain the objection that utilitarianism is a doctrine of expediency. What is Mill's response?
8.) Why would someone object that utilitarianism is flawed because there is not time to calculate consequences?
.
1.Add an example or evidence for each reasons ( i listd )why the use.docxKiyokoSlagleis
1.Add an example or evidence for each reasons ( i listd )why the use of animals in research is good ,and also add a example or evidence for that is not good .And write more sentences to make it persuasively for the thesis.(explain why is imortant to society)
2.Change the APA style to MLA style.
3.Add more sentences in conclusion
.
1.1. Some of the most serious abuses taking place in developing .docxKiyokoSlagleis
1.
1. Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Select one (1) developing country, and examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
2.
2.
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
.
1.A population of grasshoppers in the Kansas prairie has two col.docxKiyokoSlagleis
1.
A population of grasshoppers in the Kansas prairie has two color phenotypes, green and brown. Typically, the prairie receives adequate water to maintain healthy, green grass. Assume a bird that eats grasshoppers moves into the prairie. How will this affect natural selection of the grasshoppers? How might this change in a drought year?
2.
You are a writer for “Consumer Reports” magazine and you are asked to design an experiment to evaluate the effectiveness of three brands of whitening strips for teeth.
Describe how you would do this using the Scientific Method. Include all of the steps, controls and variables.
3.
Viruses are not considered to be living organisms.
Name 4 characteristics you could identify to distinguish living organisms from viruses.
4.
Explain the process of cell division in animals.
Include a description of
interphase, mitosis and cytokinesis.
5.
Suppose someone presented data from their research that showed the DNA of a newly discovered species was composed of: 30% adenine, 30% guanine, 20% thymine, 20% cytosine. Based on what you know about DNA structure, explain why these data do not make sense.
6.
What are the differences between a covalent bond and an ionic bond?
7
.
Water is crucial for life as we know it. One of the most important characteristics of water is its ability to act as a solvent.
Explain why water is such a good solvent for polar and charged molecules.
8.
Suppose you are taking a cruise from California to Hawaii. About halfway there, the ship begins to sink. You are able to board a lifeboat, but now you are floating in the ocean waiting to be rescued. After several days, you are so thirsty that you bend over the side of the boat and drink lots of salty seawater.
Explain what you think will happen to your body within a few hours of drinking the ocean water, and explain biological basis for your reaction.
9.
What is DNA fingerprinting and explain how this could be used in court or on a TV show such as CSI?
10.
DNA and RNA are similar yet distinct components of the cell. Describe three differences between RNA and DNA with respect to their chemical composition and structure. Provide a detailed description of each characteristic you chose
in your response.
11.
Why would you quickly die if not for the action of enzymes in your cells?
.
1.5 pages single spaced, include References and when necessary, imag.docxKiyokoSlagleis
This document provides guidelines for a 1.5 page single spaced summary assignment, noting that reputable scientific sources from databases and organizations like the CDC and WHO should be used to ensure scientific facts rather than opinions are presented. References and images with captions can be included as necessary, using primary literature if needed.
1.1- What are the real reasons behind the existence of Racism W.docxKiyokoSlagleis
1.
1- What are the real reasons behind the existence of Racism? Why does it still exist despite been illegal by law?
-
Each paragraph is explaining one reason. The reasons should be supported with examples and quotations from reliable sources.
-
List some forms of Racism, such as color, cultural, ethnic racism.
2.
2- Racism in developed countries, how do governments in these countries are standing against racism? Are there genuine efforts to end it forever? Is it real that there are some politicians who are behind this rejected act to get benefits?
3.
3- Human Rights, Civil Rights Movement and other organizations. What are they have done to help in this case?
4.
4- How is Racism existing in sports? Give some examples of that and how people reacted about them?
IMPORTANT NOTEs:
1- THE WRITING MUST BE AN INTERNATIONAL STUDENT LEVEL ( undergraduate Student )
2- please i need good word and something reasonable not too Academic,
No plagiarism
·
3-4 pages’ research.
·
At least you should use two reliable sources.
·
No plagiarism at all, I mean 0%.
·
The research should include: introduction which has clear thesis, paragraphs and conclusion.
·
Work cites.
·
Provide links for the sources if you can
.
1.) Connect 3 Due October 4th2.) Connect 4 Due Octob.docxKiyokoSlagleis
1.)
Connect 3
:
Due October 4th
2.)
Connect 4
:
Due October 16th
3.)
Research Paper: 8 Pages total
(Have Refernces already) APA Format,
Due October 16
4.)
Group Case Paper:
Due Oct 4
No exact lenght (see below points you must have in the paper APA Format).
What are the lessons that you think are important from the Madoff investment fraud as part of that overall meltdown?
-
Examine what could be done to prevent others from pulling off such a scam in the future
-
Present whether or not this fiasco has changed the mentality of potential investors
-
Was there any “Silver Lining” to what happened with the fraud?
.
1. Write an equation in standard form of the parabola that has th.docxKiyokoSlagleis
1.
Write an equation in standard form of the parabola that has the same shape as the graph of f(x) = 2x
2
, but with the given point as the vertex (5, 3).
A. f(x) = (2x - 4) + 4
B. f(x) = 2(2x + 8) + 3
C. f(x) = 2(x - 5)
2
+ 3
D. f(x) = 2(x + 3)
2
+ 3
2 of 20
5.0 Points
Find the coordinates of the vertex for the parabola defined by the given quadratic function.
f(x) = 2(x - 3)
2
+ 1
A. (3, 1)
B. (7, 2)
C. (6, 5)
D. (2, 1)
3 of 20
5.0 Points
Find the vertical asymptotes, if any, and the values of x corresponding to holes, if any, of the graph of the following rational function.
g(x) = x + 3/x(x + 4)
A. Vertical asymptotes: x = 4, x = 0; holes at 3x
B. Vertical asymptotes: x = -8, x = 0; holes at x + 4
C. Vertical asymptotes: x = -4, x = 0; no holes
D. Vertical asymptotes: x = 5, x = 0; holes at x - 3
4 of 20
5.0 Points
"Y varies directly as the n
th
power of x" can be modeled by the equation:
A. y = kx
n
.
B. y = kx/n.
C. y = kx
*n
.
D. y = kn
x
.
5 of 20
5.0 Points
40 times a number added to the negative square of that number can be expressed as:
A.
A(x) = x
2
+ 20x.
B. A(x) = -x + 30x.
C.
A(x) = -x
2
- 60x.
D.
A(x) = -x
2
+ 40x.
6 of 20
5.0 Points
The graph of f(x) = -x
3
__________ to the left and __________ to the right.
A. rises; falls
B. falls; falls
C. falls; rises
D. falls; falls
Solve the following formula for the specified variable:
V = 1/3 lwh for h
7 of 20
Write an equation that expresses each relationship. Then solve the equation for y.
x varies jointly as y and z
A. x = kz; y = x/k
B. x = kyz; y = x/kz
C. x = kzy; y = x/z
D. x = ky/z; y = x/zk
8 of 20
8 times a number subtracted from the squared of that number can be expressed as:
A. P(x) = x + 7x.
B.P(x) = x
2
- 8x.
C. P(x) = x - x.
P(x) = x
2
+ 10x.
9of 20
Find the x-intercepts. State whether the graph crosses the x-axis, or touches the x-axis and turns around, at each intercept.
f(x) = x
4
- 9x
2
A. x = 0, x = 3, x = -3; f(x) crosses the x-axis at -3 and 3; f(x) touches the x-axis at 0.
B. x = 1, x = 2, x = 3; f(x) crosses the x-axis at 2 and 3; f(x) crosses the x-axis at 0.
C. x = 0, x = -3, x = 5; f(x) touches the x-axis at -3 and 5; f(x) touches the x-axis at 0.
D. x = 1, x = 2, x = -4; f(x) crosses the x-axis at 2 and -4; f(x) touches the x-axis at 0.
10 of 20
Find the domain of the following rational function.
f(x) = x + 7/x
2
+ 49
A. All real numbers < 69
B. All real numbers > 210
C. All real numbers ≤ 77
D. All real numbers
11 of 20
Write an equation in standard form of the parabola that has the same shape as the graph of f(x) = 3x
2
or g(x) = -3x
2
, but with the given maximum or minimum.
Minimum = 0 at x = 11
A. f(x) = 6(x - 9)
B. f(x) = 3(x - 11)
2
C. f(x) = 4(x + 10)
D. f(x) = 3(x
2
- 15)
2
12 of 20
Solve the following polynomial inequality.
3x
2
+ 10x - 8 ≤ 0
A. [6, 1/3]
B. [-4, 2/3]
C. [-9, 4/5]
D. [8, 2/7]
13 of 20
Find the coordinate.
1.A health psychologist in a northern climate wants to evaluate .docxKiyokoSlagleis
1.
A health psychologist in a northern climate wants to evaluate the claim that UV lamps help lower depressive symptoms in middle-aged women. She recruits volunteers who meet the criteria for clinical depression and assigns them to two groups: one group receives a standard treatment for depression and undergoes a half hour of UV lamp therapy each day; the other group receives the same standard treatment for depression but without UV lamp therapy. At the end of two months, she administers a depression inventory where lower scores indicate fewer depressive symptoms (lower levels of depression). Assume all other variables are controlled for in the study. Evaluate the claim that depression treatment plus the UV lamp results in
lower
depression scores than depression treatment alone. (16 pts)
Depression Treatment + UV
Depression
Treatment Only
34
29
43
31
29
25
12
14
31
17
22
19
27
32
39
29
13
41
26
23
47
31
25
14
24
37
41
42
a)
SPSS output
b)
SPSS graph
c)
Current APA-style Results section
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
5. forth in more consistent ways than they would otherwise.
However, this approach assumes that every disorder fits into
one category or another, and that each troubled person can
receive a single, unambiguous diagnosis. In fact, many troubled
people fit several diagnoses partly and none of them perfectly.
If you are suffering from depression, mania, anxiety, substance
abuse, conduct disorder, obsessive-compulsive disorder, or
schizophrenia, the chances are better than 50/50 that you are
suffering from one or more of the others also, at least to a mild
degree. You might fit mainly into one diagnosis now but a
different one later. Furthermore, different disorders have many
overlapping causes. The genes that increase the risk of any one
disorder also increase the risk of other disorders. Highly
stressful experiences, such as the sudden death of a loved one,
can trigger the onset of depression, anxiety, or schizophrenia.
Even when therapists agree on a single diagnosis, the diagnosis
doesn’t reliably point the way to a treatment. Antidepressant
drugs sometimes help people with disorders other than
depression, and antipsychotic drugs sometimes help relieve
nonpsychotic disorders.
Many psychologists who are dissatisfied with the DSM
approach would prefer to rate each client’s problems along
several dimensions, instead of trying to give each person a
label. For example, instead of a single diagnosis, a therapist
might use ratings like the one shown on this slide.
A further criticism is that DSM labels too many conditions as
“mental illnesses.” If you seek help to increase your enjoyment
of sex, you have sexual interest/arousal disorder or hypoactive
sexual desire disorder. A woman with premenstrual distress gets
a diagnosis of premenstrual dysphoric disorder. If you get at
least seven hours of sleep per night but still feel sleepy during
the day, and you have trouble feeling fully awake after a sudden
awakening, you have hypersomnolence disorder. The list goes
on, with hundreds of other possibilities. Surveys have found
14. Addicted drug users get much less pleasure than they used to,
but they continue to want the drug anyway. Why do addictive
behaviors continue with such intensity?
One reason is to escape unpleasant feelings. Abstaining from a
drug leads to withdrawal symptoms. Withdrawal symptoms from
prolonged alcoholism include sweating, nausea, sleeplessness,
and sometimes hallucinations and seizures. With opiate drugs,
withdrawal symptoms include anxiety, restlessness, vomiting,
diarrhea, and sweating. Consistent cigarette smokers experience
unpleasant mood when they abstain.
Also, someone who takes a drug to relieve withdrawal
symptoms learns its power to relieve distress, and then begins
using it to relieve other kinds of displeasure. People who have
quit drugs often relapse during periods of financial or social
difficulties.
Neuroscientists have demonstrated that when an addictive
behavior bombards the nucleus accumbens with massive
amounts of dopamine, it stimulates synaptic changes of the
same type that occur in learning. For example, after repeated
cocaine use, the synapses learn to respond strongly to cocaine
and reminders of cocaine, but they decrease their response to
other reinforcers. The result is a craving for cocaine and
decreased interest in most other activities. Cocaine use then
becomes the only efficient way to produce the synaptic
activities normally associated with pleasure.
16
Alcoholism (slide 1 of 2)
Alcoholism – the habitual overuse of alcohol
Genetics and Family Background
A genetic predisposition contributes most strongly to early-
onset alcoholism.
22. The common treatments for depression are antidepressant
medications and psychotherapy.
Three common classes of antidepressants are tricyclics,
serotonin reuptake inhibitors, and monoamine oxidase
inhibitors. Tricyclic drugs interfere with the axons’ ability to
reabsorb the neurotransmitters dopamine, norepinephrine, and
serotonin after releasing them. Thus, tricyclics prolong the
effect of these neurotransmitters at the synapses. Selective
serotonin reuptake inhibitors (SSRIs) (e.g., fluoxetine, trade
name Prozac) have a similar effect, but block reuptake of only
serotonin. Monoamine oxidase inhibitors (MAOIs) block the
metabolic breakdown of dopamine, norepinephrine, and
serotonin by the enzyme monoamine oxidase (MAO). Thus,
MAOIs also increase the effects of these neurotransmitters.
Psychiatrists seldom prescribe MAOIs except for patients who
did not respond to the other drugs.
Antidepressant drugs alter synaptic activity within an hour or
so, whereas mood improvement begins two to three weeks later.
Prolonged use of antidepressants increases production of a
chemical called BDNF (brain-derived neurotrophic factor) that
over a period of weeks leads to the birth of new neurons in the
hippocampus, expansion of dendrites, and improved learning.
(Depression is associated with impaired learning and decreased
cell growth in the hippocampus.) Those changes in the
hippocampus may be the main reason for how antidepressants
help, although researchers are not yet certain.
24
Treatments for Major Depression (slide 2 of 3)
Depressed Cognition and Cognitive Therapy
Cognitive therapy focuses on changing people’s thoughts and
encouraging a more active life.
Effectiveness or Ineffectiveness of Treatments
25. hour with a therapist. However, the drugs produce unpleasant
side effects, such as dry mouth, difficulty urinating, or
increased blood pressure. Also, many people find that after they
stop taking the drugs, their depression returns within a few
months. The benefits of psychotherapy usually last longer after
the end of therapy.
For the many people who do not respond to drugs or
psychotherapy, electroconvulsive therapy (ECT) is another
option. ECT, widely used in the 1940s and 1950s, fell out of
favor because of its history of abuse. Some patients were
subjected to ECT hundreds of times without informed consent,
and sometimes, ECT was used more as a punishment than a
therapy. ECT is now used only after patients have given their
informed consent. The shock is less intense than previously, and
the patient is given muscle relaxants to prevent injury and
anesthetics to reduce discomfort.
ECT produces faster benefits than psychotherapy or
antidepressant drugs, but its benefits are the least enduring.
Although it has a high success rate for patients who did not
respond to other treatments, only about 10 percent of hospitals
in the United States offer it.
Animal research has shown that steady, nonstrenuous exercise
increases neuron formation in the hippocampus, known to be an
important part of recovery from depression. The best study with
humans showed that an increase in physical activity predicts a
lower probability of later depression, and depression predicts a
decrease in physical activity.
Seafood contains omega-3 fatty acids that are important for
brain functioning. People who eat at least a pound of seafood
per week have a decreased probability of mood disorders.
Placebo-controlled studies have confirmed the value of omega-3
fatty acids for relieving depression.
27. least one of the first three (hallucinations, delusions, and
disorganized speech) and at least two of the five overall.
Hallucinations are perceptions that do not correspond to
anything in the real world, such as hearing voices that no one
else hears. The voices may speak nonsense, or they may direct
the person to do something. People sometimes think the voices
are real, sometimes they know the voices are unreal, and
sometimes they are not sure.
A delusion is a belief that someone holds strongly despite
evidence against it. For example, a delusion of persecution is a
belief that enemies are persecuting you. A delusion of grandeur
is a belief that you are unusually important, perhaps a special
messenger from God. A delusion of reference is a tendency to
take all sorts of messages personally.
Many people with schizophrenia show various problems with
communication, including illogical, incoherent, distracted, or
tangential speech, as if they start speaking but quickly forget
what they are trying to say. Most but not all people with
schizophrenia show intellectual impairments of various types,
especially with attention and working memory.
Another characteristic of schizophrenic thought is difficulty
using abstract concepts, such as interpreting proverbs literally
instead of seeing the intended meaning.
28
Schizophrenia (slide 2 of 3)
Prevalence
Schizophrenia is:
Most frequently diagnosed in young adults in their 20s
More common in men than women
More severe in men
More common among people who grew up in big cities than
31. Twin studies point to a strong genetic basis. One study found 92
percent concordance for autism or related problems in
monozygotic twins. That is, if one twin had autism or related
problems, the probability was 92 percent that the other did also.
For dizygotic twins, the concordance was only 10 percent. To
explain this huge discrepancy between monozygotic and
dizygotic twins, one possibility is that autism depends on a
combination of two or more genes. If autism requires two or
three genes, dizygotic twins would have a low probability of
getting the same combination.
Several other possible causes relate to prenatal environment.
About 12 percent of mothers of autistic children have certain
antibodies that attack the proteins of a developing brain. Also,
pregnant women are advised to take folic acid (vitamin B9),
which is important for the developing nervous system. Women
who get enough folic acid from pills or fresh fruit and
vegetables have about half the usual probability of a child with
autism.
Researchers have found many brain abnormalities related to
autism but none that occur consistently. One of the most
surprising is that about one-fifth of people with autism have
large heads and brains—larger than 97 percent of everyone else.
Evidently they have more neurons but abnormal connections
among them. Other abnormalities include decreased number of
neurons in the cerebellum and alterations of neuron structure in
the cerebral cortex.
31
module 15.5
Treatment of Mental Illness
After studying this module, you should be able to:
Distinguish among forms of psychotherapy.
Describe how researchers evaluate the effectiveness of
39. interventions that sound reasonable don’t work. For example,
prolonged discussions of a stressful experience shortly after the
event are more likely to cause than prevent post-traumatic stress
disorder. “Scared straight” interventions tend to increase, not
decrease, criminal behavior.
The best programs give participants active practice at specific
behaviors, such as resisting peer pressure to risky behaviors.
They build up step by step from simpler skills to more complex
ones. And they work with people at appropriate times in their
lives. For example, AIDS prevention or pregnancy prevention
should start at an age when students might begin to be sexually
active, not many years earlier or many years later.
Examples of effective prevention programs include the
following:
Ban toxins. The sale of lead-based paint has been banned
because children who eat flakes of it sustain brain damage.
Educate pregnant women about prenatal care. The use of alcohol
or other drugs during pregnancy damages the brain of a fetus,
and bacterial and viral infections during pregnancy can impair
fetal brain development.
Outlaw smoking in public places and educate people about the
risks of smoking. Improvements in physical health improve
psychological well-being, too.
Help people get jobs. People who lose their jobs lose self-
esteem and increase their risk of depression and substance
abuse. Summer jobs for low-income teenagers decrease their
probability of violent crime, not only during the summer but
also long after.
Neighborhood improvement. Low-income people who move
from a crime-ridden neighborhood to a less distressed
neighborhood experience long-term benefits in mental health.
Prevent bullying in school. Children who are frequently bullied
have an increased risk of anxiety, depression, and other distress
throughout life.
41. The courts have ruled that a therapist who is convinced that a
client is dangerous should warn the endangered person.
Insanity is a legal term, not a psychological or medical term.
The most famous definition of insanity is the M’Naghten rule.
To be regarded as insane under the M’Naghten rule, people
must be so disordered that they do not understand what they are
doing. Anyone who tries to prevent the police from detecting a
murder or other crime presumably did understand what he or she
was doing.
In the United States, fewer than 1 percent of accused felons
plead insanity, and of those, fewer than 25 percent are found not
guilty. So, no more than 0.25 percent of all defendants are
found not guilty by reason of insanity.
40
What are the Steps in Risk Assessment?
There are four major steps in risk assessment, which is the
determination of the relationship between predicted exposure
and adverse effects. Indeed, a key to the effective risk
management of chemicals contained in a product is the accurate
assessment of the risks associated with the product's particular
applications as well as with the other stages of the product life -
cycle.
The four steps are:
1. hazard identification
2. dose-response evaluation
3. exposure assessment
4. risk characterisation
These steps constitute a general approach to risk assessment
42. that has been endorsed by a number of national governments
and international organizations such as the International
Programme on Chemical Safety (IPCS), the Organisation for
Economic Cooperation and Development (OECD), the US
Environmental Protection Agency (US EPA) and the European
Union, among others.
Step 1 Hazard Identification
Hazard identification is defined as the identification of the
adverse effects which a chemical has an inherent capacity or
potential to cause. Examples of physical hazards include:
combustion, explosivity, flammability, corrosivity. Examples of
health hazards are either acute ( e.g. skin and eye irritation,
lethal effects, asphyxiation) or chronic (e.g. carcinogenicity,
sensitization, effect on reproductive system, effects on nervous
system, effect on organs). Examples of ecological hazards
include mortality (acute) or reduced growth and reproduction
(chronic) to representative species.
Hazard identification is only the first step in risk assessment
and is not an appropriate basis upon which to make a risk
management decision. However, hazard identification is a
critical step often carried out before chemicals and products are
introduced on the market. For human health and the
environment, results of toxicity testing as well as epidemiology
data are used to determine hazard.
Toxicity is the inherent potential or capacity of a chemical
(generally established from a dose-response relationship) to
cause adverse effects in a living organism that seriously
damages its structure or function or results in death. Toxicity
testing (for humans: toxicity;for the environment: ecotoxicity)
is usually carried out through controlled studies on living
organisms, isolated tissues, cells or cellular components.
43. Toxicity is generally influenced by the unique physico-chemical
properties of the chemical. Examples of toxicity tests that are
pertinent to human health hazards relate to skin and eye
irritation, sensitization, carcinogenicity, reproduction toxicity.
Examples of ecotoxicity tests that are pertinent to ecological
hazards relate to acute and chronic toxicity to fish and algæ.
The term "toxic" is generally used in a regulatory context to
categorize chemicals based on certain criteria and test results.
Consequently, a chemical that may have a low level of toxicity
(e.g. NaCl: table salt) may not be classified as toxic for
regulatory purposes. In this context, all chemicals have a level
of toxicity (i.e. an inherent ability to cause some adverse effect
under certain controlled conditions) but they are not necessarily
classified as toxic.
Epidemiology is the study of the distribution and likely
determinants of diseases and injuries in human populations. The
incidence of disease is compared between people exposed and
not exposed to the agent under study. Because epidemiology, as
opposed to toxicology, evaluates human rather than animal and
cellular data, it has the potential to be particularly informative
for human hazard identification.
Step 2 Dose-response Evaluation
Dose-response evaluation is the determination of the
relationship between the magnitude of an administered, applied
or internal dose and a specific biological response. The dose is
the total amount of a substance administered to, taken or
absorbed by an organism under standardised laboratory
conditions used for toxicology testing. The response can be
expressed as the measured or observed incidence, the percent
response in groups of subjects (or population), or the
probability of occurrence of a response in a population.
44. "All substances are poisons; there is none which is not a poison.
The right dose differentiates a poison from a remedy"
Paracelsus, 1493-1541
Step 3 Exposure Assessment
Exposure Assessment is the process of measuring or estimating
concentrations (or intensity), duration and frequency of
exposures to a chemical present in the environment (either
workplace or "outside environment"). Common routes of
exposure are ingestion, injection (less likely), skin absorption
and inhalation. Generally, estimates of exposure are obtained by
determining the emissions, pathways and rates of movement of a
chemical in the workplace or the general environment. There are
a number of methods/ techniques available to estimate or
measure level of exposure. Ecological Risk Assessment
represents an extra challenge in the number of potential
receptors/ species that may need to be considered when
assessing risk.
Step 4 Risk characterization
Risk is the probability that an adverse outcome will occur in a
person, a group of persons or an ecological system that is
exposed to a particular dose or concentration of a chemical. It is
expressed as a probability in values ranging from zero (certainty
that an effect will not occur) to one (100% certainty that an
effect will occur).
Risk characterization is the final stage of risk assessment. It
summarizes the information from hazard identification, dose-
response evaluation and exposure assessment into an overall
conclusion on risk. The result of a risk characterization is a
45. qualitative and/or quantitative description under specific
exposure conditions. Risk characterization is highly context-
specific and cannot be automatically applied from one context
or location to another. This is because risk should be
determined for a chemical in a product in particular applications
and through other stages of the product life-cycle. Risk
characterization should allow for the identification of the
strengths and weaknesses of the tests used, the uncertainties in
the data base and the assumptions made within the methodology
used to reach the overall conclusions.
Complete characterization of risk is very important to good risk
management and risk communication. Full characterization can
help distinguish between exposures that are likely to be
associated with significant or socially unacceptable risks and
those that are not.
Source:
http://www.eurometaux.org/MetalsToday/MetalsFAQs/Riskasses
sment.aspx
ECOTOXICOLOGY
A ubiquitous tire rubber–derived chemical induces
acute mortality in coho salmon
Zhenyu Tian1,2, Haoqi Zhao3, Katherine T. Peter1,2, Melissa
Gonzalez1,2, Jill Wetzel4, Christopher Wu1,2,
Ximin Hu3, Jasmine Prat4, Emma Mudrock4, Rachel
Hettinger1,2, Allan E. Cortina1,2,
Rajshree Ghosh Biswas5, Flávio Vinicius Crizóstomo Kock5,
Ronald Soong5, Amy Jenne5, Bowen Du6,
Fan Hou3, Huan He3, Rachel Lundeen1,2, Alicia Gilbreath7,
46. Rebecca Sutton7, Nathaniel L. Scholz8,
Jay W. Davis9, Michael C. Dodd3, Andre Simpson5, Jenifer K.
McIntyre4, Edward P. Kolodziej1,2,3*
In U.S. Pacific Northwest coho salmon (Oncorhynchus kisutch),
stormwater exposure annually
causes unexplained acute mortality when adult salmon migrate
to urban creeks to reproduce. By
investigating this phenomenon, we identified a highly toxic
quinone transformation product of
N-(1,3-dimethylbutyl)-N′-phenyl-p-phenylenediamine (6PPD), a
globally ubiquitous tire rubber
antioxidant. Retrospective analysis of representative roadway
runoff and stormwater-affected creeks
of the U.S. West Coast indicated widespread occurrence of
6PPD-quinone (<0.3 to 19 micrograms
per liter) at toxic concentrations (median lethal concentration of
0.8 ± 0.16 micrograms per liter).
These results reveal unanticipated risks of 6PPD antioxidants to
an aquatic species and imply
toxicological relevance for dissipated tire rubber residues.
H
umans discharge tens of thousands of
chemicals and related transformation
products to water (1), most of which re-
main unidentified and lack rigorous
toxicity information (2). Efforts to iden-
tify and mitigate high-risk chemical toxicants
are typically reactionary, occur long after their
use becomes habitual (3), and are frequently
stymied by mixture complexity. Societal man-
agement of inadvertent, yet widespread, chem-
ical pollution is therefore costly, challenging,
and often ineffective.
47. The pervasive biological degradation of con-
taminated waters near urban areas (“urban
stream syndrome”) (4) is exemplified by an
acute mortality phenomenon that has affected
Pacific Northwest coho salmon (Oncorhynchus
kisutch) for decades (5–9). “Urban runoff mor-
tality syndrome” (URMS) occurs annually
among adult coho salmon returning to spawn
in freshwaters where concurrent stormwater
exposure causes rapid mortality. In the most
urbanized watersheds with extensive imper-
vious surfaces, 40 to 90% of returning salmon
may die before spawning (9). This mortality
threatens salmonid species conservation across
~40% of the Puget Sound land area despite
costly societal investments in physical habitat
restoration that may have inadvertently created
ecological traps through episodic toxic water
pollution (9). Although URMS has been linked
to degraded water quality, urbanization, and
high traffic intensity (9), one or more causal
toxicants have remained unidentified. Spurred
by these compelling observations and mindful
of the many other insidious sublethal storm-
water impacts, we have worked to characterize
URMS water quality (10, 11).
Previously, we reported that URMS-associated
waters had similar chemical compositions rel-
ative to roadway runoff and tire tread wear
particle (TWP) leachates, providing an open-
ing clue in our toxicant search (10). In this
work, we applied hybrid toxicity identifica-
tion evaluation and effect-directed analysis to
48. screen TWP leachate for its potential to induce
mortality (a phenotypic anchor) in juvenile
coho salmon as an experimental proxy for
adult coho (6). Using structural identifica-
tion by means of ultrahigh-performance liquid
chromatography–high-resolution tandem mass
spectrometry (UPLC-HRMS/MS) and nuclear
magnetic resonance (NMR), we discovered
that an antioxidant-derived chemical was the
primary causal toxicant. Retrospective anal-
ysis of runoff and receiving waters indicated
that detected environmental concentrations
of this toxicant often exceeded acute mortality
thresholds for coho during URMS events in
the field and across the U.S. West Coast.
Aqueous TWP leachate stock (1000 mg/liter)
was generated from an equal-weight mix of
tread particles (0.2 ± 0.3 mm2 average surface
area) (fig. S1) from nine used and new tires
(table S1). TWP leachate (250 mg/liter posi-
tive controls) was acutely and rapidly (~2 to
6 hours) lethal to juvenile coho (24 hours ex-
posures, 98.5% mortality, n = 135 fish from
27 exposures) (data file S1), even after heating
(80°C, 72 hours; 100% mortality, n = 10 fish
from two exposures), indicating stability dur-
ing handling. Behavioral symptomology (circl-
ing, surface gaping, and equilibrium loss) (fig.
S2 and movie S1) of TWP leachate exposures
mirrored laboratory and field observations of
symptomatic coho (5, 6). No mortality occurred
in negative controls, including solvent- and
process-matched method blanks subjected
to identical separations (0 of 80 fish, 16 expo-
49. sures) or exposure water blanks (0 of 45 fish,
nine exposures).
Mixture complexity [measured here as num-
ber of UPLC-HRMS electrospray ionization
(ESI+) chemical features] was a substantial
barrier to causal toxicant identification be-
cause 250 mg/liter TWP leachate typically
contained more than 2000 ESI+ detections.
Our fractionation studies, optimized over
2-plus years through iterative exploration of
toxicant chemical properties, focused on re-
ducing these detection numbers to attain a
simple, yet toxic, fraction amenable to indi-
vidual compound identifications. Throughout
this fractionation procedure, observed toxicity
remained confined to one narrow fraction,
which is consistent with a single compound
or a small, structurally related family of causal
toxicants. In initial studies, TWP leachate toxi-
city was unaffected by silica sand filtration,
cation and anion exchange, and ethylenedia-
minetetraacetic acid (EDTA) (114 mM) addi-
tion (12), indicating that toxicant(s) were not
particle-associated, strongly ionic, or metals,
respectively, and validating prior studies that
eliminated candidate pollutants (13, 14) as pri-
mary causal toxicants.
Mixture complexity was reduced by using
cation exchange, two polarity-based separa-
tions (XAD-2 resin and silica gel), and reverse-
phase high-performance liquid chromatography
(HPLC) on a semipreparative C18 column
(250 by 4.2 mm ID, 5 mm particle size). After
C18-HPLC generated 10 fractions, only C18-F6
50. (10 to 11 min) was toxic; it contained ~225 ESI+
and ~70 ESI– features (Fig. 1). Having removed
~90% of features, we began to prioritize and
identify candidate toxicants by abundance
(peak area), followed by fish exposures with
commercial standards at fivefold higher con-
centrations (mixtures at 1 to 25 mg/liter) than
those estimated in C18-F6. We identified 11 plas-
ticizers, antioxidants, emulsifiers, and various
transformation products, including some well-
known environmental contaminants [such as
tris(2-butoxyethyl) phosphate] and some that
are rarely reported [such as di(propylene gly-
col) dibenzoate and 2-(1-phenylethyl)phenol]
(table S2). We also detected several bioac-
tive, structurally related phenolic antioxidants
and their transformation products (2,6-di-t-
RESEARCH
Tian et al., Science 371, 185–189 (2021) 8 January 2021 1 of 5
1Center for Urban Waters, Tacoma, WA 98421, USA.
2Interdisciplinary Arts and Sciences, University of
Washington Tacoma, Tacoma, WA 98421, USA. 3Department
of Civil and Environmental Engineering, University of
Washington, Seattle, WA 98195, USA. 4School of the
Environment, Washington State University, Puyallup, WA
98371, USA. 5Department of Chemistry, University of
Toronto, Scarborough Campus, 1265 Military Trail, Toronto,
ON M1C 1A4, Canada. 6Southern California Coastal Water
Research Project, Costa Mesa, CA 92626, USA. 7San
Francisco Estuary Institute, 4911 Central Avenue, Richmond,
CA 94804, USA. 8Environmental and Fisheries Sciences
Division, Northwest Fisheries Science Center, National Marine
Fisheries Service, National Oceanic and Atmospheric
51. Administration, Seattle, WA 98112, USA. 9U.S. Fish and
Wildlife Service, Washington Fish and Wildlife Office, Lacey,
WA 98503, USA.
*Corresponding author. Email: [email protected]
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53. mensional semipreparative HPLC using two
additional structurally distinct column phases
[pentafluorophenyl (PFP) and phenyl]. Paral-
lel fractionations (same column dimensions,
mobile phase, and gradient as for C18-HPLC)
(18) of the toxic silica gel fraction generated
toxic fractions of PFP-F6 (10 to 11 min; ~204
ESI+, 60 ESI– features) and phenyl-F4 (8 to
9 min; ~237 ESI+, 75 ESI– features); all other
fractions were nontoxic. Across these sepa-
rations (C18, PFP, phenyl), only four ESI+ and
three ESI– HRMS features co-occurred in all
three toxic fractions (fig. S3). Of these, one
unknown compound [mass/charge ratio (m/z)
299.1752, C18H22N2O2, RT 11.0 min on ana-
lytical UPLC-HRMS] dominated the detected
peak area (10-fold higher intensity in both
ESI+ and ESI–). To further resolve candidate
toxicants for synthetic efforts, we converted
the three-dimensional chromatography work-
flow from parallel to serial through sequen-
tial C18, PFP, and phenyl columns (C18-F6 to
PFP-F6 to phenyl-F4; with solvent removal
by means of centrifugal evaporation and tox-
icity confirmation between separations). The
purified final fraction was chemically simple
(four ESI+, three ESI– detections), highly lethal
(100% mortality in 4 hours; n = 15 coho, three
exposures), and was again dominated by
C18H22N2O2. Drying this fraction yielded a
pink-magenta precipitate (Fig. 1).
Published characterizations of crumb rub-
ber (16) and receiving waters (10, 17) did not
mention C18H22N2O2. UPLC-HRMS/MS spectra
indicated C4H10 and C6H12 alkyl losses (M-58
54. and M-84 fragments) (Fig. 2B), but MS3 and
MS4 fragmentation yielded no additional
structural insights (fig. S4). Additionally, in
silico fragmentation (MetFrag, CSI:FingerID)
of C18H22N2O2 compounds in PubChem and
ChemSpider (15,624 and 17,105 structures, re-
spectively) failed to match observed fragments.
Thus, to the best of our knowledge, C18H22N2O2
was not described in environmental literature
or databases and posed a “true unknown” iden-
tification problem (19). We then assumed a
transformation product; industrial manu-
facturing (such as high heat or pressure, or
catalysis) and diverse reactions in environ-
mental systems generate many undocumented
transformation products, most of which lack
commercial standards.
Tian et al., Science 371, 185–189 (2021) 8 January 2021 2 of 5
Fig. 1. Tire rubber leachate fractionation scheme. As a metric of
mixture complexity and separation
efficiency, the numbers above gray bars represent distinct
chemical features detected in solid-phase
extracted fish exposure water (1 liter) and subsequent fractions
by means of UPLC-HRMS. Blue indicates
nonlethal fractions; red indicates lethal fractions. All
fractionation steps and exposures were replicated
at least twice; positive and negative controls were included
throughout fractionations. (Inset) Purified product
(~700 mg from 30 liter of TWP leachate) in the final lethal
fraction. TWP, tire tread wear particles; CEX,
cation exchange; EA, ethyl acetate; EtOH, ethanol; H2O, water;
Hex, hexane; DCM, dichloromethane; RT,
retention time.
55. Fig. 2. 6PPD-quinone identification and a proposed formation
pathway. (A) Extracted ion chromato-
grams of 6PPD-quinone from UPLC-HRMS (ESI+); red data
indicate the final fraction from TWP leachate,
and black data indicate the purified 6PPD ozonation mixture.
(B) Observed MS/MS fragmentation
(integrated from 10, 20, and 40 eV) of 6PPD-quinone in the
final toxic fraction from TWP leachate
(red spectra) and 6PPD ozonation (black spectra). (C) One
proposed reaction pathway from 6PPD to
6PPD-quinone (alternate proposed formation pathways are
provided in fig. S13). Red highlights indicate
key changes in the diphenylamine structure during ozonation.
RESEARCH | REPORT
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57. mental transformations com-
monly modify active functional
groups by preferentially altering
the numbers of hydrogen and
oxygen atoms relative to carbon
and nitrogen. By searching a
recent U.S. Environmental Pro-
tection Agency (EPA) crumb
rubber report (16) for related
formulas (C18H0-xN2-4O0-y), sev-
eral characteristics of the C18H24N2
anti-ozonant “6PPD” [N-(1,3-
dimethylbutyl)-N′-phenyl-p-
phenylenediamine] matched
necessary attributes. First, 6PPD
is globally ubiquitous (0.4 to 2%
by mass) in passenger and com-
mercial vehicle tire formulations
(20), indicating sufficient pro-
duction to explain mortality
observations within large and
geographically distinct receiv-
ing water volumes. 6PPD was
present in TWP leachate but was
completely removed during frac-
tionation through cation ex-
change. 6PPD crystals are purple,
similar to the pink-magenta pre-
cipitate obtained after fractiona-
tion. Most compellingly, neutral
losses in 6PPD gas chromatog-
raphy (GC)–MS spectra matched
the C18H22N2O2 GC-HRMS spec-
tra (fig. S5), and the predicted
logKow of 6PPD (5.6) (Kow, n-
octanol-water partition coeffi-
58. cient) was close to that for
C18H22N2O2 (5 to 5.5) (11). Last,
literature detailing the indus-
trial chemistry of 6PPD reactions
with ozone [7 days, 500 parts per billion vol-
ume (ppbv)] described a C18H22N2O2 product
(21), leading us to hypothesize that 6PPD was
the likely protoxicant (Fig. 2C).
We tested this hypothesis with gas-phase
ozonation (500 ppbv O3) of industrial grade
6PPD (96% purity) (21). A C18H22N2O2 prod-
uct formed; UPLC-HRMS analysis demon-
strated exact matches of retention time (11.0 min)
and MS/MS spectra between this synthetic
C18H22N2O2 and the TWP leachate fractionation-
derived C18H22N2O2 (Fig. 2, A and B). When
purified, the ozone-synthesized C18H22N2O2
formed a reddish-purple precipitate. One-
dimensional 1H NMR structural analysis con-
firmed identical TWP leachate–derived and
ozone-synthesized C18H22N2O2 structures (figs.
S6 to S7). Two-dimensional NMR spectra and
related simulations revealed isolated tertiary
carbons and carbonyl groups (figs. S8 to S12),
clearly indicating a quinone structure for
C18H22N2O2 rather than the dinitrone struc-
ture reported in the past 40 years of literature
describing 6PPD ozonation products (21).
Therefore, the C18H22N2O2 candidate toxicant
was unequivocally “6PPD-quinone” {2-anilino-
5-[(4-methylpentan-2-yl)amino]cyclohexa-2,5-
diene-1,4-dione}. Consistent with environmental
6PPD ozonation, reported 6PPD ozonation
products C18H22N2O (formula-matched) and
59. 4-nitrosodiphenylamine (C12H10N2O, standard-
confirmed) (21) also were detected in ozo-
nation mixtures and nontoxic TWP leachate
fractions.
Exposures to ozone-synthesized and tire
leachate–derived 6PPD-quinone (~20 mg/liter
nominal concentrations) both induced rapid
(<5 hours, with initial symptoms evident
within 90 min) mortality (n = 15 fish, three
exposures) (fig. S2 and movie S2), which
matched the 2 to 6 hours mortality observed
for positive controls. Behavioral symptomol-
ogy in response to synthetic 6PPD-quinone
exposures matched that from field observa-
tions, roadway runoff, bulk TWP
leachate, and final toxic TWP frac-
tion exposures, confirming the
phenotypic anchor (5–9). Using
synthetic 6PPD-quinone (purity
~98%), we performed controlled
dosing experiments (10 concen-
trations, n = 160 fish in two inde-
pendent exposures). 6PPD-quinone
was highly toxic [median lethal
concentration (LC50) 0.79 ± 0.16 mg/
liter] to juvenile coho salmon (Fig.
3B). Estimates of LC50 through con-
trolled exposures closely matched
estimates derived from bulk road-
way runoff and TWP leachate expo-
sures (LC50 0.82 ± 0.27 mg/liter),
indicating the primary contribution
of 6PPD-quinone to observed mix-
ture toxicity (Fig. 3A). Direct com-
60. parisons with 6PPD were performed
(LC50 250 ± 60 mg/liter through no-
minal concentrations) (fig. S14), but
confident assessment of 6PPD toxi-
city was precluded by its poor solu-
bility, high instability, and formation
of products during exposure.
To assess environmental rele-
vance, we used UPLC-HRMS to ret-
rospectively quantify 6PPD-quinone
in archived extracts from roadway
runoff and receiving water sam-
pling (fig. S15 and table S4) (10). In
Seattle-region roadway runoff (n =
16 of 16 samples), 0.8 to 19 mg/liter
6PPD-quinone was detected (Fig.
4A). During seven storm events in
three Seattle-region watersheds
highly affected by URMS, 6PPD-
quinone occurred at <0.3 to 3.2 mg/
liter (n = 6 of 7 discrete storm
events; n = 6 of 21 samples when
including samples collected across the full
hydrograph). These samples included three
storms with documented URMS mortality in
adult coho salmon; 6PPD-quinone was not
detected in pre- and poststorm samples, but
concentrations were near or above LC50 values
during storms. We also detected 6PPD-quinone
in Los Angeles region roadway runoff (n = 2 of
2 samples, 4.1 to 6.1 mg/liter) and San Francisco
region creeks affected by urban runoff (n = 4 of
10 samples, 1.0 to 3.5 mg/liter).
These data implicate 6PPD-quinone as the
61. primary causal toxicant for decades of storm-
water-linked coho salmon acute mortality ob-
servations. Although minor contributions from
other constituents in these complex mixtures
are possible, 6PPD-quinone was both necessary
(consistently present in and absent from toxic
and nontoxic fractions, respectively) and, when
purified or synthesized as a pure chemical ex-
posure, sufficient to produce URMS at envi-
ronmental concentrations. Over the product
Tian et al., Science 371, 185–189 (2021) 8 January 2021 3 of 5
Fig. 3. Dose-response curves. (A) Dose-response curve for 24-
hour juvenile
coho exposures to roadway runoff and TWP leachate (n = 365
fish). Error bars
represent three replicates of eight fish (except TWP leachate 2,
n = 5 fish; Seattle
site 1, duplicate of n = 10 fish). 6PPD-quinone concentrations
were from
retrospective quantification. (B) Dose-response curves for 24-
hour juvenile coho
exposures to ozone-synthesized 6PPD-quinone (10
concentrations, two replicates,
n = 160 fish). Curves were fitted to a four-parameter logistic
model. CI,
confidence interval.
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life cycle, antioxidants [such as PPDs, TMQs
(2,2,4-trimethyl-1,2-dihydroquinoline), and
phenolics] are designed to diffuse to tire rub-
ber surfaces, rapidly scavenge ground-level
atmospheric ozone and other reactive oxidant
species, and form protective films to prevent
ozone-mediated oxidation of structurally im-
portant rubber elastomers (21, 22). Accord-
ingly, all 6PPD added to tire rubbers is designed
to react, intentionally forming 6PPD-quinone
and related transformation products that are
subsequently transported through the environ-
ment. This anti-ozonant application of 6PPD
inadvertently, yet drastically, increases road-
way runoff toxicity and environmental risk by
forming the more toxic and mobile 6PPD-
quinone transformation product. On the basis
of the ubiquitous use and substantial mass
fraction (0.4 to 2%) of 6PPD in tire rubbers
and the representative detections across the
U.S. West Coast (table S4), which include many
detections near or above LC50 values, we believe
64. that 6PPD-quinone may be present broadly in
peri-urban stormwater and roadway run-off at
toxicologically relevant concentrations for sen-
sitive species, such as coho salmon.
Globally, ~3.1 billion tires are produced an-
nually for our more than 1.4 billion vehicles,
resulting in an average 0.81 kg per capita an-
nual emission of tire rubber particles (23).
TWPs are one of the most substantial micro-
plastics sources to freshwaters (24); 2 to 45%
of total tire particle loads enter receiving waters
(25, 26), and freshwater sediment contains up
to 5800 mg/kg TWP (23, 24, 27). Supporting
recent concerns about microplastics (24, 28),
6PPD-quinone provides a compelling mecha-
nistic link between environmental microplas-
tic pollution and associated chemical toxicity
risk. Although numerous uncertainties exist
regarding the occurrence, fate, and transport
of 6PPD-quinone, these data indicate that
aqueous and sediment environmental TWP
residues can be toxicologically relevant and
that existing TWP loading, leaching, and tox-
icity assessments in environmental systems
are clearly incomplete (25). Tire rubber dis-
posal also represents a major global materials
problem and potential potent source of 6PPD-
quinone and other tire-derived transformation
products. In particular, scrap tires repurposed
as crumb rubber in artificial turf fields (17)
suggest both human and ecological expo-
sures to these chemicals. Accordingly, the
human health effects of such exposures merit
evaluation.
65. Environmental discharge of 6PPD-quinone
is particularly relevant for the many receiving
waters proximate to busy roadways (Fig. 4B).
It is unlikely that coho salmon are uniquely
sensitive, and the toxicology of 6PPD transfor-
mation products in other aquatic species should
be assessed. For example, used tires were more
toxic to rainbow trout (75% lower 96 hours
LC50) relative to new tires (29), an observation
that is consistent with adverse outcomes me-
diated by transformation products. If manage-
ment of 6PPD-quinone discharges is needed to
protect coho salmon or other aquatic orga-
nisms, adaptive regulatory and treatment strat-
egies (17, 30, 31) along with source control and
“green chemistry” substitutions [identifying
demonstrably nontoxic and environmentally
benign replacement antioxidants (22, 32)] can
be considered. More broadly, we recommend
more careful toxicological assessment for trans-
formation products of all high-production-
volume commercial chemicals subject to
pervasive environmental discharge.
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ACKNOWLEDGMENTS
We thank D. Whittington; S. Edgar (University of Washington
Medicine Mass Spectrometry); M. Bozlee (City of Tacoma);
J. Protasio; A. Rue (Washington State Department of Ecology);
71. M. Goehring (King County); D. E. Latch (Seattle University); J.
E. Baker;
C. A. James; A. D. Gipe (University of Washington Tacoma);
M. Yu
(Mount Sinai); S. D. Richardson (University of South Carolina);
J. R. Cameron [National Oceanic and Atmospheric
Administration
(NOAA) NWFSC]; K. King (U.S. Fish and Wildlife Service);
Washington
State Department of Transportation; and dedicated citizen
scientists
from the Miller Walker Community Salmon Investigation, Puget
Soundkeeper, and Thornton Creek Alliance. We gratefully thank
the
Puyallup Tribe and NOAA NWFSC for providing juvenile coho
and
Agilent Technologies (T.A. and D.C.) for technical support.
Funding:
This work was supported by NSF grants 1608464 and 1803240,
EPA grant 01J18101 (E.P.K.), DW-014-92437301 (N.L.S.,
J.K.M., and
J.W.D.), Washington State Governors Funds (J.K.M. and
E.P.K.), the
Burges Fellowship (H.Z.), the Regional Monitoring Program for
Water
Quality in San Francisco Bay (A.G. and R.S.), Brazilian
foundation
agency FAPESP (2018/16040-5 and 2019/14770-9) (F.V.C.K.),
NSERC
Alliance (ALLRP 549399) and Discovery (RGPIN-2019-04165)
Programs, the Canada Foundation for Innovation (CFI), the
Ontario
Ministry of Research and Innovation, and the Krembil
Foundation (A.S.).
Disclaimer: Findings and conclusions herein are those of the
authors
72. and do not necessarily represent the views of the sponsoring
organizations. Author contributions: Z.T., H.Z., K.T.P., J.K.M.,
M.C.D.,
and E.P.K. designed research; Z.T., H.Z., M.G., K.T.P., C.W.,
R.H., and
A.E.C. performed fractionation experiments; Z.T., K.T.P., R.L.,
and M.G.
performed HRMS and data analysis; Z.T., H.Z., M.G., J.W.,
K.T.P.,
C.W., R.H., E.P.K., J.K.M., and A.E.C. conducted fish
exposures; J.P.,
C.W., and J.W. generated TWP particles; J.W., J.P., E.M., and
J.K.M.
maintained the fish facility and enabled exposure studies;
R.G.B.,
F.V.C.K., R.S., A.J., and A.S. elucidated structures by means of
NMR;
K.T.P., C.W., F.H., Z.T., M.G., B.D., A.G., and R.S. provided
water
samples; X.H., Z.T., H.Z., H.H., and M.C.D. performed
ozonation
experiments; N.L.S. and J.W.D. provided perspectives and
context; and
Z.T., H.Z., K.T.P., and E.P.K. wrote the manuscript. Competing
interests: None declared. Data and materials availability: Data
file S1
includes the record of the juvenile coho salmon exposure
experiments.
Number of tanks and coho salmon used, mortality results, and
treatment information are included inthe table. All other data
needed to
evaluate the conclusions in the paper are present in the paper or
the
supplementary materials.
73. SUPPLEMENTARY MATERIALS
science.sciencemag.org/content/371/6525/185/suppl/DC1
Materials and Methods
Supplementary Text
Figs. S1 to S15
Tables S1 to S5
References (33–47)
Movies S1 and S2
Data File S1
8 July 2020; accepted 5 November 2020
Published online 3 December 2020
10.1126/science.abd6951
Tian et al., Science 371, 185–189 (2021) 8 January 2021 5 of 5
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75. derived chemical induces acute mortality in coho salmon−A
ubiquitous tire rubber
Michael C. Dodd, Andre Simpson, Jenifer K. McIntyre and
Edward P. Kolodziej
Jenne, Bowen Du, Fan Hou, Huan He, Rachel Lundeen, Alicia
Gilbreath, Rebecca Sutton, Nathaniel L. Scholz, Jay W. Davis,
Mudrock, Rachel Hettinger, Allan E. Cortina, Rajshree Ghosh
Biswas, Flávio Vinicius Crizóstomo Kock, Ronald Soong, Amy
Zhenyu Tian, Haoqi Zhao, Katherine T. Peter, Melissa
Gonzalez, Jill Wetzel, Christopher Wu, Ximin Hu, Jasmine Prat,
Emma
originally published online December 3, 2020DOI:
10.1126/science.abd6951
(6525), 185-189.371Science
, this issue p. 185Science
show concentrations of 6PPD-quinone high enough to account
for the acute toxicity events.
intended to prevent damage to tire rubber from ozone.
Measurements from road runoff and immediate receiving waters
1 microgram per liter. The compound, called 6PPD-quinone, is
an oxidation product of an additive∼concentrations of
through chromatography steps, eventually isolating a single
molecule that could induce acute toxicity at threshold
followed toxic fractionset al.not been known. Starting from
leachate from new and aged tire tread wear particles, Tian
hasRegular acute mortality events are tied, in particular, to
stormwater runoff, but the identity of the causative toxicant(s)
For coho salmon in the U.S. Pacific Northwest, returning to