2
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
October 2nd, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati & Takwin, 2018). Young-adults, according to Erikon’s theory are going thothe developmental stage of intimacy versus isolation (Izzati & Tawkin, 2018; Erikson 1968). This emphasizes that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati & Takwin, 2018; Kaczmarek et al., 1990 in Lepore & Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can link a person to horrid scenes, such as psychopathology or even death (Izzati & Takwin, 2018; Field, 2011).
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002) and The Taylor Competitive Reaction Time Test (TCRTT). Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual goes through a breakup from a relationship, this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight as to why there are individual differences when talking about stress-related coping and the link for stress and depression. Previous research has shown that the breakup from a romantic relationship can have such a strong emotional upsetting there can be multiple symptoms that are related to sadness, grief, and depression (Verhallen et al., 2019). There can even be a result of having an increased risk of developing a depressive episode (Verhallen et al., 2019). Women have reported for a h ...
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
DiscussionThe contribution of friends and family in mental healtDustiBuckner14
Discussion
The contribution of friends and family in mental health is crucial. From the results, the researches show the importance of family and friends in enhancing the recovery of people living with mental challenges. How fast or slowly people recover from mental health issues is dependent majorly on the social support they get from friends and family. These are the closest people that the patient has with them. The findings from the five studies brought out a great insight into the role played by family and friends in helping people with different mental disorders like depression.
The results supported the primary hypothesis that family and friends have been the most important components in supporting the people suffering from mental health problems. From the sampled research articles, social support for those with mental disorders is majorly provided by family and friends. People who have mental issues and lack social support take long to recover even when therapies are being undertaken. They also find it hard to associate with other people. By looking at the university students presented by Alsubaie et al (2020), family and friends support can evade people from mental health challenges. From the sample, the university students who have mental health issues lack social support from their families and friends. These students end up in depression and stress which becomes a major setback to their mental health. Additionally, those who have mental health issues take long time to recover when they lack social support.
Lack of social support is majorly quantified as stigmatization. People with mental health problems feel stigmatized and left out of families and friends groups if these people are not close to them. These people may sometimes feel like they are not accepted. The feeling of being segregated makes them think more of their mental conditions resulting into more instances of depression. The preference for mental health issues among those who receive social support from their families and friends is very low. This shows that the families and friends have a great role to play in mental health of those either with mental disorders or those at risk of getting these diseases. This help should be rendered at all times to increase the rate of recovery for those already affected. One of the best ways of reducing the instances of new mental health issues in the community is by offering social support to those already suffering from these disorders in order to recover faster. Additionally, when those in the verge of getting these disorders, especially the adolescents and the young adults are given this support, their chances of getting the disorders will be low and in that case, the community will be safe from mental disorders. The results thus support the hypothesis that of the research that family and friends support is important for mental health.
References
Alsubaie, M. M., Stain, H. J., Webster, L. A., & Wadman, R. (2019). The role of so ...
Running Head COGNITION FINAL10Please note that your paper.docxsusanschei
Running Head: COGNITION FINAL 10
Please note that your paper should have a running head and page numbers.
Title: Cognition Final Comment by Wendy Nickerson: What is the actual title/topic of your paper?
Laura Utgard
Cal Southern University
May. 2018
Laura, please see my comments on your paper below. I will need you to revise and resubmit your paper as it is presently not written and organized up to graduate level writing. Many sentences are not complete and do not flow or have significant meaning. In addition, there are numerous errors in spelling/spacing/grammar. Please check with your APA manual to see how to properly set up your title page, abstract page and reference page. Please let me know if you have any questions. I am here to help you.
P.S. I have highlighted in yellow some of your key points.
Dr. Nickerson
Cognitive, Emotional and Motivatioinal Dysfunctions in Mental Illness? Cognition Final
Abstract?Summary
The following paper outlines a research dialogue which emphasizes the present state of the understanding we have regarding the cognitive, emotional as well as motivational dysfunctions in relation to mental illness. The research is going to focus on the influences, relations to, and even the impact the mental illness has on motivational, emotional as well as stress. The major focus in the research discussion will be the critical essentialness of the motivational process as well as the possible influence it may have on the cognitive function as well as learning in mental illness. The members of my research group provided several questions which would assist us in conducting a deep research about the motivation process. The questions included; the measurements as well as the definition of the diverse motivation components. The second question will focus on the connection between incentive drive, intrinsic motivation as well as the hedonic processing. The third question will focus on the integrity of the motivational process, the hedonic process as well as the incentive drive in mental illness. The fourth questions will focus on the influence that the cognitive shortfalls have on the motivational disorder in mental illness. The fifth question will focus on the control of the antipsychotic treatment on the incentive drive as well as the hedonic processing of the mental illness. Lastly, the sixth question which was raised would focus on the relationship between the cognitive function, the aversive stimuli process as well as stress. This is a robust number of questions to answer in a paper this length. It may have been better and easier on you to stick to one or two questions and answer each in more detail. Just a thought.
Introduction
Following the new processes which have been based on the having an adequate understanding of the breadth as well as the nature of the cognitive dysfunction in mental illness to be able to aid the establishment of medication which will surely become better in disablin ...
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
Depression among College and University Students of India and Lesotho.pdfAbraham Mutluri
This study was conducted in two countries i.e. India and Lesotho to understand the depression levels among the colleges’
students. As we know depression as a common and serious medical illness that negatively affects the feelings,
thinking and actions of humans. Depression is affecting many students at colleges and universities. It is observed in
the review of literature 30 per cent of the students are experienced depression during their education. The aim of the
present study is to know about the prevalence, major reasons, and major characteristics of depression among student
youth. It is a quantitative study adopted convenience sampling method and collected the data from 220 students. This
study adopted the Beck’s Depression Inventory scale to understand the depression among young students. This
study found that out of 220 students, 42.7% is normal while the remaining 57.3 % is having the other levels of
depression (Mild mood disturbance (16.2%), Borderline clinical depression (8.2%), Moderate depression (23.6%),
severe depression (6.4%) and Extreme depression (2.3%).) The study observed that the coping strength is getting from
religious activities (42.7%), positive re framing (21.4%), support from peers (20.0%). Others like humor (13.6%),
participating in sports (12.7%), and seeking emotional help are also helping the individuals to come out from their
depression and do their regular social functioning. The study suggested that the students should ventilate their
thoughts, fears with trusted people like family members, friends and teachers. The universities and the colleges should
conduct the yoga and meditation camps occasionally which provide the healthy and happy life.
5Relationship Between Depression (from heartbreak).docxstandfordabbot
5
Relationship Between Depression (from heartbreak) and Reaction Time
Jenna Lantrip
September 18th, 2022
Relationship Between Depression (from heartbreak) and Reaction Time
There are many reasons that can cause depression and a cognitive developmental delay, but this review is going to be looking at depression that comes from a relational breakup (heartbreak) and how this effects their reaction time. When an individual undergoes emotional distress that was caused by heartbreak it can lead the individual to negative effects such as, having an increased risk of physical illness and stress-related diseases (Izzati&Takwin, 2018). Young-adults, according to Erikon’s theory are going thought the developmental stage of intimacy versus isolation (Izzati&Tawkin, 2018; Erikson 1968). This proves that young adults are either developing intimate relationships with other individuals or they are being isolated from society. Naturally when an individual is actively pursuing an intimate relationship with another individual and this fails, heartbreak is expected. One should never underestimate the effects that a heartbreak can cause to an individual. Heartbreak can result into emotional distress and even in grief responses (Izzati&Takwin, 2018; Kaczmarek et al., 1990 in Lepore &Greenber, 2002). There can be different levels of heartbreak, an extreme level can cause emotional distress from a heartbreak that can lead a person to horrid scenes, such as psychopathology or even death (Izzati&Takwin, 2018; Field, 2011). Comment by user: Headings are very important. You would have started by illutrating this is an introduction of your work. Comment by user: I did not understand this point. Did you mean through or thought?
The aim of this study was to explore the relationship between depression from heartbreak and the effects of cognitive development, more specifically, reaction time in individuals who range from 14-24 years of age. In addition, the participants gender was also investigated and taken into account when examining the relationship between depression from heartbreak and reaction time. The participants were assessed by using the Beck Depression Inventory Scale (Streiner, 2002), the Everyday Cognitive Instrument (Farias et al., 2008), and a sex assigned at birth questionnaire. Results from this study could be beneficial to mental health professionals and individuals of these ages in understanding why they have a slower or faster reaction time than others.
Background of the Study
When an individual does through a relationship breakup this can cause many different negative experiences to happen. Whenever there is an increase of stress coming from an event, there is an increased risk for developing depression (Verhallen et al., 2019). Conducting research studies on stressful and emotional upsetting events can provide for great insight asa to why there are individual differences when talking about stress-related coping and the .
DiscussionThe contribution of friends and family in mental healtDustiBuckner14
Discussion
The contribution of friends and family in mental health is crucial. From the results, the researches show the importance of family and friends in enhancing the recovery of people living with mental challenges. How fast or slowly people recover from mental health issues is dependent majorly on the social support they get from friends and family. These are the closest people that the patient has with them. The findings from the five studies brought out a great insight into the role played by family and friends in helping people with different mental disorders like depression.
The results supported the primary hypothesis that family and friends have been the most important components in supporting the people suffering from mental health problems. From the sampled research articles, social support for those with mental disorders is majorly provided by family and friends. People who have mental issues and lack social support take long to recover even when therapies are being undertaken. They also find it hard to associate with other people. By looking at the university students presented by Alsubaie et al (2020), family and friends support can evade people from mental health challenges. From the sample, the university students who have mental health issues lack social support from their families and friends. These students end up in depression and stress which becomes a major setback to their mental health. Additionally, those who have mental health issues take long time to recover when they lack social support.
Lack of social support is majorly quantified as stigmatization. People with mental health problems feel stigmatized and left out of families and friends groups if these people are not close to them. These people may sometimes feel like they are not accepted. The feeling of being segregated makes them think more of their mental conditions resulting into more instances of depression. The preference for mental health issues among those who receive social support from their families and friends is very low. This shows that the families and friends have a great role to play in mental health of those either with mental disorders or those at risk of getting these diseases. This help should be rendered at all times to increase the rate of recovery for those already affected. One of the best ways of reducing the instances of new mental health issues in the community is by offering social support to those already suffering from these disorders in order to recover faster. Additionally, when those in the verge of getting these disorders, especially the adolescents and the young adults are given this support, their chances of getting the disorders will be low and in that case, the community will be safe from mental disorders. The results thus support the hypothesis that of the research that family and friends support is important for mental health.
References
Alsubaie, M. M., Stain, H. J., Webster, L. A., & Wadman, R. (2019). The role of so ...
Running Head COGNITION FINAL10Please note that your paper.docxsusanschei
Running Head: COGNITION FINAL 10
Please note that your paper should have a running head and page numbers.
Title: Cognition Final Comment by Wendy Nickerson: What is the actual title/topic of your paper?
Laura Utgard
Cal Southern University
May. 2018
Laura, please see my comments on your paper below. I will need you to revise and resubmit your paper as it is presently not written and organized up to graduate level writing. Many sentences are not complete and do not flow or have significant meaning. In addition, there are numerous errors in spelling/spacing/grammar. Please check with your APA manual to see how to properly set up your title page, abstract page and reference page. Please let me know if you have any questions. I am here to help you.
P.S. I have highlighted in yellow some of your key points.
Dr. Nickerson
Cognitive, Emotional and Motivatioinal Dysfunctions in Mental Illness? Cognition Final
Abstract?Summary
The following paper outlines a research dialogue which emphasizes the present state of the understanding we have regarding the cognitive, emotional as well as motivational dysfunctions in relation to mental illness. The research is going to focus on the influences, relations to, and even the impact the mental illness has on motivational, emotional as well as stress. The major focus in the research discussion will be the critical essentialness of the motivational process as well as the possible influence it may have on the cognitive function as well as learning in mental illness. The members of my research group provided several questions which would assist us in conducting a deep research about the motivation process. The questions included; the measurements as well as the definition of the diverse motivation components. The second question will focus on the connection between incentive drive, intrinsic motivation as well as the hedonic processing. The third question will focus on the integrity of the motivational process, the hedonic process as well as the incentive drive in mental illness. The fourth questions will focus on the influence that the cognitive shortfalls have on the motivational disorder in mental illness. The fifth question will focus on the control of the antipsychotic treatment on the incentive drive as well as the hedonic processing of the mental illness. Lastly, the sixth question which was raised would focus on the relationship between the cognitive function, the aversive stimuli process as well as stress. This is a robust number of questions to answer in a paper this length. It may have been better and easier on you to stick to one or two questions and answer each in more detail. Just a thought.
Introduction
Following the new processes which have been based on the having an adequate understanding of the breadth as well as the nature of the cognitive dysfunction in mental illness to be able to aid the establishment of medication which will surely become better in disablin ...
Educational & Child Psychology; Vol. 36 No. 3 33
Evaluating the impact of an autogenic
training relaxation intervention on levels
of anxiety amongst adolescents in school
Tracey Atkins & Ben Hayes
Aim: This study aimed to investigate the impact of a group-based autogenic training (AT) relaxation
intervention on levels of anxiety in adolescents in mainstream school settings.
Method: A mixed-methods design was used to measure differences in levels of anxiety and explore a range
of perceived changes between groups over time. Sixty-six young people aged between 14 and 15 years old
from four mainstream schools in the UK were randomly assigned within each school to an intervention
or wait-list control group. Quantitative data were analysed using a mixed between-within subjects ANOVA.
Qualitative information from 12 volunteer participants was analysed using thematic analysis.
Findings: Results showed a main effect of time for both the intervention group and the wait-list group
however, no significant main interaction was found. Qualitative results showed perceived improvements
in social relationships and connectivity; reflectiveness; self-awareness; physiological symptoms; and a sense
of control.
Limitations: Measures were reliant on self-reported data. Schools were recruited through self-referral and
expression of interest, excluding participants who may not have the opportunity to take part. There were
no opportunities to collect follow-up data.
Conclusions: Results suggest that a structured AT relaxation intervention delivered in a familiar
school environment may significantly reduce levels of anxiety amongst adolescents. However, significant
improvements for the wait-list group also raises questions around the potential of other supportive
variables, such as acknowledgement and validation of feelings, the promise and availability of
forthcoming support and the potential impact of raised awareness and interest in pupil wellbeing
amongst school staff.
Keywords: autogenic training; relaxation; adolescence; mind-body interventions; anxiety.
M
ENTAL HEALTH difficulties in
young people are a serious cause for
concern across the world. The World
Health Organization (WHO) reports that in
half of all cases of mental health conditions,
onset has occurred by the age of 14 years
old; suicide is the third leading cause of
death in 15–19 year olds; and the second
leading cause of death in girls (WHO, 2018).
It is estimated that one in ten children and
young people aged 5–16 years old have
a diagnosable mental health disorder in the
UK alone; and at least one in 12 children
and young people deliberately self-harm
(Young Minds, 2018).
In 2009, the UK government identi-
fied mental health as everyone’s business
(Department of Health; DoH, 2009) and
was specific about prevention and the tran-
sition time between adolescence and early
adulthood. Suggestions for schools include
promoting students’ mental health as part
of ...
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
Depression among College and University Students of India and Lesotho.pdfAbraham Mutluri
This study was conducted in two countries i.e. India and Lesotho to understand the depression levels among the colleges’
students. As we know depression as a common and serious medical illness that negatively affects the feelings,
thinking and actions of humans. Depression is affecting many students at colleges and universities. It is observed in
the review of literature 30 per cent of the students are experienced depression during their education. The aim of the
present study is to know about the prevalence, major reasons, and major characteristics of depression among student
youth. It is a quantitative study adopted convenience sampling method and collected the data from 220 students. This
study adopted the Beck’s Depression Inventory scale to understand the depression among young students. This
study found that out of 220 students, 42.7% is normal while the remaining 57.3 % is having the other levels of
depression (Mild mood disturbance (16.2%), Borderline clinical depression (8.2%), Moderate depression (23.6%),
severe depression (6.4%) and Extreme depression (2.3%).) The study observed that the coping strength is getting from
religious activities (42.7%), positive re framing (21.4%), support from peers (20.0%). Others like humor (13.6%),
participating in sports (12.7%), and seeking emotional help are also helping the individuals to come out from their
depression and do their regular social functioning. The study suggested that the students should ventilate their
thoughts, fears with trusted people like family members, friends and teachers. The universities and the colleges should
conduct the yoga and meditation camps occasionally which provide the healthy and happy life.
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
Due Facilitating group to post by Day 1; all other students post AlyciaGold776
Due: Facilitating group to post by Day 1; all other students post to discussion prompt by Day 4 and one other peer initial discussion prompt post by Day 7
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Facilitating Group’s Post (to be replied)
Depression and Somatization Disorders
Barry Lynne, Brittany Stoken, and Jessica Murphy
NU664C: Psychiatric Mental Health Care of the Family I
November 1, 2021
Depression and Somatization Disorders
Hello Class,
Group 1 is assigned Depression and Somatization Disorders to further discuss. Failure to adjust and modify emotions cognitively while experiencing stress can ultimately present an outcome of exaggerated physiological and behavioral responses and amplify susceptibility to somatic disorders, such as somatization (Davoodi, et al., 2019). Somatization Disorder is the presentation of recurrent and multiple somatic complaints of several years duration for which medical attention has been sought but which do not derive from a specific physical disorder (Swartz, Blazer, & George, 2012).
Please respond to the following questions:
1. When caring for a patient with somatization disorder, what therapeutic interventions would you formulate (Allen, Woolfolk, Escobar, Gara, and Hamer, 2006)?
2. How would you evaluate the success of your interventions for a patient living with somatization?
Depression is an extremely serious mood disorder that effects how you think, feel, and act. Symptoms range from mild to severe including, feeling sad, loss of interest or pleasure, change in appetite, trouble sleeping or getting too much sleep, feeling worthless, difficulty concentrating, and thoughts of death or suicide (American Psychiatric Association, 2021). To be diagnosed with depression, symptoms must last at least two weeks and present a change in level of functioning (National Institute of Men ...
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
More Related Content
Similar to 2Relationship Between Depression (from heartbreak)
A case for positive psychology in pre service teacher educationBrian Devitt
Recent research in the area of positive psychology underlines the interconnected and highly correlated links between a positive emotional style and an individual’s psychological well-being. Cross sectional studies have shown that “happy” people tend to be more socially engaged and function better in their lives (Huppert, 2009). A meta-analysis of longitudinal studies has shown that happiness engenders the behaviours and beliefs that precede success in work and life (Lyubomirsky et al., 2005). Experimental studies using mood induction techniques have found that positive emotion significantly broadens attention (Rowe et al., 2007), enhances cognitive processing capabilities resulting in more creative and flexible problem solving (Isan & Daubman, 1984, Isan et al., 1987), increases taught action repertoires (Fredrickson & Branigan, 2005), improves learning (Bryan et al., 1996), boosts task performance and self-efficacy (Bryan & Bryan, 1991)
The principles and exercises of positive psychology have been taught to teachers in the Geelong Grammar school and to drill Sergeants in the US army resulting in positive outcomes to the well-being of both organisations (Seligman, 2012). Barsade (2002) would suggest this is aided by emotional contagion, the transfer of moods between groups through a process known as the ripple effect. Drawing on these research findings the study outlined here aims to examine the potential benefits of promoting the principles of positive psychology with pre-service secondary school teachers in Ireland.
Previous research suggests that training teachers to teach positive psychology techniques to students significantly reduces and even prevents symptoms of depression, hopelessness and anxiety while increasing optimism, engagement in learning, academic achievement and social skills (Brunwasser et al., 2009, Seligman et al., 2009). Teaching undergraduate pre-service teachers positive psychology may develop their openness to change as research suggests that positive psychological constructs such as optimism, hope, efficacy and resilience are malleable and open to positive change.
Due Facilitating group to post by Day 1; all other students post AlyciaGold776
Due: Facilitating group to post by Day 1; all other students post to discussion prompt by Day 4 and one other peer initial discussion prompt post by Day 7
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by Day 4. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Facilitating Group’s Post (to be replied)
Depression and Somatization Disorders
Barry Lynne, Brittany Stoken, and Jessica Murphy
NU664C: Psychiatric Mental Health Care of the Family I
November 1, 2021
Depression and Somatization Disorders
Hello Class,
Group 1 is assigned Depression and Somatization Disorders to further discuss. Failure to adjust and modify emotions cognitively while experiencing stress can ultimately present an outcome of exaggerated physiological and behavioral responses and amplify susceptibility to somatic disorders, such as somatization (Davoodi, et al., 2019). Somatization Disorder is the presentation of recurrent and multiple somatic complaints of several years duration for which medical attention has been sought but which do not derive from a specific physical disorder (Swartz, Blazer, & George, 2012).
Please respond to the following questions:
1. When caring for a patient with somatization disorder, what therapeutic interventions would you formulate (Allen, Woolfolk, Escobar, Gara, and Hamer, 2006)?
2. How would you evaluate the success of your interventions for a patient living with somatization?
Depression is an extremely serious mood disorder that effects how you think, feel, and act. Symptoms range from mild to severe including, feeling sad, loss of interest or pleasure, change in appetite, trouble sleeping or getting too much sleep, feeling worthless, difficulty concentrating, and thoughts of death or suicide (American Psychiatric Association, 2021). To be diagnosed with depression, symptoms must last at least two weeks and present a change in level of functioning (National Institute of Men ...
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
Reflecting on Personal Identity and Global CitizenshipReview the .docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
Reflecting on Personal Identity and Global CitizenshipReview the.docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
Reflecting on the movie we watched in class, 12 Angry Men, please ad.docxsimisterchristen
Reflecting on the movie we watched in class, 12 Angry Men, please address the following prompts:
1. Summarize the nature of the conflict between the jurors.
2. Describe the TRIP goals exhibited by the various jurors during the conflict.
TRIP goals: Topic goals-emerge as different ideas about what to do, what decisiond to make, where to go, how to allocate resources, or other externally objectifiable issues.
Relational goals-how each party wants to be treated by the other and the amout of interdependece they desire.
Identity goals-face saving, the key question is who am I in this particular interaction. As conflct increase in intensity, the parties shift to face saving as a key goal.
Process goals- The key question is what commmunication process would work best? Many times people disagree about how to formally or informally conduct a conflict.
3. What were some of the barriers to reaching a verdict/resolving the conflict?
4. How were the jurors ultimately able to move past those barriers?
The paper should be a minimum of three pages long and apply the theories we have covered in class.
.
Reflect on your understanding of the relationship between thinking a.docxsimisterchristen
Reflect on your understanding of the relationship between thinking and language.
Answer the following questions in 100 words each:
How do individuals acquire and develop language?
How do you personally communicate your thoughts and how did you learn to do so?
Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate?
Explain how you think these symbols are related to critical thinking?
The assignment will be graded according to the following criteria:
Clarity: The intent of the writer is clear.
Logic: The answer makes sense.
Answers question: The questions are addressed fully.
Mechanics: Answers contain proper punctuation and grammar.
.
Reflect on your experiences during research processes and MLA style.docxsimisterchristen
Reflect on your experiences during research processes and MLA style
Topic:
MLA Research Style
Write a two page essay to address the following elements:
Briefly discuss your experiences in completing research assignments prior to taking this course.
Discuss your understanding and the challenges of the research process this term.
Discuss your understanding and the challenges of researching a topic, creating works cited entries, and creating in-text citations.
Discuss your concerns about the research process as you prepare for your next Composition course.
Format:
2 pages
Size 12 print
Times New Roman font
Double space (all lines)
Heading in top left corner (double spaced)--your name, course name, my name, date
Effective and original title (five words or more)
No bold print, italics, underlining, or quotation marks for emphasis
Use essay format (introduction, body, and conclusion).
Use paragraph format and complete sentences.
NO PLAGIARISM
.
Reflect on what you learned in regards to mission statements.1) Di.docxsimisterchristen
Reflect on what you learned in regards to mission statements.
1) Discuss the importance of a mission statement. Imagine that you just opened a Human Services program for the homeless population in your community. Write a mission statement with goals and objectives that would explain the purpose of your program.
2) Discuss how your mission will assist your organization in achieving their goals and objectives.
(Remember to support your statements with appropriate scholarly resources)
.
Reflect on the following for your 1-page journal reflection. As a ma.docxsimisterchristen
Reflect on the following for your 1-page journal reflection. As a manager, you may encounter people from many different countries, each of whom have different perspectives based on their own unique combination of characteristics. Think about a culture from outside of the United States that you may have encountered, and that you would like to learn more about. What are some strategies you can use to learn more about this culture?
.
Reflect on what you have learned in this course.What future concer.docxsimisterchristen
Reflect on what you have learned in this course.
What future concerns are likely to impact public health?
How do you see global health concerns impacting your community?
How can you apply what you have learned in this course to your current practice?
APA Format
Nies, M. A., & McEwen, M. (2015).
Community/Public health nursing: Promoting the health of populations
(6th ed.). St. Louis, MO: Saunders/Elsevier.
Chapter 15: Globalization and International Health
Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. S. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention.
Online Journal of Issues in Nursing, 17
(2), 1. doi:10.3912/OJIN.Vol17No02Man01.
Click here to retrieve.
:
.
Reflect on this semester as it is coming to an end. Please summariz.docxsimisterchristen
Reflect on this semester as it is coming to an end. Please summarize in complete detailed paragraphs how your semester went looking at the context of your classes, your social life, and the things you have accomplished. Also reflect on what you plan to do next semester to improve your situation or to fully engage as a college student.
.
Reflect on the University Personal Development. What impediments.docxsimisterchristen
Reflect on the University
Personal Development
. What impediments to personal development do criminal and immoral acts cause against individuals? What impediments to personal development do criminal and immoral acts cause against societal development?
Personal Development.The University
stresses the development of every person's mind, spirit, and body for a balanced life. All members of the University community must demonstrate their commitment to personal development to help strengthen the character of our community.
.
Reflect on an experience when you interacted with someone from anoth.docxsimisterchristen
Reflect on an experience when you interacted with someone from another nation, ethnicity, religious affiliation, or political affiliation and you detected deep, underlying assumptions that were different from your own. Describe that interaction. Through what clues did the individual's deep, underlying assumptions become apparent to you? How did you react? In retrospect, what does that experience reveal to you about your own deeply held assumptions? (125 Words)
.
ReferencesAssignment Submit a reference list showing your r.docxsimisterchristen
References
Assignment:
Submit a reference list showing your research for the Environmental Issues Project
(My topic is to drill or not to drill
). The reference list should have a minimum of 6 sources and follow the APA format. You reference list can include citations from articles, your textbook, books, magazines, interviews, the Internet, etc. Make sure that the list is in alphabetical order.
Here is my submission for the project:
Pollution has been a major factor to the surrounding because most of the time many hazards such as; health problems, global warming, soil erosion among others have resulted due to the same fact. However, several factors cause the stated problems, and these include: noise, cutting down on trees, oil or chemical spills, wastes (Whitacre, 2012) Therefore, the following paper will put the focus on oil spills and the effect on the environment.
Oil spills may take place as a result of the bursting of the pipes that transport oil or spills from the oil tanks. Spillage might end up on water bodies being used by the marine animals and even on land leading to great destructions. For that reason, inspections are always being done each and every day on the tanks and pipes containing oil so as to make sure that no leakage is reported.
·
Alphabetize your sources. Make sure there are sources representing both sides of the issue.
Your references must match your intext citations
Examples of how I want your references done
Lamb, G
. (
2005, September 27
).
Science and politics: a dangerous mix.
Christian Science Monitor
,
97
(213
), 11-13.
Retrieved April 10, 2016
,
from Academic Search Premier database.
Link to article
Pielke Jr., R. (2006, Spring2006). When Scientists Politicize Science.
Regulation
,
29
(1), 28-34. Retrieved April 10, 2016, from Business Source Complete database.
Link to article
Author last name is always
first (this is how they are put in order)
Date of publication
Name of article and publication
DATE IT WAS RETRIEVED BY YOU
From where it was retrieved and the link
.
Referenced from American Literature Since the Civil War. Create.docxsimisterchristen
Referenced from:
American Literature Since the Civil War
. Create ed. McGraw-Hill, 2015. E-book.
Ernest Hemingway: Author Bio
Ernest Hemingway: Big Two-Hearted River: Part I and Part II
ee cummings:
I carry your heart with me ( I carry it in my heart)
ee cummings
:
Buffalo Bill's defunct
ee cummings
:
In just spring
T. S. Eliot: Author Bio
T. S. Eliot: The Love Song of J. Alfred Prufrock
TS Eliot:
The Hollow Men
Part I:
Identify three symbols in the readings from this week and discuss what you think those symbols mean in the context of the story or poem in which they are found.
Part II:
Based on Hemingway and TS Eliot, what are your impressions of the "Modern Man"?
Part III:
Share a web-based resource that you located that gave you more information about one of our readings this week, about Modernism, about WWI or about a specific author we covered. It could be a video or a website with text. Explain how the source contributed to your understanding. Is it the kind of source you could use in a literary essay, or is it better for 'preliminary research' and overall understanding, but not appropriate for academic use? Why?
Initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation.
Citations are not counted as part of your 200 word count requirement
.
Refer to the project from your local community or state that you des.docxsimisterchristen
Refer to the project from your local community or state that you described in Week 8, Discussion 1. You have learned that the unk-unk mind-set necessitates team management and creates a culture of encouraging problem reporting, valuing diversity, and utilizing social cohesion.
Write a one to two (1-2) page paper in which you:
Describe to your project sponsor how you intend to develop and implement an infrastructure of your project's management systems, focusing on at least two (2) significant unk-unks.
Prepare a communication on how your project team uses social cohesion as it implements an infrastructure of one (1) of the five (5) areas of management systems.
Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
Recruitment Methods  Please respond to the followingDevelop a b.docxsimisterchristen
Recruitment Methods" Â Please respond to the following:
Develop a brief plan to recruit for 20 nursing positions for your organization, using both internal and external recruiting sources. Justify the different resources you will use for this plan. Provide specific examples to support your rationale.
Analyze two ethical and legal considerations in using standardized interviews or employment tests that assess aptitude, attitude, honesty, and personality during the selection process. Provide specific examples to support your rationale.
.
Recommended Pages 5Style MLACitations Have a works cited page.docxsimisterchristen
Recommended Pages: 5
Style: MLA
Citations: Have a works cited page at the end of your essay and at least three citations.
Thesis: For this essay the general statement and the specificity will be chosen for you, but you will
need to find the depth on your own.
Scenario:
You are the foreman of a large nuclear bomb shelter that can sustain 100 people for 100 years. A
nuclear war has begun and 97 of the people who were supposed to come to this bomb shelter have
come, but three slots remain open. There are a number of people on the waiting list to be allowed
admittance into the bomb shelter. You will be given which three to save and you must write an essay
explaining why these three people were allowed into the shelter. You will research every factor of your
people including their jobs, diseases, social circumstances, and anything else that will add weight to
your argument. You will also spend some time explaining why you did not choose other more obvious
choices. You may assume your shelter has 10 million dollars in resources.
Bios
A.
Bradley Stevens
Age: 36
Sex: M
Occupation: HVAC Repairs
Family: Henry Stevens (son), Emily Stevens (Ex-wife)
In addition to his air conditioning mechanics, Bradley also has basic carpentry skills and has a
beginner’s pilot license. He completed an associate’s degree in Air conditioning repair at Denver
community college. He no longer lives with his son but is willing to raise him if the two are
admitted into the shelter. Bradley has one domestic battery conviction and served six months in
prison and two years of probation. He is mildly overweight, wears corrective lenses, but is in
good health.
B.
Emily Stevens
Age: 32
Sex: F
Occupation: None
Family: Henry Stevens (son), Bradley Stevens (Ex-husband)
Emily has some amateur gardening skills. She dropped out of college after two years. She has
five years of experience as an administrator’s assistant but has not worked for three years. Emily
lives with her son, Henry, and would prefer to live with him. Emily has no criminal record. She is
in good physical shape, and in good health. She has been diagnosed with severe depression
three years ago and takes anti-depressant medication.
C.
Henry Stevens
Age: 12
Sex: M
Occupation: None
Family: Bradley Stevens (Father), Emily Stevens (mother)
Henry is a grade school student. His aptitude tests are average and his grades are usually below average. He has two years of experience as a cub scout and has learned several camping and survival tactics. Henry will have to live with a guardian and prefers his mother, but will not require as many meals as a full grown adult. Henry has been diagnosed with ADD and has had
difficulty with his schoolwork. He has no other illnesses or diseases.
D.
Geoffrey Augustus
Age: 34
Sex: M
Occupation: Physics Instructor
Family: None
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2Relationship Between Depression (from heartbreak)
1. 2
Relationship Between Depression (from heartbreak) and
Reaction Time
Jenna Lantrip
October 2nd, 2022
Relationship Between Depression (from heartbreak) and
Reaction Time
There are many reasons that can cause depression and a
cognitive developmental delay, but this review is going to be
looking at depression that comes from a relational breakup
2. (heartbreak) and how this effects their reaction time. When an
individual undergoes emotional distress that was caused by
heartbreak it can lead the individual to negative effects such as,
having an increased risk of physical illness and stress-related
diseases (Izzati & Takwin, 2018). Young-adults, according to
Erikon’s theory are going thothe developmental stage of
intimacy versus isolation (Izzati & Tawkin, 2018; Erikson
1968). This emphasizes that young adults are either developing
intimate relationships with other individuals or they are being
isolated from society. Naturally when an individual is actively
pursuing an intimate relationship with another individual and
this fails, heartbreak is expected. One should never
underestimate the effects that a heartbreak can cause to an
individual. Heartbreak can result into emotional distress and
even in grief responses (Izzati & Takwin, 2018; Kaczmarek et
al., 1990 in Lepore & Greenber, 2002). There can be different
levels of heartbreak, an extreme level can cause emotional
distress from a heartbreak that can link a person to horrid
scenes, such as psychopathology or even death (Izzati &
Takwin, 2018; Field, 2011).
The aim of this study was to explore the relationship between
depression from heartbreak and the effects of cognitive
development, more specifically, reaction time in individuals
who range from 14-24 years of age. The participants were
assessed by using the Beck Depression Inventory Scale
(Streiner, 2002) and The Taylor Competitive Reaction Time
Test (TCRTT). Results from this study could be beneficial to
mental health professionals and individuals of these ages in
understanding why they have a slower or faster reaction time
than others.
Background of the Study
When an individual goes through a breakup from a
relationship, this can cause many different negative experiences
to happen. Whenever there is an increase of stress coming from
an event, there is an increased risk for developing depression
3. (Verhallen et al., 2019). Conducting research studies on
stressful and emotional upsetting events can provide for great
insight as to why there are individual differences when talking
about stress-related coping and the link for stress and
depression. Previous research has shown that the breakup from a
romantic relationship can have such a strong emotional
upsetting there can be multiple symptoms that are related to
sadness, grief, and depression (Verhallen et al., 2019). There
can even be a result of having an increased risk of developing a
depressive episode (Verhallen et al., 2019). Women have
reported for a higher distress score compared to men in the
study. In the study (Stoessel et al., 2011) the participants with a
relationships breakup in the following six months and
experiencing sadness ended over the breakup ended up having
the same symptoms of being clinically depression. For women
after the break up after four months, they reported high levels
of complicated grief (Verhallen et al., 2019). There was also a
different brain pattern that was an increased activity in
posterior regions such as the cerebellum and decreased in
activity in the anterior regions. This was found in these women
when they were ruminating about their breakup and the ex-
individual in comparison with thinking about an acquaintance.
The study by Verhallen et al. (2019) was conducted to examine
if the breakup from a romantic relationship could be used as an
experimental method for studying a depression-like state. The
results from this study indicated that the effects of experiencing
a relationship breakup can be captured with two descriptors:
“sudden loss” and “lack of positive affect”. The sudden loss and
lack of positive affect are both associated with severity of
depression and the symptoms. The researchers proposed that
this life-event is a viable experimental model that can help with
investigating symptoms of depression in individuals who have
not been diagnosed with a psychiatric disorder.
Rationale/GAP
Although previous studies have found that the working
4. memory becomes altered after a romantic relationship break up,
no study to date has examined an individual’s reaction time
after a romantic relationship breakup. According to Verhallen et
al. (2021), acute stress and even chronic stress has the ability to
impair an individual’s effect on working memory in healthy
individuals. Chronic stress and dysregulation of stress response
can be a leading factor for mood disorders, including depression
(Bale, 2006). Resulting from Rose and Ebmeier (2006),
depressed participants showed a reduced performance on their
working memory task than the healthy control group did. The
results from the study by Verhallen et al. (2021) concluded that
there is less precuneus activation and identified a working
memory-related brain network within their heartbreak
population that relates to depressive symptom severity. The
results from this study suggest that there is a relationship
between depression from heartbreak and cognitive functioning.
According to Schoofs et al. (2008), there has been a slower
reaction time and lower accuracy rates due to social stress in
male subjects. There has not been research conduction on the
cognitive development in terms of reaction time during
depression that resulted from a heartbreak and that is what this
study will be focusing on.
Research Questions and HypothesesThis study’s primary
purpose is to explore if depression from heartbreak impacts an
individual’s reaction time. The primary research question and
hypothesis which guides this study are: Research Questions
RQ. Is there a relationship between depression (from
heartbreak) and reaction time in 14-24-year-
olds? HypothesesH0: There is not a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year-old’s. Ha: There is a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year old’s. Nature of the Study
This quantitative correlational study is aimed at
identifying the relationship between depression (from
5. heartbreak) and reaction time in 14-24-year old’s. The Beck
Depression Inventory Scale (Streiner, 2002) and The Taylor
Competitive Reaction Time Test (TCRTT) will be conducted by
using an online format to evaluate the relationship of depression
and heartbreak.
Significance of the Study
Having an understanding on how depression from a
heartbreak can affect an individual’s reaction time in
individuals 14-24 years of age is crucial for developing
preventions, interventions, and services to help decrease their
chances of cognitive impairment. This study can provide
information that can help individuals with their mental health,
provide coping skills for depression, and give a better
understanding as to why individuals may be struggling with
their reaction times. This can also give mental health
professionals the knowledge to prepare interventions and have
more of an understanding of cognitive development for
depressed individuals from having their heart broken. The
intention of this study is to add to the literature already
available about the effects of depression from heart break. This
study will allow individuals to participate in treatment’s since
they now are aware.
Methods
Participants
The participants that will be included in this study are high
school and college students who range from the ages of 14-24
years old in the United States. This can include any state, ethnic
background, and gender. This will create for a diverse group of
subjects to participate. The participants will be equally both
female and male. The participants will be required to speak and
read English at an understandable level. The total number of
participants that this study will aim to gain is N=200.
Keiser University Institutional Review Board will need to give
6. approve for this study before recruiting subjects to participate
in the study. This study will gain participants by posting the
questionnaires online for subjects to participate if they qualify
as a subject. The study will be posted on social media cites,
such as; survey monkey, Facebook, Twitter, Group chats, etc.
This will get the study more diversity among states and
different groups of individuals rather than going into a school
classroom to gain participants. Since the questionnaires are
online this will be possible to succeed at.
According to Bosnjak and Tuten (2003), prepaid incentives
in web surveys have shown that prize draws increase the
completion rate of online surveys and they reduce the
possibility of an incomplete survey participation. To increase
the chance of the subjects participating in the study, the
participants will be entered to into a prize draw.
Measures
The Beck Depression Scale
The Beck Depression Inventory Scale is a 21-item questionnaire
scale that was the first formal attempt at using self-ratings to
assess the severity of depression (LeBlanc et al., 2002). This
can be used in normal and psychiatric populations (Jackson-
Koku, 2016). The questionnaire was developed from clinical
observations of attitudes and symptoms that were occurring
frequently in depressed psychiatric patient and infrequently in
non-depressed psychiatric patients. The Beck Depression Scale
has 21 items that are on a 4-point scale from 0 (no symptoms) to
3 (severe symptoms). The minimum score is zero while the
maximums core is 62. The higher the scoring means the higher
severity of depression. When the score is 0-13 this indicates
that there is minimal depression, 14-19 (mild), 20-28
(moderate), and 29-63 (severe depression). The content validity
of this has improved with item replacements and rewording of
the DSM-IV to reflect the criteria needed for major depressive
disorders. Construct validity is high for medical symptoms that
7. are measured by the questionnaire. There has also been high
concurrent validity demonstrated between the questionnaire and
other measures of depression. For criterion validity the
instruments are positively correlated with the Hamilton
Depression Rating Scale with having a high one week test-retest
reliability.
The Taylor Competitive Reaction Time Test
The Taylor Competitive Reaction Time Test (TCRTT) was
modified to use noise blasts instead of using electric shocks,
which is how it was first designed (Ferguson & Rueda, 2009).
The noise blasts are easily adaptable to a computer-driven
format and is more ethical. These noise blasts do not cause the
participant any physical harm to their ears/body. During this
test, participants are playing a reaction time game against an
“alleged” human opponent, who does not really exist. The noise
blasts would happen if the participant losses the game. The
variation of the noise bust can be administrated through a PC or
Mac computer, which would require no additional machinery.
The noise blast can be determined in regards to how intense and
the duration of them by the computer. Reaction time can be
measured by this instrument by how fast the participants react
to the noise burst. This could look like a flinch, blinking, or any
sort of movement/vocalization.
Procedure
The data collected for this study was all collected online from
the instruments that were used. The results from The Beck
Depression Test and The Taylor Competitive Reaction Time
Test (TCRTT) were all inserted into the SurveyMonkey website.
The subjects of this study would then be giving access to the
survey by sending out a link on different social media
platforms. This link would bring participants to the instructions
of the survey.
8. When the survey link opens, it will lead to information
about the study, what will happen during the study, and the
purpose of the study. It will not actually give the goal of the
study to the participants, just everything that they need to know
to sign consent forms. The participants will be given a section
of on the link to sign consent forms, these will include that their
information will be kept confidential and if the participants
choose to not participant then they do not have to. The purpose
of not telling the participants the entire reason and goal for the
study is so that they will not tell other participants. If other
participants are told then they can alter results if the
participants know what the researchers are looking for. When
participants agree to the study and meet criteria they then will
be brought to the survey questions. For the participants that did
not agree or did not meet criteria will then leave the study. At
this point the remaining participants will taking The Beck
Depression test and The Taylor Competitive Reaction Time Test
(TCRTT) would combined time should be about 30 minutes for
competition of the study for participants.
Results This study’s primary purpose is to explore if depression
from heartbreak impacts an individual’s reaction time. The
primary research question and hypothesis which guides this
study are: Research Questions
RQ. Is there a relationship between depression (from
heartbreak) and reaction time in 14-24-year-
olds? HypothesesH0: There is not a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year-old’s. Ha: There is a statistically significant
relationship between depression (from heartbreak) and reaction
time in 14-24-year old’s. The hypothesis of this study is
predicting that there will be a reaction time between depression
from heartbreak and reaction time. It is predicted that the more
depression resulting from heartbreak then there will be a slower
reaction time for those individuals. Individuals who are not
experiencing depression or not as severe depression will have a
9. faster reaction time. Due to there being a range of depression
scores, continuous data will be collected. According to
Verhallen et al. (2021) a relational breakup can be a severely
stressful event for individuals that can lead to depressive
symptoms in healthy people. It was found that for the
heartbreak group, there is a negative association with depressive
symptom severity and brain networking presenting mostly the
precuneus, anterior cingulate gyrus and supplementary motor
cortex (Verhallen et al., 2021). This study suggest that the
breakup effect is accompanied by workload-dependent working
memory alterations. The findings from this study creates for an
expected effect from depression on an individual’s reaction
time.The Pearson’s Correlation statistical test will be used to
compare the relationships between depression from heartbreak
and reaction time. There will be a preliminary analysis ran to
make sure that the data met the required criteria. It is predicted
that there will be a significant, positive correlation between
depression from heartbreak and reaction time for individuals.
Figure 1 represents the hypothetical results of a Pearson’s
r correlation between depression and reaction
time.
Figure 1. Relationship between depression and
reaction time.
Discussion
Depression from romantic relationships that results from
heartbreak can create very stressful events. This chronic
depression can create for many life altering physical effects on
the body. This literature review focused on the effects of
reaction time for participants. This study took the time to make
sure that the measures and procedures were all conducted in an
ethical manner and was approved by the Keiser Institute Review
Board. The participants were made aware of the instructions,
age requirements, and what instruments were being used before
they participated in the study. The participants were made
aware that if they did not want to participate at any time during
10. the study, that they were free to leave without any harm done.
The instruments were all conducted in English for primary
English speakers. Due to the potential of The Beck Depression
Inventory Test bring up past trauma or depressive/sensitive
subjects, the participants were given a number to call for free
counseling if they needed it.
This study will certainly give informational results about
depression and reaction time, but there will also be limitations
of this study. The first limitation of this study is that there are
no prior mental health disorders being tested. There could be
other factors playing into the participants depression other than
heartbreak that they are not disclosing. This would affect the
study with not knowing if the depression results are purely from
a relationship break up. Future research needs to be conducted
on participants that are measured for other mental health
disorders to make sure that they do not have any.
Another limitation of this study is that this study is a
correlational design, having a causal relationship between
depression and reaction time will not be determined. Future
research should focus this study on an experimental design to
create for more definite results.
The third limitation of this study is that gender was not
looked at during. There was not a comparison in the different
genders when the results were determined. Having more
research on this topic and comparing genders will help with the
results of this study.
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Continuous Variables for Correlation
Y 20 30 40 50 60 70 80 80 70 60 50 40
30 20
Reaction Time
Depression