This document provides directions for a chapter assignment on consciousness and states of consciousness. It includes 21 objectives covering topics like the history of the study of consciousness, biological rhythms, sleep cycles and disorders, theories of why we sleep, dreams, hypnosis, psychoactive drugs, and near-death experiences. Students are asked to write responses on separate sheets of paper to address each objective and attach them to this document.
Text Psychology Core Concepts Zimbardo, Johnson and Hamilton 7TH.docxtodd191
Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7
TH
EDITION (978-0-205183463) I cant found the text online maybe you can
Or You can access The Discovering Psychology video series on the internet for free!
Go to
www.learner.org
Click on the blue tab near the top that reads “view programs”
Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!
Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length)
AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).
ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).
Week 8 Nov. 4 videos/Obj. units 15,16
Week 9 Nov.11 videos/Obj. units 17,18
Week 10 Nov. 18 videos/Obj. units 19,20
Week 4 Oct.
7 videos/Obj. units 7,8 Week 11 Nov. 25 videos/Obj. units 21/22
Week 5 Oct. 14 videos/Obj. units 9,10 Week 12 Dec. 2 videos/Obj. units 23/24
Week 6 Oct. 21 videos/Obj. units 11,12 Week 13 Dec. 09 videos/Obj. units 25/26
Week 7 Oct. 28 videos/Obj. units 13,14
Objective 7
After viewing the television program and completing the assigned readings, you should be able to:
1. Define and compare sensation and perception.
2. Describe how a visual stimulus gets translated into “sight” in the brain.
3. Describe the field of psychophysics.
4. Be able to distinguish distal and proximal stimuli.
5. Explain why illusions provide clues to perceptual mechanisms.
6. Describe Gestalt psychology.
7. Describe the phenomenon of perceptual constancy.
8. Describe the psychological dimensions of sound and the physiology of hearing.
9. Describe the difference between top-down and bottom up processing.
10. Discuss the senses of smell, taste and touch.
Objectives 8
After viewing the television program and completing the assigned readings, you should be able to:
1. Define learning.
2. Describe the process of classical conditioning and show how it demonstrates learning by association.
3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.
4. Describe the process of operant conditioning.
5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.
6. Describe how observational learning occurs.
7. Discuss the varieties of reinforcement schedules, including.
Text Psychology Core Concepts Zimbardo, Johnson and Hamilton 7TH.docxtodd191
Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7
TH
EDITION (978-0-205183463) I cant found the text online maybe you can
Or You can access The Discovering Psychology video series on the internet for free!
Go to
www.learner.org
Click on the blue tab near the top that reads “view programs”
Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!
Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length)
AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).
ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).
Week 8 Nov. 4 videos/Obj. units 15,16
Week 9 Nov.11 videos/Obj. units 17,18
Week 10 Nov. 18 videos/Obj. units 19,20
Week 4 Oct.
7 videos/Obj. units 7,8 Week 11 Nov. 25 videos/Obj. units 21/22
Week 5 Oct. 14 videos/Obj. units 9,10 Week 12 Dec. 2 videos/Obj. units 23/24
Week 6 Oct. 21 videos/Obj. units 11,12 Week 13 Dec. 09 videos/Obj. units 25/26
Week 7 Oct. 28 videos/Obj. units 13,14
Objective 7
After viewing the television program and completing the assigned readings, you should be able to:
1. Define and compare sensation and perception.
2. Describe how a visual stimulus gets translated into “sight” in the brain.
3. Describe the field of psychophysics.
4. Be able to distinguish distal and proximal stimuli.
5. Explain why illusions provide clues to perceptual mechanisms.
6. Describe Gestalt psychology.
7. Describe the phenomenon of perceptual constancy.
8. Describe the psychological dimensions of sound and the physiology of hearing.
9. Describe the difference between top-down and bottom up processing.
10. Discuss the senses of smell, taste and touch.
Objectives 8
After viewing the television program and completing the assigned readings, you should be able to:
1. Define learning.
2. Describe the process of classical conditioning and show how it demonstrates learning by association.
3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination.
4. Describe the process of operant conditioning.
5. Know the distinction between positive and negative punishment and between positive and negative reinforcement.
6. Describe how observational learning occurs.
7. Discuss the varieties of reinforcement schedules, including.
PSY 1010, General Psychology 1 UNIT III STUDY GUIDE .docxamrit47
PSY 1010, General Psychology 1
UNIT III STUDY GUIDE
Body Rhythms, Mental States,
and Sensation and Perception
Learning Objectives
Upon completion of this unit, students should be able to:
1. Determine the purpose of biological rhythms and explain their
significance.
2. Differentiate between patterns of sleep and determine their function.
3. Identify and explain the different theories about the function of dreams.
4. Distinguish between the theories of hypnosis.
5. Determine and discuss how drugs can alter mental states.
6. Determine the difference between sensation and perception, and explain
their significance.
7. Identify how psychologists measure senses.
8. Discriminate between the human senses and describe their significance
Written Lecture
Chapter 5: Body Rhythms and Mental States
Do you ever find yourself daydreaming? Have you caught yourself drifting in and
out of a conversation only to realize that you were in a hypnogogic state?
Research purports that consciousness ebbs and flows instead of remaining in a
constant, discrete state, as has been argued.
Wade & Tavris (2011) explain that our conscious thoughts in one state can
directly filter over into another area of consciousness. Cartwright (1974) posited
that our conscious thoughts can have a direct correlation to our dreams. She
argued that if one spent a great deal of the day contemplating a particular
thought, in all likelihood that same thought, or a slight variation, would manifest
in the individual’s dreams that night (Cartwright, 1974). What do you think? Has
this ever happened to you? As you read this chapter, you will gain better insight
into our conscious thoughts and behaviors, as well as our sleeping patterns. Are
these areas somehow intertwined? Are there linkages that actually exist that can
explain why we have certain dreams? What is the true function of our dreams?
As you continue throughout your readings, begin to examine your own sleeping
patterns. Do you ever find yourself feeling drowsy for seemingly no reason at
all? Many argue that our industrialized society might be the culprit behind our
sleep deprivation. One’s biological clock sometimes gets out of sync due to
exposure to bright lights. Research has studied the effects of too much exposure
to bright lights on one’s internal clock. Experiments have even been conducted
that capitalize on this theory to treat seasonal affective disorder. As you go
throughout your day, begin to notice when you feel sleepiness creeping upon
you. Do you have an established bedtime ritual? What happens if you do not get
to bed at your “normal” hour? How is the next day altered if you did not get an
adequate amount of rest? This chapter will expose the reader to many elements
related to body rhythms, and the importance of dreams.
Further examination of this chapter will prompt one to examine the controversy
related to hypnosis. Many argue that some individual ...
Neurological DisordersNeurological disorders, such as headaches, s.docxTanaMaeskm
Neurological Disorders
Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia, can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the nurse’s responsibility to assist physicians in the diagnosis, treatment, and education of patients with neurological disorders.
To prepare:
·
Review this week’s media presentations on the nervous system.
·
Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the pathophysiology, as well as the types of drugs that would be prescribed to patients to treat your selected disorder.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of the disorder. Then, reflect on how this factor might impact the effects of prescribed drugs, as well as measures you might take to help reduce any negative side effects.
·
Locate an agency that provides patient education on your selected disorder and review the available materials and curriculum. Consider how you might be able to use those materials to educate a patient on the disorder, treatment options, management, and self-care.
Questions to be addressed in my paper:
1.
A description of the neurological disorder you selected, including its pathophysiology and types of drugs that would be prescribed to treat patients.
2.
Explain how the factor you selected might impact the pathophysiology of the disorder, as well as the effects of prescribed drugs.
3.
Include a description of measures you might take to help reduce any negative side effects.
4.
Finally, explain how you would use materials from a supporting agency to educate patients on the disorder, treatment options, management, and self-care.
5.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 4 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
References:
Readings
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 12, “Structure and Function of the Neurologic System”
This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.
o
Chapter 13, “Pain, Tempe.
Drug addiction has been given the title of a "disease" when the earliest writings on addiction said it is "like a disease" and not a disease. There are those who claim that addiction is a "brain disease" when there actually is no direct research that proves this. This paper questions the disease concept in addiction.
Learning Objectives• Be able to conceptualize the information.docxmanningchassidy
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology, neurology, and psychopharmacology. This includes counselo.
1.Using an example of human behaviour discuss the three main the.docxhacksoni
1.
Using an example of human behaviour discuss the three main themes/debates that have occupied psychological thought throughout the history of psychology.
2.
Describe the scientific advances during renaissance with particular reference to the new scientific method, rationalism and empiricism and their methods of investigation using examples to show how these methods were applied
3.
Identify the official beginning of psychology as a science and describe the different types of research methods used and the type of research they were used for
4.
Define Gestalt psychology, discuss how it was developed and describe some of the gestalt laws of perception
5.
Define and describe the development of the school of thought in psychology known as behavioursim and discuss classical conditioning by outlining Pavlov’s experiment and the concepts of conditioned and unconditioned stimulus and response
6.
Describe the focus of psychoanalysis as a school of thought and discuss Freud’s concept of the unconscious
7.
Identify 5 breakthroughs in scientific knowledge from the 19
th
and early 20
th
century and discuss the ways by which they altered our understanding of brain functioning and opened the way to biological psychology.
8.
Define emotions, identify the two theoretical controversies surrounding them and describe three theories of emotion using examples
...
Questions1. Describe three major features of PCP intoxication .docxmakdul
Questions
1. Describe three major features of PCP intoxication that are significantly different from the effects of other hallucinogens.
2. What are some of the positive effects of marijuana use? What are some of the negative effects?
3. Discuss the structure and the functioning of neurons.
4. Why do you think there is an unusually intense interest in the effects of in utero exposure to cocaine, when the evidence is so much stronger with respect to the most widely available licit drugs, alcohol, and nicotine?
5. By what criteria do we say that a drug is being misused or abused?
6. Can LSD result in drug dependence? Why or why not?
7. What could be the various factors that are responsible for the effects of drugs on the mind and body?
8. Contrast the adverse effects of the acute toxicity and the chronic toxicity of drugs.
9. What types of illicit drugs are most likely to result in an Emergency Room visit?
10. Examine and describe many of the factors that influence drug-taking behavior.
QUESTION 2
1. Explain what a 'sting operation' is.
QUESTION 5
1. Describe the functions of a school resource officer.
QUESTION 7
1. Explain what a 'power shift' is, and why police agencies use them.
QUESTION 13
1. What did the Kansas City patrol experiment discover?
Path: p
Words:0
...
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docxTawnaDelatorrejs
CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
PSY 1010, General Psychology 1 UNIT III STUDY GUIDE .docxamrit47
PSY 1010, General Psychology 1
UNIT III STUDY GUIDE
Body Rhythms, Mental States,
and Sensation and Perception
Learning Objectives
Upon completion of this unit, students should be able to:
1. Determine the purpose of biological rhythms and explain their
significance.
2. Differentiate between patterns of sleep and determine their function.
3. Identify and explain the different theories about the function of dreams.
4. Distinguish between the theories of hypnosis.
5. Determine and discuss how drugs can alter mental states.
6. Determine the difference between sensation and perception, and explain
their significance.
7. Identify how psychologists measure senses.
8. Discriminate between the human senses and describe their significance
Written Lecture
Chapter 5: Body Rhythms and Mental States
Do you ever find yourself daydreaming? Have you caught yourself drifting in and
out of a conversation only to realize that you were in a hypnogogic state?
Research purports that consciousness ebbs and flows instead of remaining in a
constant, discrete state, as has been argued.
Wade & Tavris (2011) explain that our conscious thoughts in one state can
directly filter over into another area of consciousness. Cartwright (1974) posited
that our conscious thoughts can have a direct correlation to our dreams. She
argued that if one spent a great deal of the day contemplating a particular
thought, in all likelihood that same thought, or a slight variation, would manifest
in the individual’s dreams that night (Cartwright, 1974). What do you think? Has
this ever happened to you? As you read this chapter, you will gain better insight
into our conscious thoughts and behaviors, as well as our sleeping patterns. Are
these areas somehow intertwined? Are there linkages that actually exist that can
explain why we have certain dreams? What is the true function of our dreams?
As you continue throughout your readings, begin to examine your own sleeping
patterns. Do you ever find yourself feeling drowsy for seemingly no reason at
all? Many argue that our industrialized society might be the culprit behind our
sleep deprivation. One’s biological clock sometimes gets out of sync due to
exposure to bright lights. Research has studied the effects of too much exposure
to bright lights on one’s internal clock. Experiments have even been conducted
that capitalize on this theory to treat seasonal affective disorder. As you go
throughout your day, begin to notice when you feel sleepiness creeping upon
you. Do you have an established bedtime ritual? What happens if you do not get
to bed at your “normal” hour? How is the next day altered if you did not get an
adequate amount of rest? This chapter will expose the reader to many elements
related to body rhythms, and the importance of dreams.
Further examination of this chapter will prompt one to examine the controversy
related to hypnosis. Many argue that some individual ...
Neurological DisordersNeurological disorders, such as headaches, s.docxTanaMaeskm
Neurological Disorders
Neurological disorders, such as headaches, seizure disorders, sleep disorders, depression, and dementia, can present several complications for patients of all ages. These disorders affect patients physically and emotionally, impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders may have drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the nurse’s responsibility to assist physicians in the diagnosis, treatment, and education of patients with neurological disorders.
To prepare:
·
Review this week’s media presentations on the nervous system.
·
Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the pathophysiology, as well as the types of drugs that would be prescribed to patients to treat your selected disorder.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of the disorder. Then, reflect on how this factor might impact the effects of prescribed drugs, as well as measures you might take to help reduce any negative side effects.
·
Locate an agency that provides patient education on your selected disorder and review the available materials and curriculum. Consider how you might be able to use those materials to educate a patient on the disorder, treatment options, management, and self-care.
Questions to be addressed in my paper:
1.
A description of the neurological disorder you selected, including its pathophysiology and types of drugs that would be prescribed to treat patients.
2.
Explain how the factor you selected might impact the pathophysiology of the disorder, as well as the effects of prescribed drugs.
3.
Include a description of measures you might take to help reduce any negative side effects.
4.
Finally, explain how you would use materials from a supporting agency to educate patients on the disorder, treatment options, management, and self-care.
5.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 4 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
References:
Readings
·
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
o
Chapter 12, “Structure and Function of the Neurologic System”
This chapter begins with an overview of the structure and function of the nervous system. It also explains the importance of the central, peripheral, and autonomic nervous systems.
o
Chapter 13, “Pain, Tempe.
Drug addiction has been given the title of a "disease" when the earliest writings on addiction said it is "like a disease" and not a disease. There are those who claim that addiction is a "brain disease" when there actually is no direct research that proves this. This paper questions the disease concept in addiction.
Learning Objectives• Be able to conceptualize the information.docxmanningchassidy
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology, neurology, and psychopharmacology. This includes counselo.
1.Using an example of human behaviour discuss the three main the.docxhacksoni
1.
Using an example of human behaviour discuss the three main themes/debates that have occupied psychological thought throughout the history of psychology.
2.
Describe the scientific advances during renaissance with particular reference to the new scientific method, rationalism and empiricism and their methods of investigation using examples to show how these methods were applied
3.
Identify the official beginning of psychology as a science and describe the different types of research methods used and the type of research they were used for
4.
Define Gestalt psychology, discuss how it was developed and describe some of the gestalt laws of perception
5.
Define and describe the development of the school of thought in psychology known as behavioursim and discuss classical conditioning by outlining Pavlov’s experiment and the concepts of conditioned and unconditioned stimulus and response
6.
Describe the focus of psychoanalysis as a school of thought and discuss Freud’s concept of the unconscious
7.
Identify 5 breakthroughs in scientific knowledge from the 19
th
and early 20
th
century and discuss the ways by which they altered our understanding of brain functioning and opened the way to biological psychology.
8.
Define emotions, identify the two theoretical controversies surrounding them and describe three theories of emotion using examples
...
Questions1. Describe three major features of PCP intoxication .docxmakdul
Questions
1. Describe three major features of PCP intoxication that are significantly different from the effects of other hallucinogens.
2. What are some of the positive effects of marijuana use? What are some of the negative effects?
3. Discuss the structure and the functioning of neurons.
4. Why do you think there is an unusually intense interest in the effects of in utero exposure to cocaine, when the evidence is so much stronger with respect to the most widely available licit drugs, alcohol, and nicotine?
5. By what criteria do we say that a drug is being misused or abused?
6. Can LSD result in drug dependence? Why or why not?
7. What could be the various factors that are responsible for the effects of drugs on the mind and body?
8. Contrast the adverse effects of the acute toxicity and the chronic toxicity of drugs.
9. What types of illicit drugs are most likely to result in an Emergency Room visit?
10. Examine and describe many of the factors that influence drug-taking behavior.
QUESTION 2
1. Explain what a 'sting operation' is.
QUESTION 5
1. Describe the functions of a school resource officer.
QUESTION 7
1. Explain what a 'power shift' is, and why police agencies use them.
QUESTION 13
1. What did the Kansas City patrol experiment discover?
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Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docxTawnaDelatorrejs
CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
1. DIRECTIONS: On separate sheets of paper, respond to each of the following objectives. This will serve as a notetaking guide for this chapter. Attach this paper to your work. <br />1. Discuss the history of psychology’s study of consciousness, and contrast conscious and unconscious information processing.<br />2. Distinguish four types of biological rhythms, and give an example of each. <br />3. Describe the cycle of our circadian rhythm, and identify some events that can disrupt this biological clock. <br />4. List the stages of the sleep cycle, and explain how they differ. <br />5. Explain why sleep patterns and duration vary from person to person. <br />6. Discuss several risks associated with sleep deprivation. <br />7. Identify four theories of why we sleep.<br />8. Identify the major sleep disorders.<br />9. Describe the most common content of dreams.<br />10. Compare the major perspectives on why we dream.<br />11. Define hypnosis, and note some similarities between the behavior of hypnotized people and that of motivated unhypnotized people.<br />12. Discuss the characteristics of people who are susceptible to hypnosis, and evaluate claims that hypnosis can influence people’s memory, will, health, and perception of pain.<br />13. Give arguments for and against hypnosis as an altered state of consciousness.<br />14. Define psychoactive drug.<br />15. Discuss the nature of drug dependence, and identify three common misconceptions about addiction.<br />16. Name the main categories of psychoactive drugs, and list three ways these substances can interfere with neuro- transmission in the brain.<br />17. Explain how depressants affect nervous system activity and behavior, and summarize the findings on alcohol use and abuse.<br />18. Identify the major stimulants, and explain how they affect neural activity and behavior.<br />19. Describe the physiological and psychological effects of hallucinogens, and summarize the effects of LSD and marijuana.<br />20. Discuss the biological, psychological, and social-cultural factors that contribute to drug use.<br />21. Describe the near-death experience and the controversy over whether it provides evidence for a mind-body dualism.<br />