Environmental And Genetic Impact On Fetal Development

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Discussion: Environmental and Genetic Impact on Fetal Development

Both environmental and genetic influences impact fetal development. Some substances (e.g., folic acid, hormones, etc.) have the biggest influence at sensitive periods during gestation. Early in gestation, when neurological development is at its peak, folic acid is most important. Hormones, such as androgen and estrogen, are necessary for external genital differentiation between 9 and 12 weeks of gestation. Prenatal alcohol exposure, however, can impact fetal growth at any time during gestation. On the other hand, environmental influences such as maternal genetics, nutrition, health, and immunization can have a positive impact on fetal development, mitigating the impact of substances and other negative influences. In addition to environmental influences, you must also consider the impact of genetic influences. Genes determine not only an individual’s physical features at birth—they also contribute to hormonal processes throughout the lifespan. The interaction of environmental influences and genetic influences impacts the development of a fetus.

For this Discussion, you will examine environmental and genetic influences on fetal development.

To prepare for this Discussion:

· Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other.

By Day 4

Post a brief description of the genetic influence and the environmental influence you selected. Then, explain how the environmental influence might positively or negatively affect the development of a fetus with the genetic influence you selected. Be specific and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations.

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

  • Chapter 2, “Genetic and      Environmental Foundations” (pp. 44–77)
  • Chapter 3, “Prenatal Development, Birth, and      the Newborn Baby” (pp. 78–117)

Charness, M. E., Riley, E. P., & Sowell, E. R. (2016). Drinking during pregnancy and the developing brain: Is any amount safe? Trends in Cognitive Sciences, 20(2), 80–82. doi:10.1016/j.tics.2015.09.011

Note: You will access this article from the Walden Library databases.

Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019

Note: You will access this article from the Walden Library databases.

Tzouma, V., Grepstad, M., Grimaccia, F., & Kanavos, P. (2015). Clinical, ethical, and socioeconomic considerations for prescription drug use during pregnancy in women suffering from chronic diseases. Therapeutic Innovation & Regulatory Science, 49(6), 947–956. doi:10.1177/2168479015589820

Note: You will access this article from the Walden Library databases.

Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2015). The impact of maternal gestational stress on motor development in late childhood and adolescence: A longitudinal study. Child Development, 87(1), 211–220.

The Impact of Maternal Gestational Stress on Motor Development in Late Childhood and Adolescence: A Longitudinal Study by Grace, T., Bulsara, M., Robinson, M., & Hands, B., in Child Development, 2015/October. Copyright 2015 by John Wiley & Sons-Journals. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center. Retrieved from https://www.researchgate.net/profile/Tegan_Grace/publication/282873739_The_Impact_of_Maternal_Gestational_Stress_on_Motor_Development_in_Late_Childhood_and_Adolescence_A_Longitudinal_Study/links/56244b7d08ae70315b5db881.pdf

March of Dimes Foundation. (2016). Retrieved from http://www.marchofdimes.org

Centers for Disease Control and Prevention. (2016). Birth defects. Retrieved from http://www.cdc.gov/ncbddd/birthdefects/index.html

SYNTHESIS PAPER NEO-FREUDIANISM 10

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NEO-FREUDIANISM 1

 

SYNTHESIS PAPER NEO-FREUDIANISM 10

Synthesis Paper – Neo-Freudianism

Introduction

The ramifications of mid-life theories are used to debunk myths and common assertions that typically denote a time of crisis and emotional instability, doubt, stress, loss and anxiety.

Weaver’s study employs a wealth of theories, ranging from Jungian, Freudian, Neo-Freudian, Existentialism, and others, to conclude how mid-life can represent new growth opportunities and new possibilities. Weaver dissects these beliefs by psychodynamic theorists who have argued that middle life is merely a product of childhood, and subsequently proposes that it could be indeed a stage in the individuals’ lifespan development, as linked to theories from Erikson and Peck. (Weaver, 2009).

 

 

 

 

 

 

 

 

 

 

Re-examining Mid-Life amid a Positive Perspective

In sum, the study is unique because it allows researchers to re-examine the mid-life conceptual framework amid a positive perspective, using notions offered by Erikson, Peck, Cohen, as well as a host of others. The study also embodies cultural implications since Weaver argues how many theories about meanings in life and midlife crises are culturally specific, not universal, and often merely rooted in Christian and Western ideologies. (Weaver, 2009). Likewise, Eagle’s article also offers a comprehensive synopsis of psychoanalysis critics, as well as an analysis of available criticisms, both inside and outside or within the psychoanalytic framework. Eagle strongly emphasizes that there are differences and diversity in psychoanalytic theory, in addition practices that are based not only on practical or experimental evidence effectively derive in information using a greater therapeutic mechanism but in widely physical developments and transformations in cultural, philosophical, and social–economic conditions. Eagle dismantles the notion that there is a widening scope for psychoanalytic treatments and even a wider potential “pool of patients.” (Eagle, 2007).

Furthermore, Weaver also contemplates the role of the analyst, as well as the role that

transference and self-disclosure plays in the discipline regarding the shifting of interpretations about therapeutic mechanisms with regards to overall psychoanalysis. In addition, there were other changes, such as the increasing emphasis on the therapeutic relationship and the reconceptualization of countertransference that were also discussed. (Weaver, 2009). Overskeid urges researchers to examine the similarities between Freud and Skinner, because differences between the two are more frequently covered. Overskeid also claims that Skinner was influenced by Freud and he traces connections between Psychoanalysis and Behaviorism in his article. The article uses historical and psychological findings and references to substantiate its claims. The commonality of both Freud and Skinner as positivists is also articulated as well as their zest for empirically driven research. (Overskeid, 2007).

Common Analysis of Consciousness and Civilization

Overskeid (2007). In regard to their common analysis of consciousness and civilization to

investigate aspects of language, human relationships, and the human condition, the author uncovers how Skinner and Freud provided a strong analysis with greater emphasis on the causes of behaviors that tend to be unconscious in nature. The writer claims that Skinner “in many ways echoed Freud’s description of primary and secondary processes in his description of rule-governed (conscious) and contingency-shaped (unconscious) behavior” as well as other Freudian Dynamisms. He wanted to illustrate that they both seemed to acknowledge the same causes behind dream symbols.

Hall and Lindzey (1957). The comprehensive article, “Social Psychological Theories: Adler, Fromm, Horney, and Sullivan,” offers many insights on how these theorists were major twentieth century pioneers who were instrumental in shaping social psychology as a theoretical framework. Adler is especially heralded as the first pioneer to break with Freud, but the writer commends Sullivan for offering a higher level of conceptualization and innovation. In brief, ample summaries and coverages are given to each theorist to offer a historical overview about their lives and major contributions to the field. There is also extensive inclusion of how each theorist conducted his or her research.

Scaturo (2005) highlights the vital roles among transference, countertransference, and resistance within psychotherapy and clearly defines each term as eminent psychotherapeutic concepts. These represent applicable psychoanalytic terminology within other theoretical orientations and disciplines according to the author. The author highlights how these dilemmas are important by explicitly assessing them in various contexts, such as the family physician’s office, a psychotherapist’s office, and other settings. The author utilizing in-depth case analyses of these examples to validate their argument. Therefore, the article is unique because of its practical crossovers. The writer further concludes how advances in psychotherapy integration may function as “a maturing force within the profession.”

Axelrod (2012) strongly argues that within the field of leadership development, there is a strong link between increased self-awareness and executive effectiveness. The shared similarities between executive consultation and psychoanalytic treatment are explored in this article and how they help to promote a greater understanding of self-awareness in action. This article has practical merits since it demonstrates how a psychoanalytic approach can cultivate coaching activities to increase executive self-awareness, emotional awareness, and guiding interventions. The article is accessible in its language and structure; it is also highly validated in its research scope as well. Clear definitions of key terms also greatly enrich this article.

Personal Facts and Coverage, beyond Theoretical and Professional Ideologies Personal facts and coverage, beyond theoretical and professional, are also unveiled in this article, such as Skinner’s loss of his Brother and Freudian defense mechanisms, like displacement and projection. The author helps researchers to further understand conflict and harmony that occurred among both men. Thus, the piece is essential to allow us to see how both psychologists influenced another.

 

 

Adler affixed symbolic interest toward the social determinants of behavior as well as his

concept of the creative self and the uniqueness of personality. Fromm stressed the condition of isolation, the desire for natural roots, and a solid frame of reference. The writer also divulges how Horney focused on the primary concept of basic anxiety, ten “neurotic” needs, and other major premises.

Sullivan induced a new viewpoint, which entailed the interpersonal theory of psychiatry, and this theory is praised in the article while being explained in reference to social psychology, and his theory of personality. His view of the structure of personality, dynamisms, personifications, and cognitive processes are also included, defined, and exemplified thoroughly in the article as well as his stages of development.

 

 

 

 

 

 

 

 

 

 

Conclusion

Overall, the articles are essentially vital in assessing some of the main contemporary features and developments included within the psychoanalytical framework including narrative truth, historical truth, knowledge of the internal world, and knowledge of the external world. In addition, it offers a unique perspective as the article debates whether a connection exists between attachment theory and research to psychoanalytic theory and practice. The authors examine the importance of each of the theorists while comparing and contrasting with Freud’s major assumptions. Consciousness as the center of personality was deeply linked to Adler’s main thoughts and key concepts with regards to fictional finalism, the strive for superiority, feelings of inferiority and compensation, social interest, style of life, and the creative self.

 

 

 

 

 

 

 

 

 

References

Axelrod, S. D. (2012). Self-awareness: At the interface of executive development and psychoanalytic therapy. Psychoanalytic Inquiry, 32(4), 340-357. doi:10.1080/07351690.2011.609364

Cortina, M. (2016). Quo Vadis? The Future of Psychoanalysis. Psychoanalytic Review, 103(6), 793. doi:10.1521/prev.2016.103.6.793

Eagle, M. N. (2007). Psychoanalysis and its critics. Psychoanalytic Psychology, 24(1), 10-24. doi:10.1037/0736-9735.24.1.10

Hall, C. S., & Lindzey, G. (1957). Social psychological theories: Adler, fromm, horney, and sullivan. (pp. 114-156). Hoboken, NJ, US: John Wiley & Sons Inc. doi:10.1037/10910-004. Retrieved from http://eds.a.ebscohost.com.lopes.idm.oclc.org/ehost/detail/detail?vid=0&sid=8f3e9f2f-c8af-48f0-aa39-4b6b6d86d291%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=2006-03537-004&db=pzh

Overskeid, G. (2007). Looking for skinner and finding freud. American Psychologist, 62(6), 590-595. doi:10.1037/0003-066X.62.6.590

Weaver, Y. (2009). Mid-life — A time of crisis or new possibilities? Existential Analysis: Journal of the Society for Existential Analysis, 20(1), 69-78. Retrieved from  https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=37585685&site=eds-live&scope=site

Integrative Personality Theory

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I have already started this paper… need someone to finish it asap as an emergency came up and I am not going to have enough time.  DEADLINE IS IN 5 HOURS!

Running head: INTEGRATIVE 1

 

PERSONALITY 2

 

 

 

 

 

 

 

 

 

 

Integrative Personality Theory

NAME

PSY 330 Social Psychology

INSTRUCTOR

December 4, 2017

 

 

 

 

 

 

 

 

 

Integrative Personality Theory

Scientists that study human personality develop personality theories that provide possible reasons that explain why people may behave the in ways they do. American psychologist and theorist, Gordon Allport stated that “Personality is and does something… It is what lies behind specific acts and within the individual” (Carroll, 2010). It is said that human personality is a comprised of the genetic composition, the environmental influences, and experiences of an individual. However, one may exemplify a distinct and unique combination of these personality elements. This can eventually form over some time and may be expressed in specific ways that are unique to that particular individual exhibiting these traits. Is it also suggested that each person may develop components of his or her personality within dyadic relationships, such as friendships, romantic affairs, family, and relationships with colleagues, also while participating in leisure activities (Grob, 2016).

There are seven theoretical concepts of personality: psychodynamic, neurobiological, behavioral, cognitive / social, interpersonal / relational, trait, and self-psychology (humanism). These concepts may offer some insight to personality and how it was developed over time. The following definitions of each concept may also provide information regarding the importance of each theoretical concept as well as the impact they may have on the theories of personality. Each concept may be helpful in assessing the uniqueness of every person. These concepts may also be utilized in the development of a personal integrative personality theory.

 

 

 

Included Concepts

Psychodynamic Model

I find Alfred Adler and his inferiority complex to be quite interesting. Adle’s theory appeared to be centered on the individuality of people. Adler, Freud, and Jung “are typically credited as the founding fathers of what is known as depth psychology, which emphasizes the psychodynamics of the unconscious” (Lecci, 2015). Adler separated from Freud and Jung in order to establish his school of individual psychology (Adler, 1923). He suggested that no single theory may capture the uniqueness of an individual. Adler recognized three essential social tasks that every individual would experience. These include: occupational tasks (careers), societal tasks (friendships), and love tasks (finding a long-term intimate partner) (Lecci, 2015). Additionally, Adler emphasized that a social motive is the basis of all human behavior as opposed to Freud and Jung’s theory of sexual and/ or aggressive motives. He suggested that the three tasks are essential to the growth and development of an individual’s personality (Lecci, 2015). They also appear to significantly affect the outcome of a person.

Adler’s concept of the inferiority complex suggests that every individual experiences and/ or struggles with feelings of inferiority, which are dependent on situational variables during a specific time. He also suggested that accepting such emotions are more important than becoming superior to others. The underlying cause of this inferiority may be low self-esteem. Acknowledging the possibility of low self-esteem might offer him or her the possibility to overcome the pessimistic view of oneself. It may be possible that low self-esteem is one of the primary causes of inferiority complex within children when dealing with adults (Adler, & Fleisher, 1988). Adler’s view of an individual’s inferiority complex helped him or her to understand that if the principal cause for such feelings is identified, such feelings may decrease or perhaps completely remove the feeling of inferiority (Lecci, 2015).

Unlike Freud, Adler focused on people’s ability to choose. He suggested that the freedom of choice could possibly give the person the ability to change, if need be. His theories with regard to power and will may be what brought about the positive psychology movement. Adler appeared to have a positive outlook on human psyche, as opposed to Freud, who had a more negative view on human nature (Lecci, 2015). Adler also proposed that “one’s relationships (or lack thereof) with siblings that were of greater relevance to personality development” (Lecci, 2015). Until other siblings are born, Adler’s belief that the oldest acquires his or her parent’s favoritism appears to be natural. On the other hand, his theory that the oldest sibling has a greater possibility of being incarcerated seems quite unlikely. According to Adler, all siblings exemplify specific, individual qualities, dependent on the order in which they are born. However, this is difficult to confirm as the sequence of births, as a variable, is almost impossible to study (Lecci, 2015).

Neurobiological Model

Hans Selye was a Hungarian-Canadian endocrinologist known for revolutionizing the neurobiological concept. He developed his stress model, the General Adaptation Syndrome (GAS), which is comprised of three stages in which the body uses in response to stress. First is the alarm reaction stage, when the fight-or-flight response is activated. During this stage, natural reaction prepares an individual to either defend oneself or flee in a dangerous situation. The heart rate increases, the adrenal gland releases the stress hormone, cortisol, and a boost of adrenaline is received, increasing energy. The second stage is resistance. After the initial shock of a stressful situation and following the alarm reaction stage, the body begins to mend itself. Lower levels of cortisol are released and the heart rate begins to normalize. This is considered the recovery stage in which the body begins to normalize itself; however, it will remain on high alert for some time. When stress is overcome, the body will repair itself until the heart rate, blood pressure, and hormone levels are returned to its pre-stress state. On the other hand, if stress is not resolved and the body remains on high alert, it learns to adapt and adjust to living with higher levels of stress. The third stage is exhaustion. This is the result of prolonged or chronic stress. High levels of continuous stress can have debilitating effects. The body can become depleted, the immune system impaired, and the individual may lose the ability to function (Lecci, 2015). Selye (1953) suggests that prolonged stress at high levels may result in mental confusion caused by maladaptation.

Stress is experienced in everyday life. Ongoing stress can hinder the brain’s ability to shut down the cortisol response. This can cause various mental and/or physical illnesses, such as chronic fatigue syndrome and fibromyalgia (Mendelson, 2013).

Trait Model

From the Trait model, I

 

Cognitive Model

 

Behavioral Model

 

Interpersonal Model

 

Self-Psychology Model

 

Excluded Concepts

The Stability and Change of Personality

There are various theoretical models that would state that personality is stable. Various researchers “have devoted a significant part of their careers to establishing that personality is stable” (Lecci, 2015). I find this concept to be unacceptable as people tend to constantly undergo changes, dependent on various situations and circumstances.

Concept Two

 

Concept Three

 

Healthy and Unhealthy Personalities

Science appears to have some difficulty providing answers with regard to healthy and unhealthy personalities may be. Those with a considerably healthy personality may understand their environment and see the differences within various situations. Additionally, they are more likely to respond sensibly to stressful situations, manage stressors, and acknowledge possible dangerous situations. On the other hand, those with a relatively unhealthy personality may react in a manner opposite those with a healthy personality as they may not possess the ability to control their thought processes within stressful situations.

Heredity, the Environment, and Epigenetics

Heredity, the environment, and epigenetics play a significant role in the development of human personality. A good example may be the ongoing debate of nature versus nurture. It is still unknown if nature or nurture plays the larger role in the development of an individual’s personality. Many people exhibit traits similar to that of their parents; however, they also develop their own traits that are dependent on their environmental influences and experiences.

Assessment and Measurement

Self-Reflection

 

 

 

 

References

Adler, A. (1923). The practice and theory of individual psychology. New York: Harcourt Brace.

Adler, A., & Fleisher, L. (1988). The Child’s Inner Life and a Sense of Community.

Individual Psychology: The Journal Of Adlerian Theory, Research & Practice, 44(4), 417.

Carroll, G., K. (2010). An Examination of the Relationship Between Personality Type, Self Perception Accuracy and Transformational Leadership Practices of Female Hospital

Leaders. Retrieved from https://etd.ohiolink.edu/!etd.send_file?accession=bgsu1288189512&disposition=inline

Grob, A. (2016). Co-development in personality in close relationships. European Psychologist, 21(4), 233-236. doi:10.1027/1016-9040/a000273 Lecci, L. (2015). Personality. San Diego, CA: Bridgepoint Education.

Mendelson, S. (2013). The Lasting Damage of Child Abuse. Huffington Post.

Selye, H. (1953). The General-Adaptation-Syndrome in its Relationships to Neurology, Psychology, and Psychopathology. Contributions toward medical psychology: Theory and psychodiagnostic methods, Vol 1, 234-274.

I have attached the work I have completed so far…

Details are as follows:

 

Integrative Personality Theory

For your final paper, you will complete the rest of the assignment which you began in week three and create your own theory of personality development by synthesizing the concepts and constructs of all the theories that seem most accurate and appropriate to you and by using those concepts to reflect on your own personality and development.  Remember to use the template provided to guide you through the steps.

Research a minimum of eight scholarly sources related to these concepts in the Ashford University Library to support your statements in the paper. Popular websites and your textbook may augment, but they will not count toward, the minimum number of sources needed for the paper.  The following content and headings must be included in your paper.

Please visit the Ashford Writing Center for guidance on how to format headings in APA Style. Also, please take note of the suggestions provided for the length for each section in the instructions below.

Instructions:
Provide a general introduction to the topic of theories of personality. Explain what you plan to cover and describe the direction your paper will take. This section will not feature a heading, and it will be approximately two to three paragraphs.

Major Concepts
In this section, you will present the seven specific concepts identified from the seven models you think best apply to the study of personality in distinct subheadings.  For each concept, identify the major personality model from which the concept was taken as well as the theorist associated with that model.  This completed section will be approximately four to five pages.

Excluded Concepts
In this section, present the concepts you have chosen to exclude in your theory of personality development.  Reflect on the basic assumptions that define personality and identify three specific excluded concepts from any of the theories studied in the course.  For each of the excluded concepts, provide a rationale explaining the various aspects of the concept that make it unsuitable for your use.  This section will be approximately one to two pages.

The Differences between Healthy and Unhealthy Personalities
Describe the basic differences between healthy and unhealthy personality, based on the concepts that you have chosen to include and exclude from your theory.  This completed section will be approximately one page.

The Roles of Heredity, the Environment, and Epigenetics
Provide your analysis of the roles heredity, the environment, and epigenetics play in the development of personality. Discuss how heredity and the environment might affect personality disorders. This completed section will be approximately one page.

Assessment and Measurement of the Theory
Reflect on the major concepts you have selected for inclusion and provide a brief description about how those concepts are measured and/or assessed. Review the assessment sections of each chapter and discuss those measures you think are most applicable and effective.  This completed section will be approximately one page.

Self-Reflection
In this section of the paper, review the self-reflection you wrote in Week One of this class and describe how and in what ways your views have or have not changed. Analyze your Week One self-assessment using the concepts that you have included in your integrative theory and describe how your theory explains your personality. This section will be approximately one page.

Provide a brief conclusion that summarizes the ideas presented in your integrative theory of personality. This section will not feature a heading and it will be approximately two to four paragraphs.

Allport, G. W. (1968). The person in psychology: Selected essays. Boston, MA: Beacon Press.

The Integrative Personality Theory paper:

  • Must be eight to ten double-spaced pages in length (not including the title page and references page) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • 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 use at least eight scholarly sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

· Explain whether the behavior exhibited in the scenario was ethical or unethical, and why.

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Week 4

Discussion: Take a Stand! Ethical Dilemmas

Clinical mental health counselors often encounter situations that require ethical decision making. How would you handle a family member who asks you for therapy? What would you do if a client pursued a romantic relationship with you? The ACA and AMHCA have codes of ethics that help clinical mental health counselors make these decisions. The codes are revised regularly based on changes in the counseling field or current trends in the world. An example of this would be new technologies that may blur the line between personal and professional identity or bring confidentiality into question.

Clinical mental health counselors must be aware of, and be up to date on, the professional codes of ethics and apply them to their practice. For this Discussion, you will review a set of ethical scenarios, and you will evaluate the ethical behavior exhibited based on the ACA Code of Ethics. Ethical scenarios aren’t always easy to resolve. Counselors may interpret situations and ethical codes differently. This Discussion offers you an opportunity to engage in well-informed, open-minded discourse with your colleagues, just as you will do as a counseling professional.

To Prepare:

· Review examples of how to provide appropriate citations for the ACA Code of Ethics from this week’s Learning Resources.

· Review the scenarios in Case Study 3.2 (pp. 86–89) from Chapter 3 of the Erford course text. Select three scenarios to respond to for this Discussion.

Note:  You are required to post your response to the Discussion thread before you are able to view others’ responses.

By Day 3

Post your evaluation of the three ethical scenarios you selected.

· Explain whether the behavior exhibited in the scenario was ethical or unethical, and why.

· Make sure to provide the ACA Code of Ethics standard that applies to the case.