Challenges In Identifying Mental Disorders

PSY 381 Module 1 Assignment 3: Challenges in Identifying Mental Disorders

Most mental disorders lie on a continuum with “normal” behavior at one end. For example, nearly everyone has a fear of something, but it does not rise to the level of a phobia. A behavior may seem abnormal in one context but completely normal in another context. These two aspects show why it can be challenging to properly identify mental disorders.

Using your textbook and the Argosy University online library resources, research the principles and methods of identifying mental disorders. Note particularly the diversity of views and the challenges of identification. Based on your research, write a reflective essay. Use the following question to direct your thoughts and organize your essay:

  • Why is determining abnormal behavior or a mental disorder so difficult?

To develop your essay, keep in mind issues such as the role of social norms in defining the abnormal, the multiplicity of indicators of what is abnormal, the stigma suffered by those identified as abnormal, and finally the need for objectivity in dealing with the concept.

 

Write a 2–3-page essay in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

An example of how this age group might use probability to make decisions in everyday life.

Discussion: Probability in Real Life

Individuals of all ages use probability to make decisions in everyday activities. For instance, when deciding whether to cross a street with traffic, people estimate the odds of making it safely across. Consider the prevalence of probability in your daily life. How does knowing the likelihood of something occurring affect how you make daily decisions? Usually, you choose an option because you believe that it will have a more pleasing outcome than the other choice(s). If you knew your likelihood of succeeding or failing, you would have an even easier time making a decision. Each decision you make is influenced by probability. Using what you know about probability might help you make decisions of low importance, such as purchasing goods, but it can also play a role in making critically important decisions. For example, scientists often use probability testing to evaluate the safety of drugs for human use and to help determine the likely outcome of other high-stakes decisions.
For this week’s Discussion, you will have the opportunity to practice your understanding by describing probability “in real life.” You will select one age group (elementary school students, high school students, or colleague/significant other) and explain how you would teach probability to that group.
To prepare: Think about examples of how individuals of various ages use probability to make decisions, and decide which age group you will write about in your discussion response.
By Day 3
Post the following:
  1. An explanation of how you would initially teach the concept of probability to one of the age groups, listed below, in a way they would understand. In other words, describe how you would initially present and explain the concept in order to create background knowledge and a basic understanding of probability. Be sure to Include the age group you chose in the Subject of your post.
    • Elementary school students
    • High school students
    • Colleague/significant other
  2. An example of a demonstration you could use to illustrate the concept of probability to the age group you chose.
  3. An example of how this age group might use probability to make decisions in everyday life.
Think outside the box by avoiding common examples such as coin tosses, decks of cards, and dice. Take care not to confuse the concepts of probability and relative frequency when writing your post.
Be sure to fully explain your rationale for each of your suggestions, and support your ideas with evidence from the text and Learning Resources.
Provide an APA reference list.
Assignment

Assignment: z-Test

Hypothesis testing is the foundation of conducting research in psychology. Researchers must first determine the question they wish to answer and then state their prediction in a null hypothesis and an alternative hypothesis. Once the hypotheses are stated, researchers move on to data collection. However, once the results come in, the real challenge is to determine if they have meaning; that is, are the results statistically significant or just due to random variation?
This application will allow you to practice hypothesis testing by using z-scores to compare a single score to a population mean in order to determine if results are statistically significant. Download the data set that you will use for this Assignment from the Weekly Data Set forum found in Week 3. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Assignment.
Scenario: Lucy wants to know how her fourth-grade daughter, Monica, scored on a test of reading comprehension compared to the population of other fourth graders in the school district. Luckily, Lucy has taken this course and knows that a z-score will help her understand Monica’s reading score in relation to the population. You can find the data for this Assignment in the Weekly Data Set forum found on the course navigation menu. (not posted yet) …will send once received,
By Day 7
  1. State the dependent variable.
  2. Explain whether Lucy should use a one-tailed or a two-tailed z-test and explain why.
  3. State the null hypothesis in words (not formulas).
  4. State the alternative hypothesis in words (not formulas).
  5. Calculate the obtained z-score by hand. Describe your calculations (i.e., show your work).
  6. When alpha is set at .05, the critical value is ± 1.96. Should the null hypothesis be retained or rejected? Explain why.
  7. Are the results statistically significant? How do you know?
  8. What should Lucy conclude about Monica’s reading comprehension score in comparison to the population?
  9. Lucy is excited that she remembers how to compute a z-score and does some additional computations to find Monica’s z-score in math. You can find the information you need in the Weekly Data Set forum. Use it to calculate Monica’s raw math score by hand. Provide your calculations in your Assignment submission (i.e., explain your work).
Submit responses to the following:
Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.
Provide an APA reference list.
References
Required Readings
Heiman, G. (2015). Behavioral sciences STAT (2nd ed.). Stamford, CT: Cengage.
  • Chapter 5, “Describing Data with z-Scores and the Normal Curve” (pp. 68–84)
  • Chapter 6, “Using Probability to Make Decisions about Data” (pp. 88–102)
  • Chapter 7, “Overview of Statistical Hypothesis Testing: The z-Test” (pp. 106–123)
Weekly Data Set: Your instructor will post the data set that you will need for the week’s Assignment to the Weekly Data Set forum found in the course navigation area of the classroom.
Required Media
Laureate Education (Producer). (2015d). Introduction to z-score [Video file]. Baltimore, MD: Author.
Note: The video is available in this week’s Introduction section
Laureate Education (Producer). (2015k). Probability and introduction to inferential statistics [Video file]. Baltimore, MD: Author.
Note: The video is available in this week’s Introduction section
Optional Resources
Rugg, G. (2008). Using statistics: A gentle introduction [E-book]. Retrieved from http://site.ebrary.com/lib/waldenu/docDetail.action?docID=10229869&p00=statistics

 

StatSoft. (2015). Electronic statistics textbook. Retrieved from http://www.statsoft.com/textbook/elementary-statistics-concepts/

What did you learn about yourself through the process of learning about learning?

Metacognitive Evaluation

Prior to engaging in this discussion, please read Chapters 8, 9, and 10 in Applied Metacognition, and review your notes (including those on all articles read in this course about metacognition).

First, reread your posts from the Week One discussions and consider everything you have learned during the past four and a half weeks. Then, apply the knowledge attained from the course to your own development by critically considering the following questions:

  • What did you learn about yourself through the process of learning about learning?
  • What did you learn about your peers in the class through the process of learning about learning?
  • How will you apply what you have learned about yourself in your future learning activities (whether you are the learner or the instructor in these activities)?
  • Describe an event you experienced during the past five weeks in which you noticed learning theory at work.
  • How have your metacognitive experiences in this course influenced your desire to better understand learning in comparison to others?
  • Do you agree or disagree that by applying the elements of metacognition into your studies, you will improve your ability to learn more effectively? Thoroughly explain your reasoning and provide research to support your statements.

How does the author present this difference in communication between men and women in her essay? Is she effective in her presentation?

********I have attached the reading, Please open and read in order to complete this assignment correctly*************

 

From your course textbook, Ticket to Write, read the chapter titled “Can’t We Talk?” by Deborah Tannen.

After reading and reflecting on the article, respond to the following: “Men grow up in a world in which a conversation is often a contest, either to achieve the upper hand or to prevent other people from pushing them around. For many women, however, talking is typically often a way to exchange confirmation and support” (Tannen, 2016, p. 632).

  • Do you agree or disagree with Tannen’s statement? Support your point of view with reasons and examples.
  • What has been your experience?
  • How does the author present this difference in communication between men and women in her essay?
  • Is she effective in her presentation?
  • How does she use detail and organization to support her points?

In-Text Citation Example 
According to Tannen (2016), “To many men, a complaint is a challenge to come up with a solution” (p. 633).

Reference 
Tannen, D. (2016). Can’t we talk? In S. S. Thurman, & W. L. Gary, Jr. (Eds.), Ticket to write: Writing Paragraph and Essay. [Vital Source Bookshelf] (pp. 631-633). Retrieved from myeclassonline.com

“Can’t We Talk?” (condensed from: You Just Don’t Understand)

by Deborah Tannen

A married couple was in a car when the wife turned to her husband and asked, “Would

you like to stop for a coffee?”

“No, thanks,” he answered truthfully. So they didn’t stop.

The result? The wife, who had indeed wanted to stop, became annoyed because she felt

her preference had not been considered. The husband, seeing his wife was angry, became

frustrated. Why didn’t she just say what she wanted?

Unfortunately, he failed to see that his wife was asking the question not to get an instant

decision, but to begin a negotiation. And the woman didn’t realize that when her husband

said no, he was just expressing his preference, not making a ruling. When a man and

woman interpret the same interchange in such conflicting ways, it’s no wonder they can

find themselves leveling angry charges of selfishness and obstinacy at each other.

As a specialist in linguistics, I have studied how the conversational styles of men and

women differ. We cannot lump all men or all women into fixed categories. But the

seemingly senseless misunderstandings that haunt our relationships can in part be

explained by the different conversational rules by which men and women play.

Whenever I write or speak about this subject, people tell me they are relieved to learn that

what has caused them trouble – and what they had previously ascribed to personal failings

– is, in fact, very common.

Learning about the different though equally valid conversational frequencies men and

women are tuned to can help banish the blame and help us truly talk to one another. Here

are some of the most common areas of conflict:

Status vs. Support.

Men grow up in a world in which a conversation is often a contest, either to achieve the

upper hand or to prevent other people from pushing them around. For women, however,

talking is often a way to exchange confirmation and support.

I saw this when my husband and I had jobs in different cities. People frequently made

comments like, “That must be rough,” and “How do you stand it?” I accepted their

sympathy and sometimes even reinforced it, saying, “The worst part is having to pack

and unpack al the time.”

But my husband often reacted with irritation. Our situation had advantages, he would

explain. As academics, we had four-day weekends together, as well as long vacations

throughout the year and four months in the summer.

 

 

Everything he said was true, but I didn’t understand why he chose to say it. He told me

that some of the comments implied: “Yours is not a real marriage. I am superior to you

because my wife and I have avoided your misfortune.” Until then it had not occurred to

me there might be an element of one- upmanship.

I now see that my husband was simply approaching the world as many men do: as a place

where people try to achieve and maintain status. I, on the other hand, was approaching

the world as many women do: as a network of connections seeking support and

consensus.

Independence vs. Intimacy.

Since women often think in terms of closeness and support, they struggle to preserve

intimacy. Men, concerned with status, tend to focus more on independence. These traits

can lead women and men to starkly different views of the same situation.

When Josh’s old high-school friend called him at work to say he’d be in town, Josh

invited him to stay for the weekend. That evening he told Linda they were having a house

guest.

Linda was upset. How could Josh make these plans without discussing them with her

beforehand? She would never do that to him. “Why don’t you tell your friend you have to

check with your wife?” she asked.

Josh replied, “I can’t tell my friend, ‘I have to ask my wife for permission’!”

To Josh, checking with his wife would mean he was not free to act on his own. It would

make him feel like a child or an underling. But Linda actually enjoys telling someone, “I

have to check with Josh.” It makes her feel good to show that her life is intertwined with

her husband’s.

Advice vs. Understanding.

Eve had a benign lump removed from her breast. When she confided to her husband,

Mark, that she was distressed because the stitches changed the contour of her breast, he

answered, “You can always have plastic surgery.”

This comment bothered her. “I’m sorry you don’t like the way it looks,” she protested.

“But I’m not having any more surgery!”

Mark was hurt and puzzled. “I don’t care about a scar,” he replied. “It doesn’t bother me at

all.”

“Then why are you telling me to have plastic surgery?” she asked.

“Because you were upset about the way it looks.”

 

 

Eve felt like a heel. Mark had been wonderfully supportive throughout her surgery. How

could she snap at him now?

The problem stemmed from a difference in approach. To many men a complaint is a

challenge to come up with a solution. Mark thought he was reassuring Eve by telling her

there was something she could do about her scar. But often women are looking for

emotional support, not solutions.

When my mother tells my father she doesn’t feel well, he invariably offers to take her to

the doctor. Invariably, she is disappointed with his reaction. Like many men, he is

focused on what he can do, whereas she wants sympathy.

Information vs. Feelings.

A cartoon shows a husband opening a newspaper and asking his wife, “Is there anything

you’d like to say to me before I start reading the paper?” We know there isn’t – but that as

soon as the man begins reading, his wife will think of something.

The cartoon is funny because people recognize their own experience in it. What’s not

funny is that many women are hurt when men don’t talk to them at home, and many men

are frustrated when they disappoint their partners without knowing why.

Rebecca, who is happily married, told me this is a source of dissatisfaction with her

husband, Stuart. When she tells him what she is thinking, he listens silently. When she

asks him what is on his mind, he says, “Nothing.”

All Rebecca’s life she has had practice in verbalizing her feelings with friends and

relatives. But Stuart has had practice in keeping his innermost thoughts to himself. To

him, like most men, talk is information. He doesn’t feel that talk is required at home.

Yet many such men hold center stage in a social setting, telling jokes and stories. They

use conversation to claim attention and to entertain. Women can wind up hurt that their

husbands tell relative strangers things they have not told them.

To avoid this kind of misunderstanding, both men and women can make adjustments. A

woman may observe a man’s desire to read the paper without seeing it is a rejection. And

a man can understand a woman’s desire to talk without feeling it is a manipulative

intrusion.

Orders vs. Proposals.

Diana often begins statements with “Let’s.” She might say “Let’s park over there” or

“Let’s clean up now, before lunch.”

This makes Nathan angry. He has deciphered Diana’s “Let’s” as a command. Like most

men, he resists being told what to do. But to Diana, she is making suggestions, not

 

 

demands. Like most women, she formulates her requests as proposals rather than orders.

Her style of talking is a way of getting others to do what she wants – but by winning

agreement first.

With certain men, like Nathan, this tactic backfires. If they perceive someone is trying to

get them to do something indirectly, they feel manipulated and respond more resentfully

than they would to a straightforward request.

Conflict vs. Compromise.

In trying to prevent fights, some women refuse to oppose the will of others openly. But

sometimes it’s far more effective for a woman to assert herself, even at the risk of

conflict.

Dora was frustrated by a series of used cars she drove. It was she who commuted to

work, but her husband, Hank, who chose the cars. Hank always went for cars that were

“interesting” but in continual need of repair.

After Dora was nearly killed when her brakes failed, they were in the market for yet

another used car. Dora wanted to buy a late-model sedan from a friend. Hank fixed his

sights on a 15-year-old sports car. She tried to persuade Hank that it made more sense to

buy the boring but dependable car, but he would not be swayed.

Previously she would have acceded to his wishes. This time Dora bought the boring but

dependable car and steeled herself for Hanks’ anger. To her amazement, he spoke not a

word of remonstrance. When she later told him what she had expected, he scoffed at her

fears and said she should have done what she wanted from the start if she felt that

strongly about it.

As Dora discovered, a little conflict won’t kill you. At the same time, men who habitually

oppose others can adjust their style to opt for less confrontation.

When we don’t see style differences for what they are, we sometimes draw unfair

conclusions: “You’re illogical,” “You’re self- centered,” “You don’t care about me.” But

once we grasp the two characteristic approaches, we stand a better chance of preventing

disagreements from spiraling out of control.

Learning the other’s ways of talking is a leap across the communication gap between men

and women, and a giant step towards genuine understanding.