Lecture/Speech

In this assignment, imagine that you have been asked to give a speech for a local community group about the relationship between television violence and violent behavior in children. Your speech should be understandable to a general audience yet scholarly as well. Be sure to cover the following topics:
• A brief summary explaining observational learning in simple terms
• A summary of the latest research on the relation between viewing media violence and violent behavior in children
• The research will be conflicting, with some research finding a relationship between media violence and violent behavior in children, and other research not proving that relationship. Note any differences between the research (groups studied, type of violence, etc.), and explain this in a comprehensible way to the audience.
• Explain at least two things parents can do in their families to minimize the impact of violent media on child behavior.
Refer to at least two research articles in the lecture. The transcript of the lecture should be accompanied by a reference list.

 

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The 8-Year-Old Girl Who Was Naughty

There are a few questions that come to mind when reading this case. One of the things that stood out was the fact that the patient does not see her father a lot. If possible, I would want to speak with her father to find out if the types of behaviors described by the teacher and mother also exist when the patient is with him. This would give me a more holistic view of the patient’s behavior. For example, the diagnosis may change if the patient does not act this way when her father is present.

The timeline of the patient’s tantrums is not very clear, and I would ask her mother to clarify them. She states that the patient has had tantrums since age 5, but then states that she has been resentful since her younger sister was born (they are two years apart). She also states that her tantrums are improving. I would like to know if this is really related to the birth of her sister, or if other factors contributed to her behavior. Was her behavior influenced by her belief that her mother’s attention had to be shared? Was she showing signs of being angry or resentful toward her mom before her sister was born?

Finally, I would also speak with the child’s grandmother to see if she too shares the same feelings about the child’s behavior. Is the child “negative” and defiant with her? Does she seem difficult to deal with as well? This will help me to see if the child’s behavior is the same in all settings or if she is deliberately this way with certain people. Once again, this may alter her diagnosis.

People to Speak with in the Patient’s Life

As previously stated, the persons I would like to speak with (besides her mother and teacher) are her father, grandmother, and sister. These are three people at different ages who interact with the patient in different settings and may be able to provide other perspectives not given by the mother or teacher.

Physical Exam and Diagnostic Tests

While there is no specific test to diagnose ADHD, the DSM-V lists that criteria that the child or adolescent must meet in order to be diagnosed with this condition (Felt et al., 2014). It is also important to note that there are other conditions that may mimic and/ or coexist with ADHD. These include anxiety disorder, autism spectrum disorders, fetal alcohol syndrome, hearing loss, intellectual disability, mood disorder, oppositional defiant disorder (ODD), sleep disorder and speech and language disorder and finally, problems with hearing or vision (Felt et al., 2014). Behavioral rating scales are also used in the assessment of ADHD. There are several but Conner’s scale was used in this scenario.

Differential Diagnoses

Three differential diagnoses include:

ADHD comorbid with reactive attachment disorder
ADHD comorbid with Disruptive mood dysregulation disorder
Conduct disorder
The differential diagnosis I believe most suitable for this patient with ADHD comorbid with disruptive mood dysregulation disorder (DMDD). While the ADHD symptoms are clear with this patient, there are other behaviors that may suggest DMDD. These include, irritability, anger, and temper outbursts (National Institute of Mental Health (NIMH), 2017); all of which have been described by the teacher and her mother. Trouble functioning due to irritability has also been described by both the patient’s mother and teacher, which is another criterion for this diagnosis (NIMH, 2017).

Pharmacologic Agents

Extended-release stimulants are the first-line treatment for children with ADHD (Brown et al., 2018). Either Methylphenidate or Amphetamine should be chosen and depending on how the patient tolerates the drug, as well as how well their symptoms improve will depend on dosing. This patient was initially given D-methylphenidate, however, she had insomnia and her ODD symptoms persisted and as a result the medication had to be changed. Lisdexamfetamine (Vyvanse) proved to be the most beneficial for this client.

Lessons Learned

Treating a child with ADHD can be tricky. There are several different preparations that one must consider before initiating treatment. I also noted that while stimulants are good for treating ADHD and ODD, in this case, polypharmacy was more beneficial as there were no changes with her ODD symptoms until guanfacine was added. These cases have shown me how imperative it is to get complete assessment before diagnosing so that nothing (or very little) will be missed. Ruling out other possible neurodevelopmental disorders is essential so that treatment can be efficient and accurate.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders

(5th ed.). Washington, DC: Author.

Brown, K. A., Samuel, S., & Patel, D. R. (2018, January). Pharmacologic management of

attention deficit hyperactivity disorder in children and adolescents: a review for practitioners. Translational Pedicatrics, 7(1), 36-47. doi:10.21037/tp.2017.08.02

Conduct Disorder. (2018, June). In American Academy of Child and Adolescent Psychiatry.

Retrieved from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Conduct-Disorder-033.aspx

Disruptive Mood Dysregulation Disorder. (2017, January). In National Institute of Mental

Health. Retrieved from https://www.nimh.nih.gov/health/topics/disruptive-mood-dysregulation-disorder-dmdd/disruptive-mood-dysregulation-disorder.shtml

Disruptive Mood Dysregulation Disorder (DMDD). (2019, May). In American Academy of

Child and Adolescent Psychiatry. Retrieved from https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Disruptive-Mood-Dysregulation-Disorder-_DMDD_-110.aspx

Felt, B. T., Biermann, B., Christner, J. G., Kochhar, P., & Van Harrison, R. (2014, October 1).

Diagnosis and Management of ADHD in Children. American Family Physician, 90(7), 456-464. Retrieved from https://www.aafp.org/afp/2014/1001/p456.html

Stahl, S. M. (2017). Essential Psychopharmacology Prescriber’s Guide (6th ed.). New York, NY: Cambridge University Press.

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical

applications (4th ed.). New York, NY: Cambridge University Press.

 

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Create a 3-D pie chart

Class Work 10-Review 1) CONDITIONAL FORMATTING – Add conditional formatting to the Hours Worked field data so that any hours worked greater […]

Ethics Textbook Project Chapter Secular Ethics (Essay Sample)

Ethics Textbook Project: Chapter: Secular Ethics
Fall 2017
Objective: To effectively guide students in structuring and writing chapter on an
introduction to ethics for their Ethics Textbook Project.
Important Note on Transitions!: Work on your transitions! Reflect on your organization and order. I have presented an order of what is listed below – think about that order before you answer the questions. This will help your transitions from one topic to the next.
Secular Ethics. The objective of this chapter is to discuss and explain Secular Ethics, defining it in general and highlighting what makes it distinct.
Chapter Beginning. Chapter should begin with paragraph(s) on how just as the Christian tradition has developed its own understanding of ethics, so have a few Western secular traditions. Those that stand out as most significant are virtue ethics, deontological ethics, and consequentialist ethics. Each has its own particular understanding of what makes an act good or bad, but what they all share in common is that they try to found ethics off of reason alone – they do not require faith. Transition! Refer back to your moral story from the first chapter. Ask how these traditions of ethics might reflect on the story.
Chapter Body. Chapter should then transition to a discussion of how in Christian ethics, each part of the moral act had to be considered good for the moral act itself to be good. That, however, is not the case with the different secular ethical traditions. Each tradition emphasizes the importance of one part over the others. The following list must then be included in your chapter. Strongly suggest structuring the chapter in the order presented:
1. Aristotle and Virtue Ethics
a. Brief biography.
b. Telos. Fundamental teaching of Aristotle is that everything has a natural purpose, telos , or, “that for the sake of which a thing exists or is done.” The purpose of a human being is to be happy.
c. Virtue and Vice. To be happy, a person must act with virtue. Define virtue and the Golden Mean (actions that are not excessive or deficient). Describe vice (acts that are not of the Golden Mean but are too much or too little). Use examples, if you can from your moral scenario.
Human Nature. Aristotle understands a person is a rational animal. Describe the parts of the rational animal (non-rational and rational; appetitive and vegetative; concupiscible and irascible; will and practical intellect).
e. The Cardinal Virtues and the parts of the human person. Show how Aristotle understands the cardinal virtues as ordering the parts of the human person.
f. The Four Characters. Discuss how Aristotle understands that people are of four different kinds of character (the Virtuous, the Vicious, the Continent, and the Incontinent).
g. The moral act. Discuss your scenario in reference to Aristotle and how the good is an act done with virtue.
h. Compare with Christianity.
2. Kant and Deontological Ethics.
a. Brief biography. Include discussion on Kant’s desire to make ethics not based on religious authority, but on reason alone.
b. Deontololgy. Fundamental teaching of Kant’s ethics is that it should be duty-based.
c. Goodwill. Actions themselves are neutral. What makes an act good or bad is the intention of the person. The intention should be to obey the moral law. One has goodwill if one intends to follow the moral law. An act is good if one intended to follow the moral law. Consequences do not matter.
d. The categorical imperative. Define and describe the two formulations: Universal Law and the End In Itself.
e. The moral act. Discuss your scenario in reference to Kant and how the good is an act done with goodwill.
f. Compare with Christianity.
3. Mills and Consequentialism.
a. Brief biography. Include discussion on Mill’s desire to make ethics not based on religious authority, but on reason alone.
b. Utilitarianism and Consequentialism. Fundamental teaching of Mills is that moral actions should be judged on the consequences – “the greatest happiness for the greatest people”.
c. Utility. Discuss the Principle of Utility – define it and apply to your moral scenario.
d. Happiness. Discuss what Mills understands by happiness.
e. The moral act. Discuss how a utilitarian determines how to act. Refer
to your scenario.
Compare with Christianity
g. Compare and Contrast the three Secular Ethical Traditions.
Chapter Ending. Chapter should then end with a few paragraphs that reflect on what you think about the Western ethical traditions. How do you see the benefit or deficiency in each and what good you think studying ethics has done for you.
Chapter Expectations. Your chapter, in addition to the above requirements, is expected to be written as follows:
● Proper MLA format (12 point, double-spaced, etc.)
● Grammatically correct (proofread at least two times!!!)
● Minimum of two pages

Several days late. Many requirements were not met. Author makes excessive mistakes in grammar, spelling, or punctuation that distract the reader from the content.
One day late. Almost all of the requirements were met. Author makes few errors in grammar, spelling, or punctuation that distract the reader from the content.
The paragraphs include few to none of the necessary required points.
Many terms not correctly defined or understood.
The paragraphs include all but one or two of the required necessary points.
One or two terms not correctly defined or understood.

The organization of some or all of the paragraphs make for a difficult read because of poor sentence structure or lack of transitions.
The sequence of paragraphs is not logical.
Each of the paragraphs includes a well-written topic sentence, sentences with supporting details, transitions, and a wrap-up sentence.
The logical ordering of paragraphs is clear.
The moral scenario is insufficient and does not fulfill what was required of it. It is not able to be adapted. Story is rarely or poorly referred back to to illustrate concepts covered.
The moral scenario is creative and with a robustness that is able to be adapted. Story is occasionally referred back to to illustrate concepts covered.

There is no unique, creative expression of material. The author’s “voice” is absent as content is copied from prompts. Introduction is undeveloped. Transitions are poor; essential material is presented in “checklist” fashion. and important information is absent. The chapter is not summed up.
Unique and creative expression of material present, the author’s “voice” is mostly present as material is mostly rephrased from prompts. The introduction is mostly effective. The conclusion is recognizable.

source..

 

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