Philosophy Paper Assignment

Philosophy Paper Assignment

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Are mental states identical to physical processes? Explain the disagreement between two philosophers while arguing for your thesis; one who says yes, one who says no.  Philosophers who say yes are Smart and Churchland, philosophers who say no are Gertler and Nagel.

 

Format: Papers must be 4-6 pages, have 1 inch margins, and be in 12pt Times New Roman font, double spaced, with no extra spaces between paragraphs.  Please insert page numbers into your document.  You may choose either: APA, Chicago, or MLA style for citations.  Turn in an MS Word document through the Moodle site (this uses the software Turnitin, which automatically checks for plagiarism) and bring a paper copy to class.

 

Organization: The paper should have three parts, listed below (no need for headings though). THIS IS SUPER IMPORTANT !!!!

 

Introduction:  This is typically the first paragraph.  Longer papers (10 pages and over) may have an introductory section made up of a few paragraphs.

·      In this section, you present to the reader the issue or debate your paper will address.  You will also state explicitly the position you will defend and how you will defend it.

·      Even though this is the first paragraph the reader reads, it is often the last paragraph the writer writes or rewrites.  The reason for this is simple:  the introduction is supposed to present the reader with a bird’s eye view of the whole paper, but sometimes you will not have a clear picture of the whole paper until after you have finished it.

 

Development:  This is the main body of your paper, and it consists of all the paragraphs after the “Introduction” and before the “Conclusion.”

·      Part 1:  To start off the development section of your paper, you will explain the background or context of the issue or debate of your paper.  To do this, you need to describe two different philosopher’s views.

·      Part 2:  After initiating the development, you will actually work on the development.  This consists of presenting your own argument about the issues.

·      Part 3:  In this section you will defend your argument by considering possible counterarguments and offering a reply.

 

Conclusion:  In this section, you explain to the reader what your paper accomplished.  You may want to hint at some future questions for research that your paper did not answer or draw a larger moral from the discussion.

 

Here is what our professor expects from a typical paper :

 

1. Start your paper with a fact or a story, not a generalization.

e.g. “Descartes believes that the mind and body are separate.” Or “In 2011 a computer system named Watson beat both Ken Jennings and Brad Rutter on the game show Jeopardy!”  NOT “People have argued about the mind since the beginning of time.”  Avoid talking about the past like this, it is too general.

2. Show why an argument is bad; don’t just say that it is bad.

e.g. “Turing holds that thinking is simply a matter of acting as if you are thinking.  But usually we make a distinction between acting as if you are in some mental state and actually being in that mental state.”  NOT simply “Turing’s argument is hard to believe.”

3. Do not argue from authority.

e.g. “Thinking is a matter of neural networks connecting, according to Science magazine.”  It doesn’t matter who said this, in your paper you must give reasons for the claims you are making, so if you want to quote an outside source in this manner you must tell us the reasons that Science magazine says that thinking is a matter of neural networks connecting.   The fact that someone said this is not reason enough to believe it, even if that someone is a famous philosopher.

4. Do not rely entirely on empirical claims.

e.g. “Studies show that depressed people have low levels of serotonin, therefore depression is identical to the physical state of low seratonin.”  This claim, if properly cited, can be used in a paper.  But a scientific study cannot be your only argument for your thesis.  You must say something more.

The post Philosophy Paper Assignment appeared first on NursingPaperSlayers.

Charlene Ricketts 

COLLAPSE

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Biological Basis of Psychotherapy Treatments

According to Marken and Carey (2015), psychotherapy also defined as talk therapy is means of supporting individuals suffering from an extensive range of mental health disorders and emotional complications. An exponentially increasing interest in incorporating psychotherapy with the neuroscience has developed influentially during the past 10 years (Marken & Carey, 2015). The understanding of biological foundations of complicated behaviors and human brain along with their maladaptive reactions and the way psychotherapy support psychopathologies declared psychotherapy as a biological treatment (Plakun, 2015). Psychotherapy is regarded as brain therapy that allows individuals to re-elaborate their sense of self through new experiences that entails cognitive, emotional, and internal regulation processing (Marken & Carey, 2015). Similar to all other forms of learning and experience processing, psychotherapy can cause long-term detectable physical modifications in the brain (Marken & Carey, 2015). According to Straub, et al., (2015), psychotherapy has been identified to change activity levels in the prefrontal cortex. The individuals suffering from depression tend to have a high levels of activity in the prefrontal cortex and the individuals who attended interpersonal therapy were identified to have a decline in their prefrontal cortex activity (Straub, et al., 2015).

Influences of Culture, Religion, and Socioeconomics on Personal Perspectives of Psychotherapy Treatments

Psychological suffering implies a culturally situated understanding of a complicated and multidimensional procedure of biopsychosocial variables (Moleiro, 2018). Culture has also been identified to form the models of psychotherapy and psychiatric care and tend to have an impact on each moment and procedure in individuals descriptions of their suffering (Chu, Leino, Pflum, & Sue, 2016). Moreover, culture also tend to establish the credibility or acceptance of types of psychotherapy treatments in the perception of the clients, their families and eventually on adherence to the psychotherapy treatments (Moleiro, 2018).

Religious belief has been identified as significant aspect of principles and values used by individuals to process information and make judgements (Schwarz, 2018). A psychotherapist can boost the capability to determine or understand agonizing, frenzied, or unanticipated incidents by confirming the beliefs and perspective learnings of their clients (Schwarz, 2018). Knowing and validating clients’ belief system improves adherence to psychotherapy and supports to accomplish better results (Captari, et al., 2018). However, incorporating religious dimensions of clients’ lives in psychotherapy demands competence in terms of high standard of awareness, ethics, and abilities for aligning knowledge obtained regarding religious values and beliefs for the benefit of therapeutic procedure (Chu, Leino, Pflum, & Sue, 2016).

Socioeconomics is considered an important aspect of the identity of and individual and it influence the way personal success is perceive (Finegan, Firth, Wojnarowski, & Delgadillo, 2018). Socioeconomic also interrelates with other personality characteristics and tend to have an impact on individuals overall quality of life (Finegan, et al., 2018). It has been identified that individuals from a lower socioeconomic background have a higher tendency of dropping out of the therapy and poor individual perceive psychotherapy as less effective (Levi, Laslo-Roth, & Rosenstreich, 2018). Self/emotion regulation, sensitivity, and mental flexibility are the three main cognitive domains that play crucial role in success of psychotherapy and are impaired because of low socioeconomic status (Levi, et al., 2018).

References

Captari, L. E., Hook, J. N., Hoyt, W., Davis, D. E., McElroy‐Heltzel, S. E., & Worthington Jr, E. L. (2018). Integrating clients’ religion and spirituality within psychotherapy: A comprehensive meta‐analysis. Journal of Clinical Psychology, 74(11), 1938-1951. doi:10.1002/jclp.22681

Chu, J., Leino, A., Pflum, S., & Sue, S. (2016). A model for the theoretical basis of cultural competency to guide psychotherapy. Professional Psychology: Research and Practice, 47(1), 18. Retrieved from https://psycnet.apa.org/journals/pro/47/1/18.html?uid=2016-05588-002

Finegan, M., Firth, N., Wojnarowski, C., & Delgadillo, J. (2018). Associations between socioeconomic status and psychological therapy outcomes: A systematic review and meta‐analysis. Depression and Anxiety, 35(6), 560-573. doi:10.1002/da.22765

Levi, U., Laslo-Roth, R., & Rosenstreich, E. (2018). Socioeconomic Status and Psychotherapy: A Cognitive-Affective View. Journal of Psychiatry and Behavioral Health Forecast, 1(2), 1008. Retrieved from https://www.researchgate.net/publication/328238564_Socioeconomic_Status_and_Psychotherapy_A_Cognitive-Affective_View

Marken, R. S., & Carey, T. A. (2015). Understanding the change process involved in solving psychological problems: A model‐based approach to understanding how psychotherapy works. Clinical Psychology & Psychotherapy, 22(6), 580-590. doi:10.1002/cpp.1919

Moleiro, C. (2018). Culture and psychopathology: New perspectives on research, practice, and clinical training in a globalized world. Frontiers in Psychiatry, 9, 366. doi:10.3389/fpsyt.2018.00366

Plakun, E. M. (2015). Psychotherapy and psychosocial treatment: Recent advances and future directions. Psychiatric Clinics, 38(3), 405-418.

Schwarz, S. (2018). Religious aspects in psychiatry and psychotherapy. International Journal of Human Rights in Healthcare, 11(2), 109-115. doi:10.1108/IJHRH-07-2017-0031

Straub, J., Plener, P. L., Sproeber, N., Sprenger, L., Koelch, M. G., Groen, G., & Abler, B. (2015). Neural correlates of successful psychotherapy of depression in adolescents. Journal of Affective Disorders, 183, 239-246. Retrieved from https://www.sciencedirect.com/science/article/pii/S0165032715003201

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