Wk 1: Discuss 2
Discussion Prompt 2: Nature AND Nurture?
As you likely remember from previous study, the Nature versus Nurture debate can be found within just about any topic related to psychology. Physiological Psychology is no different. In fact, the Nature versus Nurture debate may be of even more importance in the field of Physiological Psychology as professionals work to distinguish biological causes such as genetics from other psychological or environmental causes. Genes, DNA and organic causes are significant factors in an individual’s mental health! Likewise, environmental stressors and other influences outside the human body affect mental health and may trigger the onset of certain symptoms and illness. In Physiological Psychology, BOTH Nature AND Nurture are viewed as prominent determinants of an individual’s mental health.
This discussion assignment will focus on the use of BOTH Nature (heredity) AND Nurture (environment) in clinical practice. Respond to the following case example as if you are a psychologist, writing your documentation after interviewing the client for the first time.
You are meeting with Shonda today for an initial counseling session and spent a majority of the session gathering BioPsychoSocial assessment information (that is, information pertaining to biological, psychological and social factors that may be impacting Shonda’s mental health). Shonda has shared with you that she has been experiencing severe anxiety over the last three months. She also states that anxiety disorder runs in her family. To Shonda’s knowledge, her sister, mother, maternal grandmother and paternal grandfather have all struggled with severe symptoms of anxiety at one time or another. Shonda states that six months ago she was transferred to a new position in the Emergency Room at the hospital where she works. Shonda is a nurse and her new position is fast-paced, high stress and she faces trauma on a daily basis. Shonda is having difficulty sleeping at night due to racing thoughts and the inability to “unwind.” She has become more irritable which has in turn negatively affected her close relationships.
In your documentation write-up (your initial discussion prompt response), provide an analysis of both biological and psychological causes of Shonda’s situation. Between biological and psychological causes, which appears to have had the largest impact? What recommendations would you make to Shonda to alleviate her symptoms based on the biological and psychological information presented?
Your initial discussion prompt post should include at least 150 words. Be sure to engage in discussion with your fellow learners, debating your observations as they relate to the Nature versus Nurture debate. Follow-up response posts should include at least 100 words.
Please scroll down to the input box to type your response to the discussion prompt. After keying in your response, click the SAVE button. Once you’ve posted your initial response to the question, you can join your fellow learners in the discussion forum by clicking the “Discussion” tab on the top of the “Course Outline” page.
Click the “Grading Criteria” button below to view the rubric, which will be used to evaluate your contributions for this activity.
Word count: 0
Drop files here The file size should not be more than 3 GB
The Owl and the Pussy-Cat In this paper I will dissect Edward Lear's sonnet 'The Owl and the Pussy-Cat' (Appendix 1), first giving a specialized expressive investigation focusing on sound designing, furthermore finding its place in the historical backdrop of verse for youngsters, and thirdly how the lyric conceives youth. Written in December 1867 for the girl of a dear companion of Lear, it was first distributed in a compilation by Lear entitled Nonsense Songs, Stories, Botany, and Alphabets (1871). From that point forward it has been distributed, represented, made an interpretation of, and set up with a good soundtrack ordinarily. In 2001 it was casted a ballot Britain's preferred sonnet. Lear utilizes basic, however imaginative language to recount to the captivating story of the voyaging sweethearts; the indistinguishable winged animal and feline. Including three stanzas, every eleven lines in length, it comprises of twin number quatrains and a three-line hold back, formed in a particular versifying meter. The rhyme plan is 'abcbdefe' switching back and forth somewhere in the range of four and three focused on syllables for every line, trailed by the hold back 'eee' comprising of two lines with only one focused on syllable, and a last line with three. This uniform rhyme plot gives the sonnet melodic structure, yet in addition adheres the altogether different pieces of the story. The musical parallelism of the holds back, in which every one of the three lines end with the equivalent focused on word, is an exacting example in itself and frontal areas this piece of the sonnet as it takes on an incantatory feel. Despite the fact that the holds back are not the predominant structure of the sonnet, they do include melodic support. The customary metrical example is the thing that gives the lyric its rising cadence (anapests) and sing melody structure and there is little to upset the progression of the mood, or the story. The point at that point is effortlessness and redundancy; undoubtedly the primary case of reiteration happens in the opening line, which highlights the sonnet's title words accordingly reaffirming the focal point of the ballad. Yet, in the primary stanza, the most discernible sound example is the convergence of/p/sounds; a phonological parallelism that reaches out over the content with the words 'Pussy', 'pea', 'bounty' and 'pound' just as happening in 'wrapped' and 'up'. The repeat of this plosive consonant copies the culling of guitar strings, which upgrades the musicality as well as the enhanced visualization of the serenading owl. While the plosive/p/in 'Pussy' combined with the/b/in 'wonderful' isn't exactly alliterative, it is resonating and enticing of music, mirroring the profundity and enthusiasm of the owl's charms. Note that Lear likewise utilizes accentuation to stress meaning; the outcry marks toward the finish of lines ten and eleven signify a statement of the owl's sentiments recommending that the relationship is surely something other than kinship. Notwithstanding reiteration and similar sounding word usage, Lear utilizes solid full rhymes to fortify sound, which means and beat, and they have a functioning influence in the state of mind and motivation behind this ballad. Flawless end rhymes are the most discernible, yet there are additionally solid inward rhymes, to be specific happening in each third line of every stanza, yet in addition in the fifth line in the second and third ones. This blend of one and two syllable rhymes go about as a sub-abstain bringing the tune sound 'all around' again to our ears while the content turns out to be increasingly capricious. Sound and musicality are additionally drawn out into the open by the tolling end rhyme among 'sing' and 'ring' in lines thirteen and fifteen. The words are splendid and short, similar to the vowel sound, yet pursued by the consonant/ng/the sound is broadened, and the redundancy of 'ring' in the hold back mimickes the ringing of a chime where we may hear the onomatopoeic reverberation of 'bong' (from 'bong-tree'). The third stanza comes full circle in a centralization of inner and harmonious rhymes which invoke a visual and aural gala to coordinate the wedding dinner itself, with the last lines inspiring the who-o-o, who-o-o of an owl through the long vowel/oo/in 'moon'. Every one of the characteristics of tune are available: delight, simplicity of reiteration, memorability, cadence, rhyme and abstains. The clear suddenness of these components rise up out of customary standards and Lear's clever association. Other than musicality, the other fundamental element of the lyric is 'word-play' with Lear fusing intermittent created words: 'bong-tree', 'Piggy-wig' and the babble descriptor 'runcible'. Just as having a comical impact, they present components of unconstrained dream that accentuate the dreamlike adventure of the anthropomorphised creatures. In spite of the fact that these words seem made-up regardless they stay, just, inside our typical desires for English. Nonetheless, the way that they do veer off from the ballad's encompassing basic language implies they are foregrounded, in this manner, the peruser/audience gives especially consideration to them since they are fulfilling to state without fundamentally appearing well and good. Despite the fact that 'runcible' has no genuine importance (in spite of the fact that it has since been famously characterized as a three-pronged fork bended like a spoon) it has a phonological fun loving nature with the moving of the 'r' in 'run' trailed by the two syllables in 'cible'. The hyphenation of 'Piggy-wig' really fuses the phonemes and implications of two words, 'pig' and 'wig', managng to prevail as an interior rhyme. While the consideration of these words doesn't generally add anything to the significance of the expression, they do at any rate continue, and perhaps fortify the musicality. It isn't until the last stanza that the mood is upset somewhat by the 'running over' of line twenty-three into twenty-four immediately. The impact of this enjambment is that we are rushed on to a vital stage in the story, the time when an exchange happens. The caesura at the word 'ring' makes a delay, yet additionally a short strain as we anticipate the pig's answer. Note that the immediate discourse in these lines references conventional marriage promises strengthened by the weight on the words 'willing' and 'will'. Moreover, this exchange likewise brings the 'genuine' world closer to the surface. Without a ring the marriage can't occur. Just when the 'bargain' has been done can the story, and therefore the sonnet, proceed as in the past. When the customary musicality resumes it drives the story ahead, finishing with cat and fowl moving 'connected at the hip, on the edge of the sand… by the light of the moon'. Symbolism made by the evening glow (generally summoned as being sentimental) implies the charm of the scene moves on with the dream sweethearts and is the place the peruser/audience needs to leave them. Despite the offbeat story and word-play the sonnet is firmly tied down by the solid versifying 'walk' woven through the conventional melody type of tetrameter and trimeter. The rising rhythms move the ballad along while being constrained by the full and stable rhymes, making it fulfilling. Lear's ability originally came around in A Book of Nonsense (1846) containing a gathering of his limericks and interesting representations which demonstrated a prompt accomplishment with perusers and faultfinders. Lear's work, alongside that of Lewis Carroll, created and promoted rubbish writing, particularly with respect to their utilization of 'babble' words, in this manner, it is regularly observed as an unmistakably 'Victorian classification'. Be that as it may, abstract rubbish existed some time before this and, as Styles calls attention to in her exposition about the historical backdrop of verse for youngsters, can be followed back to the 'ferocity of the nursery rhyme' (Styles, p. 211). These old and customary rhymes from the oral convention, naturally known as 'Mother Goose' rhymes, are an accumulation of sections, bedtime songs, rhymes and tunes offering silliness, redundancy and narrating, albeit few were initially made or planned for kids. Eighteenth century verse considered reasonable for kids was generally instructional or moralistic, and frequently dastardly. Its main points were worried about sparing the spirit and making great character and, as other youngsters' writing, generally mirrored the thoughts that grown-ups held about what kids ought to be keen on. Be that as it may, as Puritanism wound down and new thoughts regarding adolescence rose, beautiful accumulations composed explicitly for kids started to show up. Tommy Thumb's Song Book (1744) was the main endeavor to put nursery rhymes from the oral custom into print, and two accumulations from William Blake in 1789 and 1794, despite the fact that not explicitly composed for kids, captured the quintessence of adolescence. Different volumes of tyke focused verse showed up in the early piece of the nineteenth century, and despite the fact that writers as of now kept on following in the equivalent moralistic custom there was a developing enthusiasm for kids' feelings and encounters. The mid and late nineteenth century delivered Stanzaan bounty of verse for kids, including that of Lear, which harmonized with the changing perspectives on youth. Despite the fact that the foundations of babble refrain are sooner than the nineteenth century, this is the period the most celebrated and remarkable models show up. Lear's limericks and rubbish rhymes were delighted in by youngsters, yet additionally by grown-ups, who discovered them an appreciated help from the prohibitive lessons of the Church and Victorian culture when all is said in done. These clever and comical rhymes were enjoyable to peruse so anyone might hear and simple to recollect. Be that as it may, Lear's work isn't simply recognized by his semantic play; it additionally included unusual and funny illustrations. In spite of the fact that his representations for 'The Owl and the Pussy-Cat' are to some degree preservationist in that the creatures are delineated reasonably and seem blank, they do offer an interpretative impact and would have incredibly improved the impression of the lyric at the season of distribution. On the other hand, the single delineation in 100 Best Poems for Children (P>GET ANSWER