Challenges in Identifying Mental Disorders
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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.
By Wednesday, July 2, 2014, deliver your assignment to the M1: Assignment 3 Dropbox.
Assignment 3 Grading Criteria Maximum Points Identified and analyzed theoretical and practical challenges in defining what is abnormal. 35 Identified and analyzed the consequences of identifying a behavior or person as abnormal. 35 Organized ideas in a logical structure and supported statements with reasons and research information. 15 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 15 Total: 100 Using a unit of instruction you have previously taught or one you want to teach this next year (if you are an administrator, or not assigned to a classroom, using the data for your school complete the assignment around an identified school target area of need as though you were developing common assessments for a grade level) you are to do the following:
Identify state academic standards or other recognized standards associated with the unit (where appropriate for those of you who may be associated with business or the military)
Develop specific learning targets (Mark those that are state – or other – standards)
List all assignments and assessments associated with the unit Develop a grid sheet to demonstrate where and how the learning targets will be assessed within the unit. Indicate which assessments will be used formatively or summatively.
Revise/develop assessments to measure learning targets that include using objective (simple and multiple choice items), interpretive exercises, essay questions, and performance based items. If you choose not to use one or more of the item formats explain why it is not an appropriate means of assessment.
Develop rubrics/grading criteria for assessments where appropriate.
Set up an item analysis spreadsheet for one assessment.
Submit the learning targets (identifying those that are aligned with state standards), the grid sheet, new assessments, grading criteria and or rubrics associated with the unit and the item analysis spreadsheet. All
products are to be submitted online by July 2nd.
Challenges in Identifying Mental Disorders
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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