Write an essay to discuss antisocial personality disorder which is often associated with the individual failing conform to social norms, being impulsive, and deceitful.

/in /by

DISCUSS ANTISOCIAL PERSONALITY DISORDER WHICH IS OFTEN ASSOCIATED WITH THE INDIVIDUAL FAILING CONFORM TO SOCIAL NORMS, BEING IMPULSIVE, AND DECEITFUL.

Write an essay to discuss antisocial personality disorder which is often associated with the individual failing conform to social norms, being impulsive, and deceitful. Discuss the prevalence of this disorder amongst the general population and the criminal population. Additionally identify the types of crimes these individuals are most likely guilty of committing. Conclude with identifying and discussing what the best treatment options are for this disorder. It must summarize the link between mental illness and criminal behavior, debate how mental health issues influence behavior and synthesize the mental health diagnosis of conduct disorder.
The following sources must to used: Copeland, W., Miller-Johnson, S., Keeler, G., Angold, A, & Costello, J.E. (2007). Childhood psychiatric disorders and young adult crime: A prospective, population-based study. The American Journal of Psychiatry, 164(11) 1668-1675.
Disney, E. R., Elkins, I.J., McGue, M., & Iacono, W. G. (1999). Effects of ADHD, conduct disorder, and gender on substance use and abuse in adolescence. The American Journal of Psychiatry, 156(10) 1515-1521.
Lacourse, E., Baillargeon, R., Dupere, V., Vitaro, F. et al (2010). Two-year predictive validity of conduct disorder subtypes in early adolescence: A latent class analysis of a Canadian longitudinal sample. Journal of Child Psychology and Psychiatry, 51(12) 1386-1394.
Rifkin,A., Basawaraj, K., Dicker, R., Perl, E. et al. (1997). Lithium treatment of conduct disorders in adolescents. The American Journal of Psychiatry, 154(4), 554-555.

 A description of the chosen disorder and a comparison between normal brain function and the brain function of a person with the disorder

/in /by

A DESCRIPTION OF THE CHOSEN DISORDER AND A COMPARISON BETWEEN NORMAL BRAIN FUNCTION AND THE BRAIN FUNCTION OF A PERSON WITH THE DISORDER

 
Prompt: Case application paper. I decided to focus on Bella Thorne, a teenage Disney star. Bella Thorne has dyslexia.
 
Focus on Dyslexia and give

  •         A description of the chosen disorder and a comparison between normal brain function and the brain function of a person with the disorder
  • An evaluation of the relationship between psychological and physiological aspects of the disorder and the resulting negative effects on daily functioning
  • An assessment of the impact of recent technological advancements on the diagnosis and treatment of the disorder
  • Recommendations for appropriate treatment options and coping mechanisms for the selected case and other people with the disorder
  • Preventative measures that may be employed for others who may be at risk for the disorder

 
 
PLEASE USE REFERENCES FROM THE ANNOTATED BIBLIOGRAPHY I HAVE ATTATCHED ALSO ADD A REFERENCE at least one article that focuses on the brain basis of dyslexia and one dealing with the treatment of the disorder.
Format: The rough draft should follow these formatting guidelines: 8–10 pages, double spacing, 12-point Times New Roman font, 1-inch margins, and citations in APA format. 
 

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Description of Disorder Meets “Proficient” criteria and is substantiated through scholarly research 
(9-10)		 Provides a description of the child/adolescent’s disorder, including the neurobiology of the disorder(8) The description of the child/adolescent’s disorder is incomplete and lacking in detail 
(7)		 Does not provide a description of the child/adolescent’s disorder 
(0-6)		 10
Effects of Disorder Meets “Proficient” criteria and includes insightful examples validated by research(18-20) Evaluates the effects of the disorder on daily functioning 
(16-17)		 The evaluation of the disorder’s effects is lacking in detail and/or accuracy(14-15) Does not evaluate the effects of the disorder on daily functioning 
(0-13)		 20
Impact of Technological Advancements Meets “Proficient” criteria and includes insightful examples validated by research 
 
(18-20)		 Assesses the impact of recent technological advancements on the diagnosis and treatment of the disorder 
(16-17)		 The assessment lacks breadth and depth in the impact of technological advancements on the diagnosis and treatment of the disorder(14-15) Does not assess the impact of recent technological advancements on the diagnosis and treatment of the disorder 
(0-13)		 20
Treatment Options Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended treatment options/coping mechanisms(18-20) Provides recommendations for treatment options/coping mechanisms for the disorder 
 
(16-17)		 Recommends treatment options that are loosely aligned with the disorder 
 
(14-15)		 Does not provide recommendations for treatment options/coping mechanisms for the disorder 
(0-13)		 20
Preventative Measures Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended preventative measures(18-20) Provides suggestions for preventative measures that may be employed for those at risk for the disorder 
(16-17)		 Recommends preventative measures that are loosely aligned with the disorder 
 
(14-15)		 Does not provide suggestions for preventative measures 
 
 
(0-13)		 20
Articulation of Response Submission is free of errors related to citations, grammar, spelling, and syntax and is presented in a professional and easy-to-read format(9-10) Submission has no major errors related to citations, grammar, spelling, or syntax 
 
(8)		 Submission has major errors related to citations, grammar, spelling, or syntax that negatively impact readability and articulation of main ideas(7) Submission has critical errors related to citations, grammar, spelling, or syntax that prevent understanding of ideas 
(0-6)		 10
Earned TotalComments: 100%

Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards

/in /by

EXPLAIN THE IMPORTANCE OF UNDERSTANDING YOUR PERSONAL ETHICAL PERSPECTIVE.

Complete the Ethics Awareness Inventory Tutorial.

Write a 1,050- to 1,250-word summary of your findings. Address the following:

  • Explain the importance of understanding your personal ethical perspective.
  • Analyze the relationship between personal and professional ethics in psychology.
  • Discuss how the APA decision-making process facilitates more ethical professional behavior.
  • Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards. For more information on The Williams Institute: www.ethics-twi.org info@ethics-twi.org 480-517-1891
    EAI (O) OBLIGATION
    Ethics Awareness Inventory – Gain New Insight Into Your Ethical Perspective
    Your Ethical Perspective
    You tend to base your ethical perspective on an individual’s duty or obligation to do what is morally
    right—principles that represent what rational persons ought morally to do. You believe that ethical
    conduct appeals to “conscience.” In judging whether a person’s actions are ethical, you look to the
    intent behind his/her actions, rather than focusing on results. In other words, to be considered ethical,
    you believe that we must choose how we act and what rules we are willing to follow. From your
    perspective, ethical principles must be: (a) appropriate under any circumstances (universalizable); (b)
    respectful of human dignity; and (c) committed to promoting individual freedom and autonomy. Human
    beings must never be treated simply as “means” to the accomplishment of some defined “end.” The
    end does not justify the means. For additional research: This category is most closely aligned in
    philosophy with a deontological theory (See Immanuel Kant and John Rawls).
    Remember to review the BLENDED CATEGORIES section if your second highest score is within one
    or two points of your highest score.
    Your Ethical Style
    You believe that human beings have intrinsic value—we have a right to individual respect. Therefore,
    you cannot support social traditions and policies aimed at “the best interests of society as a whole” if
    any individual is denied the opportunities to which she/he is entitled as a human being. Your approach
    to ethics requires that, within legal and humane limits, people should be allowed to make their own
    choices. Acting in response to impulse, instinct, or rules worked out by others for us to obey does not
    constitute ethical conduct on our part. You believe that fostering personal growth takes precedence
    over achieving efficiency through organizational and social structures that tend to “dehumanize” ethical
    decision making. For this reason, you advocate policies intended to ensure equal respect and
    opportunities for all. Moral decisions must reflect the free choice of individuals if we ever expect to hold
    them personally responsible. You are guided by a desire to be in accord with established standards of
    right and wrong.
    Frustrations You Face in Addressing Ethical Dilemmas
    9 What you determine to be the right choice may not appear to be the most beneficial choice
    for the organization you support. The right choice does not necessarily benefit the decision
    maker.

ASSESSMENT OF INTELLECTUAL DISABILITY AND CAPITAL PUNISHMENT

/in /by

ASSESSMENT OF INTELLECTUAL DISABILITY AND CAPITAL PUNISHMENT:

Case 1. Assessment of Intellectual Disability and
Capital Punishment: A Question of Human Rights?
Dr. Eduardo Romaro, a clinically trained forensic psychologist, was retained by the
prosecution to evaluate the intellectual competence of John Stone, a 50-year-old
man convicted of first-degree murder of a guard during a bank robbery. John had
claimed he was innocent throughout the trial. In the state in which the trial was
conducted, individuals convicted of such an offense face the death penalty. John’s
attorney challenged the death penalty option for his client, claiming that the defendant
is intellectually disabled. The U.S. Supreme Court ruled in Atkins v. Virginia
(2002) that the execution of those with intellectual disability (formerly known as
mental retardation) is unconstitutional. Dr. Romaro had worked with the prosecution
before on intellectual disability cases, but this is the first time he had been
retained for a capital punishment case. He is personally ambivalent about whether
states should implement the death penalty.
The psychologist meets John in a private room in the prison and administers a
battery of intellectual and adaptive behavior tests with proven psychometric validity
for determining forensically relevant intellectual ability. Just as he ends the formal
test administration, John becomes distraught and appears to be experiencing
an anxiety attack. In his distress the psychologist hears the prisoner repeatedly
asking God for forgiveness for killing the guard and for murdering another person,
who he keeps calling “the boy waiting for the bus.” The psychologist shifts into an
emergency crisis intervention mode to help calm the defendant and rings for assistance.
Dr. Romaro was shocked to hear John “confess” not only to the bank murder
but also to the murder of a “boy waiting for a bus.”
The Diagnostic and Statistical Manual of Mental Disorders, fourth edition
(DSM-IV-TR) diagnosis of intellectual disability (currently termed “mental retardation
developmental disability”) requires that individuals demonstrate significantly
sub-average intellectual functioning, impairments in adaptive functioning,
and onset before 18 years of age. Similarly, the state standard for intellectual disability
includes a developmental history of intellectual impairment. Prior to testing,
FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.
NOT FOR DISTRIBUTION, SALE, OR REPRINTING.
ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.
Copyright © 2013 by SAGE Publications, Inc.