Oakton Symptoms Causes & Treatments Psychological Disorders Study Guide Paper

Oakton Symptoms Causes & Treatments Psychological Disorders Study Guide Paper

Oakton Symptoms Causes & Treatments Psychological Disorders Study Guide Paper


Question Description

I need support with this Psychology question so I can learn better.

There are 29 questions, but some of them need the book. in that case do what ever you can do at you best.

For question #19

, folks who feel a need to check locks and appliances might have had a scary experience once–like an overheated appliance leading to a fire or experience a home invasion when the doors weren’t locked. OR they could have heard a scare story from someone else along these lines. OR they could have been frighted by seeing a parent become very concerned with doors being locked, etc.

For question #20

, this is explained in a video I showed in class on “Rewiring the Anxious Brain.” As you might recall, the woman discusses how important it is for us to face our fears–and to prevent our typical avoidance response. Therefore, this is called “exposure (to fear) and response prevention (of avoidance).” We need to learn to stop maing our typical response of avoiding what we fear and instead learn to face our fears–but in small steps. There’s two minute version of this idea discussed in:



For question #21,

anyone who receives excessive criticism and/or extinction will begin to feel depressed. This depression then can lead to negative thinking and rumination accompanied by low levels of activity. Both of these are understandable responses but will make things go from bad to worse. This can develop into a vicious negative downward cycle. There is a way out of course–what is it? Learn more constructive, healthier cognitive and behavioral responses to our set-backs.

For question#22,

the neurons in our pleasure centers need to be exercised in order develop proper neural connections–just as do the neurons in our language centers and in our music centers. Unfortunately, some children experience very low levels of pleasure during their childhood so are living with pleasure centers that have poorly developed neural networks.

An important clarification

is that there are temperamental differences among children from the start! Around 15% of infants reveal an overly sensitive and reactive nervous system–more males than females–making them more susceptible to anxiety. And around 15% of infants reveal an overly low level of energy–more females than males–making them more susceptible to developing depression.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.