Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Evaluating Trauma as an Emotional Response and Intrusive Memory
Evaluating, Trauma, Emotional, Response, Intrusive, Memory
Question one
Trauma is classified as an emotional response. It is the response to some terrible events like accidents, that is, any form of accidents, rapes, or even natural disasters. After the occurrence of such events, the shock and the denial of them are typical. There might be long-term reactions, including having unpredictable emotions and having flashbacks of the same; some go through strained relationships with people, while some might have physical symptoms like headaches and even nausea (O.T.
Muldoon & S.A. Haslam et al., 2020). Some people even find it difficult to move on with their lives after such events; this is also classified as the effects of trauma. Trauma needs the psychological assistance that will help them to recover. There are types of trauma, and these include acute traumas and chronic. Acute trauma results from a single incident, while the chronic is due to prolonged and repeated domestic violence or even abuse (O.T. Muldoon & S.A. Haslam et al., 2020).
Question two.
Trauma is related to intrusive memory. It reduces the cortisol response in the subsequent stressors. There are physiological reactions like having an increased heart rate, which is one of the symptoms that the patient might have during this period of trauma. Some have increased adrenaline, which might lead to the arousal of the sympathetic nervous system, and they lead to decreased activity in the parasympathetic nervous system (O.T. Muldoon & S.A. Haslam et al., 2020).
The increased adrenaline also has some effects on the body, like a decrease in the activity of the digestive system, an increased rate of sweating, and even an increased pulse together with the blood pressure of the given individual. When it comes to stress, sudden stress increases the heart rate, and the breathing pattern is also increased, there is a decrease in the digestive system activity, the liver is forced to release glucose to provide the body with the required amount of energy (O.T. Muldoon & S.A. Haslam et al., 2020).
Question three
The self-regulation of an individual is the most basic sense that a person can have. It normally involves controlling the person’s behavior, their own emotions, and even their thoughts in the pursuit of some long-term goals. These regulations are more specific to the type of trauma. They involve emotional regulation. It generally involves managing the disruptive emotions and the given impulses of the traumatized individuals (O.T. Muldoon & S.A. Haslam et al. 2020).
The skills include how an individual responds in some situations or even how they behave in a particular way or when an event has taken place. The skills include self-awareness of the person; they have to know their feelings, thoughts, and emotions. They should be persistent in that they continue moving towards their goals; the adaptability to their response and emotions is also an important skill in the self-regulation of a patient going through trauma, be acute or chronic trauma (O.T. Muldoon & S.A. Haslam et al., 2020).
Part two
Presenting concerns
This is a child who has trauma; the presenting symptoms include her bedwetting due to fear. They have regressing behavior like forgetting how to speak in circumstances, the child is clingier on their mother, and she always wishes she never leaves. This child is prone to tears and frequent crying without any cause or stimulant.
They act to draw dark, sad things, and this is their way of expressing the trauma they went through a few months ago. She has an acute trauma after an event that happened once, and she got the symptoms. The girl most frequently feels unloved, and nobody is treating them right. They fear sleeping alone with the fear of the reoccurrence of the event (R.J. Kleber, 2019).
Trauma history
This is a young girl who a close relative raped. They trusted the person but instead, he ended up abusing him. This traumatized her since she was close to her, and she trusted that he always wished her good and not the evil act that she got. This acute trauma happened once, but it might have other complications since the symptoms are changing to another thing or level (R.J. Kleber, 2019).
Client Goals.
The patient’s goals should include accepting that the event already took place; they should process the memories and positively accept them. They should also be positive in healing from the trauma they are going through and be positive about the therapies. They should also be open to their therapists and share their feelings, thoughts, and emotions about the traumatic event (R.J. Kleber, 2019).
Therapist goals
Offer the skills and the strategies that will assist this child for them to understand better the trauma they are having. Help them with the ways to help them cope with the type of trauma they are going through and the symptoms they are experiencing. They should also be helped in processing the emotions and the memories linked to the traumatic experiences. The main goal is to enable the child to create a healthier and more adaptive meaning of the traumatic experience they had before (R.J. Kleber, 2019).
References
Muldoon, O. T., Lowe, R. D., Jetten, J., Cruwys, T., & Haslam, S. A. (2021). Personal and Political: Post-Traumatic Stress Through the Lens of Social Identity, Power, and Politics. Political Psychology, 42(3), 501-533. https://onlinelibrary.wiley.com/doi/full/10.1111/pops.12709
Kleber, R. J. (2019). Trauma and public mental health: A focused review. Frontiers in psychiatry, 10, 451. https://www.frontiersin.org/articles/10.3389/fpsyt.2019.00451/full
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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