What Parents Need to Know
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
The Genetics of Addiction: What Parents Need to Know
Addiction is a complex and multifaceted condition that can have a severe impact on a person’s physical, mental, and social well-being. Addiction is often associated with drugs and alcohol, but it can also involve gambling, sex, and other compulsive behaviors. While environmental factors such as peer pressure, trauma, and stress can contribute to the development of addiction, genetics also plays a crucial role in determining a person’s susceptibility to addiction.
The genetics of addiction is a rapidly evolving field that seeks to understand how genetic factors influence a person’s risk of developing addiction. In this article, we will discuss the key findings in this field and what parents need to know about the genetics of addiction.
Addiction is heritable.
Research has shown that addiction has a heritability rate of 40-60%, meaning that 40-60% of the risk for addiction can be attributed to genetic factors. This does not mean that addiction is solely determined by genetics, but rather that genetics can play a significant role in the development of addiction.
Multiple genes are involved in addiction.
Addiction is a complex trait that is influenced by many genes. Scientists have identified several genes that are associated with addiction, including genes involved in dopamine signaling, the reward pathway in the brain, and stress responses. However, it is important to note that no single gene can fully explain addiction. Instead, addiction is a polygenic trait, meaning that it is influenced by multiple genes, each of which contributes a small amount to the overall risk.
Genetics can influence how drugs are metabolized.
Genetic variation can affect how drugs are metabolized in the body. Some people may have genetic variants that cause drugs to be metabolized more slowly, leading to higher drug levels and an increased risk of addiction. Other people may have genetic variants that cause drugs to be metabolized more quickly, leading to lower drug levels and a decreased risk of addiction.
Environmental factors can interact with genetics to increase addiction risk.
While genetics can play a significant role in the development of addiction, environmental factors can also interact with genetics to increase addiction risk. For example, children with a genetic predisposition to addiction may be more likely to develop addiction if they grow up in an environment that is stressful, abusive, or lacking in social support.
Early intervention can reduce addiction risk.
While genetics can influence a person’s risk of developing addiction, it is important to remember that genetics is not destiny. Early intervention can be effective in reducing addiction risk, even in people with a genetic predisposition to addiction. Parents can play an important role in preventing addiction by providing a supportive and nurturing environment for their children, teaching them coping skills for stress and negative emotions, and monitoring their behavior for signs of substance use.
In summary, the genetics of addiction is a complex and rapidly evolving field that has important implications for parents. While genetics can play a significant role in determining a person’s susceptibility to addiction, environmental factors can also interact with genetics to increase addiction risk. By providing a supportive and nurturing environment for their children and teaching them coping skills for stress and negative emotions, parents can help reduce their children’s risk of developing addiction, even in the presence of genetic risk factors.
What Parents Need to Know
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
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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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