Personal Journal Entries:12 total entries (2 per week) 

Typed OR handwritten 

Single OR double spaced 

Discuss how your week went

Talk about your progress challenges, success How you are feeling Etc. 

Pay more attention to what I do every day, how long I exercise, what I eat, and How does this affect me 

250 WORDS CITATION AND REFERNECES 

What is a definition of family that encompasses the different family structures prevalent today? Discuss the importance of acknowledging nontraditional family structures. Explain how family systems theory can be used to better understand the interactions of a modern family (traditional or nontraditional). 

Required Resources
Read/review the following resources for this activity:

• Textbook: pp. 69-81
• Lesson
• Week 3 Assignment
• Link (Word doc): Con-Paper Template
• Minimum of 3 academic articles (from the Week 3 Assignment)

Apply the following writing resources to your posts:

• Link (multimedia presentation): Citing References in Text (Links to an external site.)
• Link (website): APA Citation and Writing (Links to an external site.)

Instructions
For this assignment, complete the following:

• Review the Toulmin-model outline (Week 2 Lesson) and your completed Week 3 Assignment (Con-Position Proposal). Assess any feedback provided by the professor and/or your peers.
• Compose a position paper representing the con side of your new topic. (See the Con-Paper Template). The paper should include approximately 6 developed paragraphs:
  • Introduction (with thesis statement)
  • Context paragraph
  • 3 body paragraphs (focusing on 3 cons)
  • Conclusion
• Apply a formal tone appropriate for academic audiences, maintaining an objective 3rd person point of view – no 1st person (I, me, my, we, our, us, mine) or 2nd person (you, your). Avoid contractions, clichés, and slang terminology.
• Use the provided template to assist in formatting the title page and document.
• Incorporate at least 3 scholarly sources into the paper. Cite all sources in APA format, both parenthetically and on a reference page.
• Before submission, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct.

Writing Requirements (APA format)

• Length: 2-3 pages (not including the title or reference pages)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page (minimum of 3 academic articles)

Imagine you have been asked by your local church, synagogue, scouting group, sports team or some other community organization, to give a 15-20 minute talk about addiction. Imagine there has been some concern in the community about how to deal with the problem. You’ve been asked to talk about what happens to the brain when people become addicted.

Your presentation may be in any of the following forms:

• Powerpoint presentation with notes (10 slides minimum, APA format)
• 3-5 page paper (APA format)
• Other presentation formats (must be approved by the instructor by the middle of the week)

Your paper should:

• Be three to four pages long. 
• Double spaced. 
• One inch margins. 
• 12 point font, Times New Roman. 
• You should add citations in the body of the paper and include a reference page at the end of the paper.
• Your paper should reflect not only your opinion but also your familiarity with the material from the course.
• Your PowerPoint presentation must include citations and references in each slide (as appropriate) and a references slide at the end of the presentation.
• Your presentation should reflect not only your opinion but also your familiarity with the material from the course.
• Pay attention to your formatting and professionalism of the presentation.
• Alternative presentations must include citations and a reference page and should be professional in appearance.

Estimated time to complete: 4 hours

Rubric

PS101 Unit 4 Assessment – Midterm ProjectPS101 Unit 4 Assessment – Midterm ProjectCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO1; PS101-CO327.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.24.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.22.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in this area.19.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.16.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions27.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P27.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.24.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.19.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.27.0 pts
This criterion is linked to a Learning OutcomeTechnology18.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.16.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.14.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.13.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.11.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requirements.18.0 pts
This criterion is linked to a Learning OutcomeWriting13.5 ptsLevel 5The assignment exhibits an excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.12.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics or spelling  with minor grammatical errors that impair the flow of communication.10.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication9.0 ptsLevel 2The assignment exhibits a  limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.7.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.13.5 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I4.5 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.4.0 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.3.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 – 4 minor APA errors.2.0 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.1.0 ptsLevel 1The errors demonstrate a limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.4.5 pts

Respond to your colleagues by providing additional insights or alternative perspectives. 

POSITIVE COMMENT

                                              Main Post

How to Become a Social Change Agent for Psychiatric Mental Health

             Mental illness is a significant public health concern. Unfortunately,  society holds a negative attitude about mental illness (Casados, 2016).  The negative attitude impacts individuals on an interpersonal level,  through blaming and name-calling, and on an institutional level, through  employment discrimination (Casado, 2016). Shockingly, one study found  that 68% of Americans do not want mental illness being married into  their family, and 58% of Americans do not want people with mental  illness in the workplace (Dingfelder, 2009). Another study reported that  over 45% of people thought people with depression were unpredictable,  and 20% of people thought people with depression were dangerous  (Dingfelder, 2009).  The stigma associated with mental illness can make  psychological symptoms worse, and hinder treatment and recovery, which  can continue to compromise the individual’s mental health (Casados,  2016).

             The statistics described above are astounding to me. I agree entirely  with one of the statements in the article by Bennett (2015), which  states, “mental health is physical health; the two are inseparable”  (para. 2). I believe a way to bridge that gap is through a new concept  in health care called patient-centered care. Patient-centered care is  providing care that focuses on physical comfort and emotional well-being  (NEJM Catalyst, 2017). It is providing care that is collaborative,  coordinated, and accessible at the right time and in the right place  (NEJM Catalyst, 2017). Patient-centered care allows the patient and  their family to be a part of the care team and play a role in decision  making (NEJM Catalyst, 2017).  If society understood patient-centered  care, then I think mental health would not be stigmatized the way it is.  

             Psychiatric mental health nurse practitioners (PMHNPs) can be a social  change agent by being a voice for our patients and utilizing  patient-centered care. Practicing care coordination and collaborating  with the patient, their family, and other healthcare providers is  essential. Society has a negative attitude about mental illness because  the majority of people do not understand it. Thus, providing education  to the community is also a key to breaking the stigma. 

How I Will Advocate for Change Within My Community

I  will advocate for change in my community by practicing patient-centered  care. I will do this by including the patient and their family when  discussing options and decisions. I will listen to the patient to  understand their preferences, cultural traditions, and socioeconomic  condition (NEJM Catalyst, 2016).  I will provide education within the  community to educate those who are unfamiliar with mental illness. I  will also work in rural areas to help those in underserved areas have  access to mental health care. 

                                                   References

Bennett, T. (2015). Changing the way society understands mental health. National Alliance on Mental Illness. Retrieved from https://www.nami.org/Blogs/NAMI-Blog/April-2015/Changing-The-Way-Society-Understands-Mental-Health

Casados, A. T. (2016). What makes mental illness stigma so hard to change and to study? Clinical Psychology: Science and Practice. Retrieved from https://www.div12.org/what-makes-mental-illness-stigma-so-hard-to-change-and-also-to-study/

Dingfelder, S. F. (2009). Stigma: Alive and well. American Psychological Association, 40(6), 56. Retrieved from https://www.apa.org/monitor/2009/06/stigma

NEJM Catalyst. (2017). What is patient-centered care? Retrieved from https://catalyst.nejm.org/doi/full/10.1056/CAT.17.0559