FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635
FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635
The emergence of psychopathology is influenced by a wide variety of external and internal factors. When providing care to patients and attempting to address their concerns regarding their mental health, it is essential to identify these aspects. The development of psychopathology is influenced by a delicate balancing act including hereditary characteristics, contextual circumstances, and interactions (Kalin, 2020). The development of psychopathology is influenced by a variety of elements, including biological, psychological, social, cultural, and interpersonal factors. For the purpose of this assignment, I will discuss these primary factors.
Biological Factors
The formation of psychopathology is influenced by a number of biological factors, including those of a genetic and neuroscientific nature. Heritability is a major factor in the development of bipolar and schizophrenia disorders, whereas it plays a less significant role in the development of anxiety and depressive disorders (Kalin 2020). Although there are some gene variants that have been directly linked to the development of psychiatric disorders, it is much more frequent for these disorders to involve numerous gene variations that interact with one another (Kalin, 2020). Phenotypes obtained by genetic mapping provide evidence that particular disorders, as well as specific genetic variants that are inheritable, may contribute to an individual’s likelihood of getting the disorder. Because genetic links exist between genes that are physically adjacent to one another on a chromosome, the disease locus and the marker locus are both shared by these genes. The process of genetic mapping aims to identify the specific genetic variations that, when combined, increase an individual’s likelihood of acquiring the condition. It is essential, when doing a patient evaluation, to inquire about the patient’s family mental history in order to determine the patient’s genetic risk for developing a psychiatric or medical illness (Carlat, 2017).
Aspects of a Person’s Mental Makeup
The development of psychopathology is significantly influenced by a variety of psychological factors. Experiencing a traumatic incident raises one’s chances of developing post-traumatic stress disorder (PTSD), as well as depression, anxiety, and the tendency to engage in risky behaviors (Cao et al., 2020). There is a strong correlation between adverse experiences in early life, such as stress, adversity, and trauma, and the later development of psychopathology (Kalin, 2020). Depression in the mother, drug use by the mother, and stressful circumstances for the mother can all affect the developing fetus throughout the prenatal period and frequently extend into the postnatal period as well (Kalan, 2020). During the first few years of a person’s existence, environmental factors have the ability to have an effect on the rapid development of the brain, which is a factor in the learning of behavioral, emotional, and cognitive skills (Kalan, 2020). Mistreatment in childhood, including physical abuse, sexual abuse, and neglect, has a significant impact on mental and physical health in adulthood (Kalan, 2020).
Aspects of Society, Culture, and Personal Relationships
Inequalities in society as well as a person’s socioeconomic standing are major contributors to the development of psychopathology.
According to Melchior, Galéra, and Pryor (2017), patients with socioeconomic inequalities had a greater rate of onset of psychiatric problems and a delayed diagnosis later in life. According to Melchior, Galéra, and Pryor (2017), some of the factors that contribute include being poor, not having enough food to eat, having birth difficulties, and having bad familial situations. According to Melchior, Galéra, and Pryor (2017), the presence of a family history of psychiatric illness is a factor that contributes to disparities in the mental health of children. (Melchior., Galéra, & Pryor, 2017). In the end, it creates a higher risk for mental health disorders in kids, which leads to low academic attainment, later employment, and crime. A person’s race, ethnicity, place of origin, language use, religious views, financial level, migration history, acculturation, and affiliation are all examples of cultural elements that might have an effect on psychopathology. It is essential to gain an understanding of the cultural background of a patient in order to comprehend what sickness signifies to that culture. Cultural variances interpret mental illness, suicide, and substance misuse differently. Finding out a patient’s cultural history is helpful in determining which treatment approach has the best chance of being successful for that patient
In conclusion, a multifaceted approach is the best way to determine the elements that contribute to the development of psychopathology. Because each patient is unique, it is important to take detailed notes and thoroughly examine their medical history in order to pinpoint any characteristics that can provide difficulties for the treatment plan or therapy.
FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635 References
Cao, X., Wang, L., Cao, C., Fang, R., Chen, C., Hall, B. J., & Elhai, J. D. (2020). Depicting the associations between different forms of psychopathology in trauma-exposed adolescents. European Child & Adolescent Psychiatry, 29(6), 827–837. https://doi-org.ezp.waldenulibrary.org/10.1007/s00787-019-01400-x
Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.
Kalin, N. H. Early-Life Environmental Factors Impacting the Development of Psychopathology. American Journal of Psychiatry, [s. l.], v. 177, n. 1, p. 1–3, 2020. DOI 10.1176/appi.ajp.2019.19111181. Disponível em: https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=140976895&site=ehost-live&scope=site. Acesso em: 29 ago. 2021.
Melchior, M., Galéra, C., & Pryor, L. (2017). Psychopathology and socioeconomic position: what can be done to break the vicious circle? European Child & Adolescent Psychiatry, 26(7), 747–748. https://doi-org.ezp.waldenulibrary.org/10.1007/s00787-017-1017-8
In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015).
Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
- Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.
- Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.
By Day 3 of Week 1
Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.
Read a selection of your colleagues’ responses
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days by explaining the implications of why, as an advanced practice nurse, it is important to adopt a multidimensional, integrative model of psychopathology.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635
Search entries or author Filter replies by unread
Reply Reply to Week 1: Discussion
Collapse Subdiscussion Falyn Crosby
Falyn Crosby
Nov 29, 2022 Nov 29, 2022 at 12:24pm
Factors That Influence the Development of Psychopathology
Psychopathology is likely influenced by a combination of biological, psychological, and social, cultural, and interpersonal factors. As we age and experience life, we unfortunately also experience trauma at times. These experiences and our ability to cope with them can cause psychiatric symptoms to manifest, especially if we were already predisposed. This is just an example though and many factors can contribute to one’s risk for psychopathology. Let’s look at some different factors.
Biological Influences (Genetic & Neuroscientific)
Genetics are known to increase the risk for certain mental illnesses. Diseases like bipolar and schizophrenia, autism, major depressive disorder, and even ADHD tend to run in families. There is usually a common gene variation seen in people diagnosed with these diseases (NIH, 2013). Heritability for schizophrenia and bipolar disorder is thought to be 75% or greater, while it ranges somewhere between 20%-45% for depression and anxiety (Kalin, 2020). These percentages are significant.
Epigenetics is also important to consider as these are genes that are present but turned off so to speak and not expressed or modified until they interact with either internal or external environmental factors (CDC, n.d.).
Things like hormones and neurotransmitters are also thought to potentially cause the onset of psychopathology. For example, some believe that decreased serotonin levels can cause disturbances in mood and lead to things like depression and anxiety (Moncrieff, et al., 2022).
Psychological Influences (Behavioral and Cognitive Processes, Emotional, Developmental)
Psychological factors that impact psychopathology are just as important to discuss as biological factors. It really is the whole nature vs nurture argument, but it’s likely that they both matter. You can take a perfectly healthy baby or young child and expose them to trauma, abuse, drugs, or even things like unhealthy water and increase their risk for developing psychopathology later in their lives. Growing up in an environment that is safe where needs are met, including emotional needs is vital to the overall well-being of a child. As the child grows other things start to influence their risk for developing psychopathologies, like peer groups, social acceptance, and their identity. The child’s ability to be resilient and respond to stressors is important as from a developmental systems perspective their reaction to stressors can alter brain development and influence how they respond in the future (Masten & Kalstabakken, 2018).
Cognitively psychopathology can be influenced by how people perceive memory, how much attention and thought they give situations, and how they perceive incoming stimuli. If their reaction to incoming stimuli is disproportionate to the actual situation then we may see psychopathology emerge in the form of diseases like obsessive-compulsive disorder, ADHD, eating disorders, or anxiety to name a few. This is where approaches like Cognitive Behavioral Therapy or CBT may be useful for treatment (APA, n.d.).
Social, Cultural, and Interpersonal Influences
Our culture, environment, and those we surround ourselves with play a huge role in our emotional and mental health. For example, illnesses like anxiety and depression are often higher in those with less-than-ideal socioeconomic situations. Lack of access to education or quality education and employment opportunities are often associated with an increase in anxiety and or depression. Situations where people are struggling day in, and day out are optimal environments for stress, anxiety, and depression (Cheung & Mak, 2018).
One’s culture may impact whether someone seeks mental health treatment for an illness and what kind of treatment they accept if they do seek it. It could even impact their actual diagnosis. A lot of cultures are still hesitant to fully embrace the concept of mental health and illness. If you live in an area where mental illness is stigmatized, then chances are you are going to be reluctant to both talk about what you’re experiencing and seek treatment. Some cultures emphasize traditional treatment like prayer ceremonies and herbal medicines, whereas other cultures are more likely to use pharmaceutical or therapy-based treatments.
Conclusion
Regardless of the factors that impact psychopathology, those suffering from mental illness deserve our support and a safe place to seek treatment. Mental illness even when caused by things that are explainable like genetics and biology, is still highly stigmatized. Those suffering from mental illness often feel like outcasts and like they are blamed for their illness (Loughman & Haslam). As future providers, our ability to recognize our patient’s contributing factors to their psychopathology will help us support them as well as guide our treatment choices.
FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635 References
American Psychological Association (APA), (n.d.). What is cognitive behavioral therapy? American Psychological Association. https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral
Centers for Disease Control and Prevention (CDC), (n.d.). What is epigenetics? U.S. Department of Health and Human Services. https://www.cdc.gov/genomics/disease/epigenetics.htm
Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & P.C. Kendall (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders.,. Vol. 1. (pp-127-128. American Psychological Association. https//go.openathens.net/refirector/waldenu.edu?url=https://doi.org/10.1037/0000064-006
Kalin, N. H. (2020). Early-life environmental factors impacting the development of psychopathology. The American Journal of Psychiatry, 177(1). https://doi.org/10.1176/appi.ajp.2019.19111181
Loughman, A., & Haslam, N. (2018). Neuroscience explanations and the stigma of mental disorder: a meta-analytic study. Cognitive Research: Principles and Implications, 3(43). https://doi.org/10.1186/s41235-018-0136-1
Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol 2, (pp15-36). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000065-002
Moncrieff, J., Cooper, R. E., Stockmann, T., Amedndola, S., Hengartner, M. P., & Horowitz, M. A. (2022). The serotonin theory of depression: A systematic umbrella review of the evidence. Molecular Psychiatry. https://doi.org/10.1038/s41380-022-01661-0
National Institutes of Health (NIH), (n.d.). Common genetic factors found in 5 mental disorders. U.S. Department of Health and Human Services. https://www.nih.gov/news-events/nih-research-matters/common-genetic-factors-found-5-mental-disorders
FACTORS THAT INFLUENCE THE DEVELOPMENT OF PSYCHOPATHOLOGY NRNP 6635 Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.