Reflect on the psychopharmacologic treatments

Assignment 1: Short Answer Assessment

As a psychiatric nurse practitioner, you will likely encounter patients who suffer from various mental health disorders. Not surprisingly, ensuring that your patients have the appropriate psychopharmacologic treatments will be essential for their overall health and well-being. The psychopharmacologic treatments you might recommend for patients may have potential impacts on other mental health conditions and, therefore, require additional consideration for positive patient outcomes. For this Assignment, you will review and apply your understanding of psychopharmacologic treatments for patients with multiple mental health disorders.

To Prepare
  • Review the Learning Resources for this week.
  • Reflect on the psychopharmacologic treatments that you have covered up to this point that may be available to treat patients with mental health disorders.
  • Consider the potential effects these psychopharmacologic treatments may have on co-existing mental health conditions and/or their potential effects on your patient’s overall health.
To complete:

Address the following Short Answer prompts for your Assignment. Be sure to include references to the Learning Resources for this week.

  1. In 3 or 4 sentences, explain the appropriate drug therapy for a patient who presents with MDD and a history of alcohol abuse. Which drugs are contraindicated, if any, and why? Be specific. What is the timeframe that the patient should see resolution of symptoms?
  2. List 4 predictors of late onset generalized anxiety disorder.
  3. List 4 potential neurobiology causes of psychotic major depression.
  4. An episode of major depression is defined as a period of time lasting at least 2 weeks. List at least 5 symptoms required for the episode to occur. Be specific.
  5. List 3 classes of drugs, with a corresponding example for each class, that precipitate insomnia. Be specific.

Learning Resources

Required Readings (click to expand/reduce)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Fernandez-Mendoza, J., & Vgontzas, A. N. (2013). Insomnia and its impact on physical and mental health. Current Psychiatry Reports, 15(12), 418.

Levenson, J. C., Kay, D. B., & Buysse, D. J. (2015). The pathophysiology of insomnia. Chest, 147(4), 1179–1192.

Morgenthaler, T. I., Kapur, V. K., Brown, T. M., Swick, T. J., Alessi, C., Aurora, R. N., Boehlecke, B., Chesson, A. L., Friedman, L., Maganti, R., Owens, J., Pancer, J., & Zak, R. (2007). Practice parameters for the treatment of narcolepsy and other hypersomnias of central origin. SLEEP, 30(12), 1705–1711.

Morgenthaler, T. I., Owens, J., Alessi, C., Boehlecke, B, Brown, T. M., Coleman, J., Friedman, L., Kapur, V. K., Lee-Chiong, T., Pancer, J., & Swick, T. J. (2006). Practice parameters for behavioral treatment of bedtime problems and night wakings in infants and young children. SLEEP29(1), 1277–1281.

Sateia, M. J., Buysse, D. J., Krystal, A. D., Neubauer, D. N., & Heald, J. L. (2017). Clinical practice guideline for the pharmacologic treatment of chronic insomnia in adults: An American Academy of Sleep Medicine clinical practice guideline. Journal of Clinical Sleep Medicine, 13(2), 307–349.

Winkleman, J. W. (2015). Insomnia disorder. The New England Journal of Medicine, 373(15), 1437–1444.

Medication Resources (click to expand/reduce)

IBM Corporation. (2020). IBM Micromedex.

Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page, as this information will be helpful for your review in preparation for your Assignments.

  • alprazolam

Module 7-Marketing Plan-IMC

This is the capstone to your marketing plan. This week you’ll apply what we have learned in Module 7 about advertising, promotion and the promotional mix to develop your IMC plan. The instructions and requirements can be found here. Pay close attention to the requirements for mock-ups or examples of your plan. You are required to use the creative brief format described in the requirements. This part of your plan is challenging but can also be fun – get creative and try some new stuff. Click here for examples of IMC mock-ups.  

E.G:lorem … Engineering Economy

Engineering economy involves formulating, estimating, and evaluating the expected economic outcomes of alternatives designed to accomplish a defined purpose.

Use information and backgrounds available on chapter 1 from the textbook to perform an engineering economy study on a case study of your selection, i.e. apply the general seven steps for decision-making processes.

It could be a real case for yourself or for somebody that you know.

It’s could be a an advice that you give to friend, 

Or new bossiness idea proposal 

On the other hand, could be an alternative solution for an existing problem that business facing dilemmas and you propose solution.  

Use an approximate to real figure on your proposal. 

 using (SafeAssign), maximum 20% similarity if fine, and otherwise marks deducted. 

Word count for scenario and evaluation; between 400 to 600 words

What was Jeffersonian Republicanism? 

Answer the following questions using the textbook only (chapters 7 and 8).  Remember to cite your sources–I know it’s only one source this week, but it’s good practice! Foot Notes Only!

1) What was Jeffersonian Republicanism?  How did it differ from the prior Federalist administrations of Washington and Adams?

2) Why did the French want to sell Louisiana?  Why did Jefferson want to purchase it? 

3) What was the purpose of the Lewis and Clarke expedition?  What role did Sacagawea play in that journey?

4) What were the primary causes of the War of 1812?  What were some of the consequences of that war?

5) What transportation technologies facilitated westward expansion and economic growth in the early-19th century?  In what ways were they important to growth and expansion?

6) What impact did immigration have on the national landscape in the first half of the 19th century?  What groups came in the largest numbers?  How were they generally received by US society?

7) How did industrial development impact people’s lives?  Give a few examples.  How did it impact women’s roles in society?

Individualism Vs. Collectivism In Your Life Pre-Writing Activity

Pre-Writing Activity

Answer the following questions (all three parts) in either a document or the text box below:

Part 1-

In Always Running, you read about Luis J. Rodriguez trying to bring about social change.  Often, he tried to bring about this change with the help of others.  Have you had an experience in your life when you (or, alternatively, seen an example personally of someone else) achieved a goal with the help of others?  Who were they and what did they help with?

Part 2-

At the end of the day, though, it was Luis J. Rodriguez who ultimately brought about change in his own life and left his past life in gangs behind.  Have you done something by yourself (or, alternatively, seen an example personally of someone else) that was successful which you were proud of?  What was it and how did you (or the other person you saw) do it?

Part 3-

Overall, do you feel like you have seen major goals/achievements accomplished alone or with the help of others in your life? 

Rugged Individualism

Background:   As we read in Herbert Hoover’s “Rugged Individualism” Campaign Speech, the United States has been founded on the idea of rugged individualism and personal liberty. Yet, in Luis Rodriguez’s Always Running, we saw times when Rodriguez tried to bring about social change, often with the help of others. At the end of the day, though, it was Rodriguez who ultimately brought about change in his own life and left his past life in gangs behind.Social progress in the United States, like the more small-scale successes shown in Always Running, was also generally won with the help of many different people and groups.  In the short documentary films “The March on Washington: How the Movement Began” and “The March on Washington: The Spirit of the Day,” both by TIME, as well as March: Book 2, one of three books in John Lewis’ March Trilogy, we saw how an event led by a relatively small group of people could bring about great social change in the United States: the Civil Rights Act of 1964.  Additionally, in the short documentary film “Sal Castro and the 1968 East LA Walkouts,” we saw the impact of Sal Castro and his students here in Los Angeles.  However, when reflecting back on the historical impact of the 1963 March on Washington for Jobs and Freedom, and the 1968 East LA Walkouts, many people often focus on the impact of one individual rather than the numerous people who participated. [For further context: Merriam-Webster defines rugged individualism as “the practice or advocacy of individualism in social and economic relations emphasizing personal liberty and independence, self-reliance, resourcefulness, self-direction of the individual, and free competition in enterprise,” or a system in which the individual is stressed.  It defines collectivism as “emphasis on collective rather than individual action or identity,” or a group/groups of people is stressed instead of the individual.]Prompt:  Respond to the following using Always Running, at least two of the other readings or films from this unit, and your own personal experience(s): Do you believe success (whether it be on a smaller, more individual scale or something as large as achieving social progress) is largely a result of individualism or collectivism? The most effective essays will engage and synthesize the different sources specified from the unit and utilize the pre-writing activities completed for our class. 

What brainstorming technique(s) did you use, and why did you think that technique would be helpful for you?

For this brainstorm, let’s aim to figure out a working thesis and really focus on finding quotes from the sources to support that thesis!  So, aim to pick a side– collectivism or individualism- and once you’ve gotten that, let’s aim to get ideas for logos (quotes from the text, Always Running, and at least two other sources from this unit) to back it up.  For the brainstorm itself, try choose a brainstorming technique that can help you accomplish this (maybe a T-Chart where you list examples from the sources of individualism on one side and on the other side examples of collectivism? For the quotes from the texts, maybe fold a sheet in four and put a source in each corner and add quotes to support the thesis from each text in its corner?  Up to you!)

First, brainstorm for 10 minutes to decide on your working thesis and/or possible quotes to support that thesis (Part 1). Then, answer the questions afterward to reflect on how your brainstorming went (Part 2).  Include both Part 1 (your brainstorm in a document or on a sheet of paper) and Part 2 (the answers to the questions about how your brainstorming went) in a file/files that you upload (a Word, PDF, or picture) or in the text box below.

Part 1- Brainstorming Techniques You Can Use to Brainstorm on a Sheet of Paper

Different people use different brainstorming techniques to help them think about their topic. People who learn visually will like to use charts or clusters, while people who think more analytically (they like to analyze things) may like to use bullets or cubing.  Look at the following brainstorming techniques, then try to use one(s) that you think will work well for you based on how you like to learn:

  1. Freewriting

Give yourself a specific amount of time (say 10 minutes or 15 minutes) and/or space (1 full page) to write down any thoughts or ideas that come to mind about your topic.  If you’re having trouble finding ideas that relate, you can write down ideas that might seem to oppose the topic.  After you’re done, look back to see if there are any connections between the ideas, main ideas, or just plain interesting ideas that you would like to continue thinking about or developing.  It can be a good idea to repeat the process again and further develop those ideas since you may want to use them for your paper.  Note- if it’s easier for you to talk through a subject, feel free to use this same process but do so out loud while also recording yourself.

  1. Invisible Writing

This is just like freewriting, but it takes the process a step further by making what you write “invisible.”   If you’re writing on a computer, turn off the computer screen while you work.  If you’re writing by hand, don’t pick up your pen or pencil while writing (write down every idea, no matter how strange or unrelated) and don’t look back at what you’ve already written down.

  1. Listing/Bulleting

Write down lists of words or phrases about an idea related to the overall topic. You can make a general list about any words/phrases that come to mind, a list of words/phrases to support a claim you want to make, or even a list of words/phrases opposing the claim you want to make.

  1. Clustering/Mapping/Webbing

Start with an idea in the center of the page, ideally the main topic, then “map” out related ideas coming off of it.  Keep mapping for a set amount of time, or until you can’t come up with anymore.  You can also work backwards and start off with ideas, then go back and map/connect them visually.

  1. Word Storm/Word Association

This is a bit like clustering/mapping/webbing, but instead of an idea you start off with one word.  Then, you “map” out related words that come to mind when you think of the first word, second word, etc.  This can be a good technique to use to develop the essay topic itself, and it may lead to interesting areas of it you might not have seen at first glance.

  1. Questioning

This technique is similar to that used by investigative reporters.  Basically, you want ask and answer the six main wh- questions: who, what, where, when, why, and how.  You can also ask yourself questions to describe a topic (eg. What is it? What caused it?  What is it like/unlike?  What do people say or think about it?).

  1. Cubing

This is a bit like questioning, but may be helpful for visual learners.  Draw a cube, then use the wh- questions listed above to investigate your topic.  Write and answer one question on each side of the cube.  Once you’re done, look at the at the different sides to see how they interact.  More specifically, see if any common themes or ideas repeat themselves.  Instead of using the wh- questions, you can also write the following info about your topic on each side: 1. Describe it, 2. Compare it, 3. Associate it, 4. Analyze it, 5. Apply it, and 6. Argue for and against it.

  1. Using Drawings, Shapes, or Charts

This is another technique that can help visual learners.  Draw or sketch out your topic.  What do you “see” when you think about it?  Similarly, you can do a freewrite in a shape that relates to the topic (for example, a cat if you’re writing about animals).  Charts, a likely familiar technique, can also be a good way to “see” connections between ideas.  You can use t-charts, graphs, or tables to explore connections between ideas.

Adapted from: The Everyday Writer and and

Part 2- Reflection Questions to Answer after Brainstorming

  1. What brainstorming technique(s) did you use, and why did you think that technique would be helpful for you?
  2. How did you feel while brainstorming (anxious, nervous, free, happy, etc.) and why did you feel that way?
  3. Do you think brainstorming helped you think of new ideas for the essay? Or helped generally? Why/why not?

Thesis Machine

The Thesis Machine

One strategy for beginning to formulate effective thesis statements is to put your rough ideas through a “thesis machine.”  Example:

TOPIC: grades

TOPIC + POSITION: grades are unnecessary in college

TOPIC + POSITION + RATIONALE/ “because”: Grades are unnecessary in college because students learn more rapidly without them.

TOPIC + POSITION + RATIONALE + QUALIFICATION/ “although”: Although there may be legitimate need to evaluate the work of college students, the traditional grading system is unnecessary in college because it hinders learning and stifles creativity.

POLISHED WORKING THESIS STATEMENT: Although there may be a legitimate need to evaluate the work of college students, the traditional grading system hinders learning and stifles creativity.

Build Your Argumentative Thesis!


Topic + Position:

Topic + Position + Rationale:

Topic +Position +Rationale + Qualification:

Polished Working Thesis Statement:

(Note- No need to make large changes or delete anything. Just add together all the parts above (Topic+ Position + Rationale + Qualification), as shown in the video, to make your thesis)

Hoover Reading Assignment: 3-2-1-0

  1. Identify the three most important parts of the text (you can use journalistic questions to help with this- who, what, when, where, why, and how.  Who is writing/speaking?  Why are they writing/speaking?  What is the main idea of this text, which is likely in the title…)
  • Those parts might include certain arguments or claims that the author makes.
  • They might include examples or illustrations that the author employs.
  • They might be key parts of the argument, or you simply may have enjoyed or barely endured those parts.

In identifying those three important parts, you may opt to summarize them, but do so with enough detail that someone who has not read the text will understand what you reference.  After you have identified your three important parts, briefly explain why you selected those parts.

  1. Identify two problematic parts of the text.
  • They might be parts that you did not understand.
  • They may be parts that you disagree with, that you felt did not belong, or that you thought interfered with the author’s purpose.

Briefly explain your choices.

  1. Pose one question for the author. That question should move to extend his or her examination of the topic and delve beneath surface-level commentary. Rather than question a problematic section that you have identified, as in question two, ask a question that engenders discussion. Such a question might begin with, “When you said [X], did you want your readers to [Y]?” or “What was the purpose of discussing [Z]?” In a way, in your own writing, you might decide to pose possible answers to those questions in your own writing.

0. Find a golden nugget. What one sentence or two is so well written or so well stated that it left an impression upon you? Remember to introduce and cite the quote.

Lewis, Aydin, And Powell Reading Assignment

In either the text box below or in a separate document, answer the following questions about the text.  You can just number your answers or copy and paste the questions- whatever is easiest for you.  Aim to use full sentences and to use your words– don’t copy exactly what the original text says unless it is for a quote.  Probably 2-3 sentences max per response will be enough to answer each question (aside from the list you make for question 3).  When you’re done, upload your document or submit your answers in the text box here to receive 1 point of credit towards the Pre-Writing of Essay #4. 

Questions to Answer:

  1. Who wrote the book this excerpt is from, March: Book 2, and why do you think they wrote it? When was it written? [Feel free to look this up online]
  2. Why do you think the authors chose to use a graphic novel format instead of the more traditional novel format for this book/story? Basically, what could a graphic novel provide that a regular novel could not?
  3. This excerpt focuses on leaders who played a role in the 1963 March on Washington for Jobs and Freedom (whether supportive or unsupportive), as well as the events leading up to it. Who were those leaders and what role did they play?  List each person that’s mentioned and how they felt about the March (so, whether they supported it or not).
  4. In the excerpt, there are some backgrounds in the panels that are either all white or all black, unlike the other backgrounds which tend to be in grayscale. What kind of ideas are presented in the panels with black backgrounds?  White backgrounds?  Why do you think the illustrator chose these particular colors to convey those ideas?
  5. The illustrator uses the size of the comic panels and their layout to emphasize important ideas.  Which ideas seem to be emphasized by the illustrator most? 
  6. The illustrator also uses different fonts and typefaces to emphasize important words or ideas. What type of words or ideas are put in bold or emphasized?  Why do you think the illustrator chose to emphasize them?
  7. Finally, although this excerpt focuses on the leaders of the march, it ends with an image of the people participating in it taking over and actually beginning it without the leaders. In the end, who do you think actually lead the march: the people (the collective groups) or the leaders (the individuals)?