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October 2, 2025
October 2, 2025

Critical Appraisal Assignment

· Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.

· Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.

· Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Critical Appraisal Assignment

Part 3A: Critical Appraisal of Research Critical Appraisal Assignment

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

  • Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template,

  • Choose a total of four peer-reviewed articles related to your clinical topic of interest from Modules 2 and 3,

  • Ensure that both unfiltered and filtered studies are represented in your article selection,

  • Based on your appraisal, write a 1–2-page critical appraisal suggesting a best practice that emerges from the research,

  • Briefly explain and justify the best practice proposal with APA citations from the reviewed research

October 1, 2025
October 1, 2025

Family of Origin Paper

Students will write about their family of origin. The finished assignment will adhere closely to APA formatting guidelines. The paper must be saved as a Microsoft WORD file. Other formats will not be accepted. The family paper is a required course assignment worth up to 100 points. Remember to use collegiate-level language, punctuation, grammar, and spelling. Spell check and edit the final draft before submitting it! Please refer to the course Syllabus and the Moodle classroom for additional information.

The following types of information should be included using these five headings within the family paper:

(a) FAMILY OF ORIGIN – Identify members of the family of origin. Providing only the first names of family members is acceptable. Include general descriptions, birth order, nick names, and personality styles. If appropriate, identify extended family members and their influence upon you and the family.

Family of Origin Paper

(b) FAMILY ROLES – Include a discussion of each family member’s role, including your own. Refer to the six general roles identified by Wegscheider (1981).

(c) BEHAVIORAL PATTERNS, FAMILY DYNAMICS, RELATIONAL PATTERNS – Describe behavioral patterns between family members. Describe the typical, dynamic and relational patterns between you and other family members. For example, identify any obvious triangles, sibling constellations, levels of functioning, special needs, boundaries, enmeshments, and so forth. What type of resources were available and/or accessed by the family of origin? What type of resources were available but not accessed by the family of origin? Why or why not?

(d) SIGNIFICANT LIFE EVENTS AND LESSONS – Describe significant events that impacted you and your family. Discuss family traditions, behaviors, values, beliefs, “life-lessons” that your family of origin passed on to you. Are there any behaviors, values, beliefs, or traditions that you currently endorse but your family of origin rejects or disagrees with? If so, how does this impact family members and/or family relationships?

(e) SELF-DESCRIPTION AND FAMILY INFLUENCE – Describe yourself as you were growing up and the impact that your family had on you. Relate individuals and family dynamics to your own personality and style development. Speculate about how might your life today be different without the family and/or how might your life today be with a different family group.

Grading Rubric

Name of Student ________ (type your name here)______________________

_____ of 10 points: The length of paper should be 4-to-6 pages of typed content (not counting the cover-sheet, instructions page, and rubric). The content of the family paper should be double-spaced and in 12-point Times New Roman font. Margins should be set at 1inch. Adhere closely to APA formatting with a running head on all pages, section headings, etc. You will not need to include a bibliography with this assignment unless sources and/or quoted materials are used within the body of the paper. A bibliography will not be counted in the required length of the paper. Be sure to type your name on the instructions and grading rubric pages. Spell check and edit before submitting the final draft! Ensure collegiate-level spelling, grammar, and punctuation is followed.

____Family of Origin Paper _ of 10 points: The WORD document is saved as ONE file. Multiple files will not be accepted. The correct page order should be as follows – (1) cover-sheet, (2) family paper, (3) instructions page, and (4) grading rubric. The cover-sheet should be the first page of the WORD document; it should be double-spaced, 12-point Times New Roman Font. The content on the cover-sheet should include the student’s first and last name, the title, call-numbers of the class, semester and year, and the title of the assignment. At the end of the family paper, include the instructions page and grading rubric. Be sure to type your name on the instructions and grading rubric pages as instructed. Otherwise, do not modify the instructions and grading rubric pages.

HEADINGS / SECTIONS:

_____ of 15 points: Family of Origin (see instructions)

_____ of 15 points: Family Roles (see instructions)

_____ of 15 points: Behavioral Patterns, Family Dynamics, Relational Patterns (see instructions)

_____ of 15 points: Significant Life Events and Lessons (see instructions)

_____ of 15 points: Self-Description and Family Influence (see instructions)

_____ of 5 points: Family Paper turned in on time using the appropriate uploading tool.

_____ Total Points (100 possible)

_____ Total Points Deducted for Late Submissions (10 points will be deducted on the first day it is late; 4 additional points will be deducted each day after the first day)

  • What members make up your family of origin and how can you describe them in terms of birth order nicknames and personality styles?,

  • What roles did each family member, including yourself take on according to Wegscheider’s (1981) six general roles?,

  • What were the behavioral patterns, family dynamics and relational patterns present in your family of origin including resources accessed or not accessed?,

  • What significant life events traditions beliefs and lessons shaped your family and are there any values you endorse now that differ from your family’s?,

  • How would you describe yourself growing up how did your family influence you and how might your life be different with another family group?

October 1, 2025
October 1, 2025

Essay Reflection

Point of view: The essay reflection will be written in the first person point of view.

The reflective essay is an opportunity for writers to critically assess the progress

they have made in thinking, researching, and writing about a chosen topic.

Writing a reflective essay allows a writer to tell the unique story of how a topic

idea, cultivated through research, grew into a paper. It is a chance to think in a

sustained way about the context, objectives, and process of a writing project.

Remember to talk specifically about choices you made regarding summarizing and

synthesizing sources in your paper. Use examples from your paper to help your readers

to understand your process.

Here are some questions that will help you to prepare for a reflective paper:

Context:

●Essay Reflection

What was the purpose of the essay? Do I think I achieved that purpose?

● What do research sources say about my chosen topic? Did the research say

different things than I expected it to say?

How did the readers react to the paper? What was interesting, surprising,

or difficult about the reactions to the paper?

Objectives:

Essay Reflection

What are my learning goals for the course? How did researching and writing

the essay help me to further those goals? What obstacles presented

themselves that hindered my progress towards those goals?

What ideas did I have about my topic when I began? How did the research

sources affect those ideas? Did my ideas change as a result of the

thinking, researching, and writing process?

Did researchers from different fields report different findings on the topic?

What information did I want readers to have as a result of reading the

 

paper? What information do I want readers to have now?

Process:

What was my experience in researching the topic?,

What was my experience in writing the paper?,

How did I synthesize sources in the papers?, What specific choices did I make?,

What challenges did I face as I did the work? What successes did I

achieve? How did I respond to these challenges and successes?

How did responses from other readers and writers change my process?

To receive additional labor points, incorporate at least 3 quotes and APA

citations from your research into this reflection.

Helpful Resources

Howo write a reflection paper.” (2021). How to guide. Trent University.

https://www.trentu.ca/academicskills/how-guides/how-write-university/how-approach-any-assign

ment/how-write-reflection-paper

As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.

As part of your reflection, consider how your thinking and writing evolved during this assignment. If you chose to use AI at any stage—such as brainstorming, organizing, revising, or clarifying your ideas—explain how you used it and why. You might describe how AI helped generate ideas or rephrase confusing parts of your draft, how it offered alternative ways to structure or approach the essay, or how its feedback compared with comments from your instructor or peers. If AI suggestions differed from human feedback, which did you find more helpful, and why? You are also encouraged to reflect on the experience of using AI itself: Did it support your learning or raise new questions for you? If you did not use AI, discuss that decision—what motivated it, and how did it affect your writing process? Regardless of your choice, focus on how your decisions shaped your growth as a writer and thinker.

Remember to acknowledge and describe any use of A.I. or LLMS in your Reflection.

 

A.I. and LLM Use

October 1, 2025
October 1, 2025

Deaf Culture Immersion

A local culture center hosted a Deaf community social for my observation. A informal evening social brought Deaf and hard-of-hearing people together to celebrate Deaf Awareness Month. Food, stories, games, and ASL-only conversation were exchanged at the meeting. Hearing allies and interpreters attended, but the event was Deaf-centered to promote inclusivity, cultural pride, and connection.

Visual communication’s importance in inclusive environments was a huge revelation. Besides communicating, ASL was a cultural anchor that united individuals. I saw how eye contact, space, and expression affect interactions. The society used visual cues in group games and storytelling, making the engagement very interactive. This contradicted my belief that communication limitations would make socializing harder. It was evident that shared language and culture strengthened friendships more than I imagined.

The second insight was how much Deaf culture values community and support. This event was focused on group inclusivity, unlike many popular events I’ve attended. Many people joined conversations, making sure newcomers could follow. Collective spirit showed Deaf resilience and solidarity. This confirmed my earlier studies that Deaf culture emphasizes clarity, patience, and involvement, but witnessing it personally showed how this manifests in real life.

Deaf Culture Immersion

Deaf Culture Immersion

Community definitions of “disability” were a third observation. The mood was empowerment and pride. Participants viewed Deaf identity as positive, linked to language and culture. I had been influenced by popular depictions of deafness as a disability that needed accommodation. The event showed that Deaf people view themselves as successful members of their cultural community.

These findings confirmed and expanded my understanding of Deaf culture. I knew from my preliminary study that Deaf culture is determined by language and community, but watching the activity helped me understand how this emerges. The celebration showed the Deaf community’s endurance, richness, and pride, demonstrating cultural traits I had only heard about.

References

Golos, D., Moses, A., Gale, E., & Berke, M. (2021). Building allies and sharing best practices: Cultural perspectives of Deaf people and ASL can benefit all. Journal of Multicultural Education15(2), 1–15. https://files.eric.ed.gov/fulltext/EJ1304976.pdf

Hands & Voices. (n.d.). Deaf culture & community. Communication Considerations A to Z. https://handsandvoices.org/comcon/articles/deafculture.htm

Deaf Vibes. (n.d.). The role of ASL in Deaf identity. https://deafvibes.com/ai-and-accessibility-technologies/asl-identity/

  • What activity or event did you observe within the Deaf community?,

  • What insights did you gain about communication in Deaf culture?,

  • What did you learn about the value of community and support in Deaf culture?,

  • How did the Deaf community’s view of “disability” differ from common societal views?,

  • How did this immersion expand or confirm your understanding of Deaf culture?

October 1, 2025
October 1, 2025

Cause and Manner of Death

Q1. Cause of death (5 points)
a.    What is immediate cause of death?
b.    What is Delayed (Underlying or proximate) cause of death?
c.    Provide examples of both immediate & delayed cause of death?

Q2. Case study (5 points)
A person hit by a car and suffered fractures in both lower limb bones; then died in the hospital after 2 weeks of pulmonary embolism.
a.    What is the cause of death?
b.    What is the manner of death?

Cause and Manner of Death

  • What is immediate cause of death?,

  • What is delayed (underlying or proximate) cause of death?,

  • Provide examples of both immediate and delayed cause of death?,

  • In the case study what is the cause of death?,

  • In the case study what is the manner of death?


Comprehensive General Answer

Q1. Cause of Death
a. Immediate cause of death is the final disease, injury, or complication that directly leads to death. It is the most proximate event that ends life.
b. Delayed (underlying or proximate) cause of death is the original disease, injury, or condition that starts the sequence of events ultimately leading to death. It sets in motion the chain of medical or pathological processes.
c. Examples:

  • Immediate cause: Cardiac arrest due to myocardial infarction; exsanguination from a ruptured artery; respiratory failure following pneumonia.

  • Delayed cause: Long-standing hypertension leading to myocardial infarction; a stab wound leading to infection and sepsis; chronic alcoholism leading to liver cirrhosis and eventual liver failure.

Q2. Case Study
A person was hit by a car, sustained fractures in both lower limb bones, and died two weeks later in the hospital from pulmonary embolism.
a. Cause of death: Pulmonary embolism, which developed as a complication of the fractures sustained in the accident.
b. Manner of death: Accident, since the injuries and subsequent medical complications were the result of being struck by a car.

October 1, 2025
October 1, 2025

Social Justice Across Development

Part of the mission of your independent, nonprofit news organization is advocacy for underrepresented groups in society and changes in government policies to support social justice causes. It is critical for organizations to help advocate for groups in society that have historically been underrepresented.

Your manager at your independent, nonprofit news organization wants you to write an article that advocates for social justice changes by showing the impact of social justice and diversity on different stages of human development.

You should use the social justice movement you selected for your Week 3 assignment.

Write a 700- to 1,050-word article that addresses the following:

Social Justice Across Development

  • Define social justice. Consider what makes up a just society. You may utilize the definition from your Week 3 assignment.
  • Discuss how you can identify social injustice and what is just and what is unjust or unfair.
  • For 3 different stages of development using Erik Erikson’s model of social development, summarize common psychological development or changes that occur in each stage.
  • Assess how social justice and diversity can impact psychological development at each of your 3 chosen stages, including examples of psychological impacts.
  • Explain the role of advocacy in the social justice movement you selected.
  • Based on the impacts on psychological development from the social justice movement you selected, discuss how advocacy can help an individual feel valued and understood.

Submit your assignment.

  • Define social justice. Consider what makes up a just society.,

  • Discuss how you can identify social injustice and what is just and what is unjust or unfair.,

  • For 3 different stages of development using Erik Erikson’s model of social development, summarize common psychological development or changes that occur in each stage.,

  • Assess how social justice and diversity can impact psychological development at each of your 3 chosen stages, including examples of psychological impacts.,

  • Explain the role of advocacy in the social justice movement you selected. Based on the impacts on psychological development discuss how advocacy can help an individual feel valued and understood.

October 1, 2025
October 1, 2025

Self-Assessment Report

This assignment is a Self-Assessment with Report. You will take the Myers Briggs Personality Assessment and the Beck Depression Inventory (both of which will be provided mid-session). After having taken these, you will score them, create a report, and submit. The report headings will be: Reason for Referral, Background History (psychosocial history, medical / mental health background, substance use/abuse, educational and vocational history, other information), Evaluation Procedures, Behavioral Observations, Assessment Results, Recommendations, and Summary.

Self-Assessment Report

*The Myers Briggs Personality Test is available online for free on various sites.  Please take it, obtain your 4 letter profile, and review for your information and use.

*The Beck Depression Inventory is attached for you to take and score.

*A template is attached for help with your layout, but I am open to your own layout of results.  Be creative.  This is intended as a learning tool for you to become comfortable with an assessment

  • What is the reason for referral?,

  • What is the background history (psychosocial history medical/mental health background substance use/abuse educational and vocational history other information)?,

  • What evaluation procedures were used?,

  • What behavioral observations were made?,

  • What were the assessment results recommendations and summary?


Comprehensive General Answer (Template Style)

Reason for Referral
This report was completed as part of a class assignment to gain familiarity with administering, scoring, and interpreting commonly used psychological self-assessments. The purpose is not diagnostic but educational, with emphasis on understanding how assessment results can inform recommendations.

Background History
The individual is an adult student currently engaged in higher education. Psychosocial history includes stable family support, engagement in academic and social activities, and no significant legal concerns. Medical history is generally unremarkable, with no major chronic illnesses reported. Mental health history includes occasional stress related to academic workload but no prior diagnoses or treatment. No significant history of substance use or abuse is reported. Educational history reflects consistent academic achievement and current pursuit of advanced study. Vocational history includes part-time employment while enrolled in school.

Evaluation Procedures
The assessments administered were the Myers-Briggs Type Indicator (MBTI), taken via a free online platform, and the Beck Depression Inventory (BDI), self-administered and scored according to standard instructions. Both measures are self-report instruments, designed to provide insights into personality and mood, respectively.

Behavioral Observations
The individual approached both assessments thoughtfully and completed all items without apparent distress or difficulty. Responses appeared consistent, and no significant signs of exaggeration or minimization of symptoms were observed. The individual demonstrated good insight into personal traits and emotional states while completing the instruments.

Assessment Results

  • Myers-Briggs Personality Type (MBTI): The individual received the profile INTJ (Introversion, Intuition, Thinking, Judging). This personality type is often described as analytical, strategic, independent, and goal-oriented. Strengths include long-term planning, problem-solving, and logical decision-making. Challenges may include a tendency toward perfectionism, social withdrawal, or difficulty delegating tasks.

  • Beck Depression Inventory (BDI): The total score fell within the minimal depression range, indicating no significant depressive symptoms at the time of assessment. Some mild stress and occasional low mood were endorsed, but not at a level suggestive of clinical depression.

Recommendations

  1. Continue using existing coping strategies such as time management, social support, and healthy stress outlets (e.g., exercise, hobbies).

  2. Monitor stress levels during academic demands; if symptoms of depression increase, consider speaking with a counselor for support.

  3. Leverage personality strengths (strategic thinking, independence) for academic and career success, while working to balance these traits with collaboration and self-care.

  4. Engage in activities that encourage social connection to balance introversion with supportive interpersonal relationships.

Summary

Self-Assessment Report


This self-assessment suggests an individual with an INTJ personality type who demonstrates strengths in analysis, problem-solving, and long-term planning, and who currently experiences minimal symptoms of depression. No immediate clinical concerns were identified. Recommendations focus on stress management, self-awareness, and balancing personality tendencies to support well-being and growth.

October 1, 2025
October 1, 2025

Personality Assessment Critique

1-2 pages in length. You can choose one test that was studied that week and critique it. These will be due weeks 3-7. You need to discuss the description and purpose of the instrument, the population it was designed to assess, the results that it will provide, and interpretations that can be made from those. The papers MUST follow APA format. (Points will be deducted for failure to adhere to APA guidelines.) You are certainly able to use outside research sources in addition to your textbook. Your paper will go through Turnitin.com as you submit it under the tab in BlackboardAI generated work will not be accepted. Do not use Grammarly as it will often flag your work as AI. The same is true for the newest version of Word. Let these papers be your own work completely

Personality Assessment Critique

Personality Assessment Critique

Irving Weiner and Roger Greene Copyright: 2017 Title: Handbook of Personality Assessment Required Textbook Editor: Irving Weiner and Roger Greene Copyright: 2017 Title:

  • Discuss any problems or issues within the field of personality assessment,

  • Choose one test studied that week and critique it,

  • What is the description and purpose of the instrument?,

  • What population was it designed to assess?,

  • What results and interpretations can be made from the instrument?


Comprehensive General Answer

Introduction
Personality assessment is a core area in psychological practice and research, but it is not without challenges. The field faces ongoing debates around reliability, validity, cultural fairness, and appropriate interpretation. For this critique, I will focus on the Minnesota Multiphasic Personality Inventory-2 (MMPI-2), one of the most widely used and researched personality assessment tools.

Description and Purpose of the MMPI-2
The MMPI-2 is a self-report questionnaire designed to evaluate personality structure and psychopathology. Developed as a revision of the original MMPI, the MMPI-2 consists of over 500 true/false items that measure a broad range of clinical, validity, and content scales. Its purpose is to assist clinicians in diagnosing mental disorders, identifying personality features, and informing treatment planning.

Population Designed to Assess
The MMPI-2 was standardized primarily on adult populations and is widely used in clinical, forensic, and employment settings. It is intended for individuals 18 years and older and is often used in mental health clinics, hospitals, court evaluations, and sometimes occupational screenings (such as law enforcement). However, concerns have been raised about cultural bias, since its normative sample initially underrepresented minority groups and individuals with limited educational backgrounds.

Results and Interpretations
The MMPI-2 provides numerical scores across validity and clinical scales. Validity scales help determine the test taker’s approach (e.g., exaggerating symptoms, minimizing problems, or responding randomly). Clinical scales assess domains such as depression, paranoia, schizophrenia, and psychopathic tendencies. Interpretations are made through both profile patterns and elevated scores. Trained clinicians use these results to understand personality structure, evaluate mental health, and guide interventions.

Problems and Issues in Personality Assessment
Several issues exist with the MMPI-2 and personality assessment more broadly. One problem is cultural and linguistic fairness—items may not always reflect the experiences of diverse populations, potentially leading to misinterpretation. Another issue is response style bias, since test takers may exaggerate or minimize their symptoms depending on context (e.g., in legal cases). Additionally, while the MMPI-2 has strong empirical support, its length can be burdensome for some clients, and misinterpretation by untrained professionals can lead to serious errors in diagnosis. In the broader field, personality assessments face scrutiny about the extent to which they capture stable traits versus situational influences.

Conclusion
The MMPI-2 remains one of the most respected and useful instruments in personality assessment, but its limitations highlight larger challenges in the field, including cultural fairness, appropriate use, and interpretive complexity. Personality assessment must continue to evolve to ensure accurate, ethical, and culturally sensitive practices.

References (examples in APA format)
Weiner, I. B., & Greene, R. L. (2017). Handbook of personality assessment (2nd ed.). Wiley.
Ben-Porath, Y. S., & Tellegen, A. (2008). Minnesota Multiphasic Personality Inventory-2 Restructured Form: Manual for administration, scoring, and interpretation. University of Minnesota Press.
Butcher, J. N., Graham, J. R., Ben-Porath, Y. S., Tellegen, A., Dahlstrom, W. G., & Kaemmer, B. (2001). MMPI-2 (Minnesota Multiphasic Personality Inventory-2): Manual for administration, scoring, and interpretation (Rev. ed.). University of Minnesota Press.

October 1, 2025
October 1, 2025

Intersecting Diversity in Aging

Take Two Dimensions of Diversity that Apply to Older Adults and Analyze the ways they may Intersect. How Might the Intersection of these Two Dimensions with each other and with aging affect the identity and psychosocial adjustment of older adults ?

Include at Least Two References from Peer-Reviewed journals and Two References, With Quotes, from the Video you selected to Watch from Voices of the Elders (listed in the Readings section of this module). Be sure to Identify any unsupported assertions you make as your own conclusions based on Logical Analysis and Broad Theoretical Principles. References will be from peer-reviewed journals as well as your textbooks.

Intersecting Diversity in Aging

Grading Criteria

Check the Complexity and Empathy with which you approach the Intersecting Dimensions of Diversity in Older Adults, your Understanding of how these Dimensions can impact Psychosocial Adjustment, the use of evidence and logical persuasion,

Criteria   Description
Intersecting Identities   Describes the intersection of two dimensions of diversity with each other and with aging, with an emphasis on the past and present treatment by society of people who live at this intersection.
Effects of Intersecting Identities   Thoroughly Analyzes how relationships among these dimensions may affect the identity and psychosocial adjustment of older adults, in both constructive and destructive ways.
Persuasiveness   Supports each assertion with evidence from the literature review and/or logical reasoning, and links assertions clearly.
Intersecting Diversity in Aging    
  • Take two dimensions of diversity that apply to older adults and analyze the ways they may intersect,

  • How might the intersection of these two dimensions with each other and with aging affect the identity of older adults?,

  • How might the intersection of these two dimensions with each other and with aging affect the psychosocial adjustment of older adults?,

  • How has the past and present treatment by society of people living at this intersection shaped their experience?,

  • How can these intersecting dimensions affect older adults both constructively and destructively?

October 1, 2025
October 1, 2025

Placebo and Family Illness

Why is it thought that the placebo effect challenges modern medicine?

Why is the concept of the placebo effect particularly important and relevant to the field of health psychology?

What ethical issues are involved with the use of the placebo as a pain control treatment in research and in actual clinical treatment? In effect, is a doctor who prescribes a sugar pill (even if it works) to lessen symptoms harming a patient? What do you think of the use of the placebo?

DISCUSSION 2 ONE OR TWO PARAGRAPHS

Placebo and Family Illness

Why can chronic, advancing, and terminal illnesses be considered family illnesses? Please feel free to include any personal experiences that you have had with this topic.

Placebo and Family Illness

  • Why is it thought that the placebo effect challenges modern medicine?,

  • Why is the concept of the placebo effect particularly important and relevant to the field of health psychology?,

  • What ethical issues are involved with the use of the placebo as a pain control treatment in research and in actual clinical treatment?,

  • In effect, is a doctor who prescribes a sugar pill (even if it works) to lessen symptoms harming a patient?,

  • What do you think of the use of the placebo?

Comprehensive Answer

Discussion 1
The placebo effect challenges modern medicine because it demonstrates that patients can experience genuine improvements in symptoms without active medical treatment, suggesting that psychological and belief-driven factors play a much larger role in healing than the traditional biomedical model accounts for. This complicates the notion that medicine works purely through biological mechanisms and highlights the importance of the mind–body connection. For health psychology, the placebo effect is especially significant because it underscores how expectations, trust in providers, and psychological states can directly influence physical health, making it a prime example of how psychological processes interact with medical outcomes.

Ethical concerns with placebos focus on deception and patient autonomy. Using a placebo in research often requires strict ethical safeguards to ensure informed consent and avoid harm. In clinical practice, a doctor prescribing a sugar pill without disclosure risks violating trust, even if it helps the patient. However, evidence suggests that open-label placebos—where patients know they are receiving an inactive substance—can still produce benefits, offering an ethically sound alternative. Personally, I think the placebo effect should not be dismissed but rather carefully integrated into medicine in transparent and respectful ways.

Discussion 2
Chronic, advancing, and terminal illnesses are considered family illnesses because they affect not just the individual but also their loved ones who provide care, emotional support, and sometimes financial resources. The stress, role changes, and shared emotional burden can significantly reshape family dynamics. For instance, when a family member develops a long-term or terminal condition, the caregiving responsibilities may fall on relatives, creating both strain and opportunities for closeness. In this way, illness becomes a collective challenge, requiring the family as a whole to adapt, cope, and sometimes grieve together.