PSY 201 Discussion Environmental Influences on The Brain Development
Walden University PSY 201 Discussion Environmental Influences on The Brain Development-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University PSY 201 Discussion Environmental Influences on The Brain Development assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for PSY 201 Discussion Environmental Influences on The Brain Development
Whether one passes or fails an academic assignment such as the Walden University PSY 201 Discussion Environmental Influences on The Brain Development depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for PSY 201 Discussion Environmental Influences on The Brain Development
The introduction for the Walden University PSY 201 Discussion Environmental Influences on The Brain Development is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for PSY 201 Discussion Environmental Influences on The Brain Development
After the introduction, move into the main part of the PSY 201 Discussion Environmental Influences on The Brain Development assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for PSY 201 Discussion Environmental Influences on The Brain Development
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for PSY 201 Discussion Environmental Influences on The Brain Development
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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PSY 201 Discussion Environmental Influences on The Brain Development
Development of the brain is influenced by nature and nurture. Give two examples of how “nurture†(experience, environmental influences) can impact brain development in either a positive or adverse way. Support your statements with findings from a scholarly research article (s). Cite your reference(s).
DQ2 Critical Periods
What is meant by the term, “critical period†as it refers to development? Discuss how the concept of critical periods applies to various aspects of physical, brain, and perceptual development. In terms of brain development, how have research findings on neuroplasticity changed our views about the rigidity imposed by critical periods? Support your response with findings from scholarly research. Cite your reference(s).
human brain develops over an extended period; its maturation continues through adolescence and young adulthood [1,2,3]. Studying trajectories of brain development in representative samples of the general population is important in order to understand exposures and stressors in the child’s and adult’s physical and social environment that shape human brain development [2,3,4]. Early environments may be particularly important in their impact on mental health, learning and behavior in human societies [2,3]. In this context, it is important – for both theoretical and practical reasons – to measure trajectories of brain development in large population-based epidemiological studies [2,5].
Researchers with expertise in environmental epidemiology, neuropsychology, psychiatry and developmental cognitive neuroscience contributed to a 2-day scientific debate convened in Barcelona during October 2014. The debate focused on neuroimaging and neuropsychological approaches for the assessment of brain and cognition in typically developing children and adolescents and the challenges of assessing environmental exposure for studies carried out in the general population. The ultimate goal was to generate a consensus about the importance of population-based studies that integrate information across different levels: molecular (e.g., biochemical, genetic), systems (e.g., structural and functional neuroimaging and cognitive assessments) and populations (e.g., air pollution) [2]. The debate covered 3 strategic areas: (a) environmental pollution and population science, (b) measures of brain development and (c) future directions and conclusions.
Environmental Pollution and Population Science
There are about 214 chemicals that have been documented in clinical and epidemiological studies as having neurotoxic properties, mainly in adults. Only 12 of these have been properly examined with regards to their effects on human brain development; this is because most of the other chemicals have not been explored specifically in pregnant women and children, and/or we have only limited data on exposures to these chemicals at the population level. The evidence available on these 12 substances suggests that adverse impacts on brain development can happen at much lower exposures than those that affect the mature brain [3]. Nonetheless, the present documentation [3] almost certainly underestimates the real number of chemicals affecting neurodevelopment. In consequence, there is a need to develop screening methods that are validated against epidemiologic data in their prediction of neurotoxicity. It has been hypothesized that many untested neurotoxic chemicals may be responsible for a ‘silent pandemic’, in which early life exposures are causing multiple neurodevelopmental disorders, costing billions of dollars annually to our societies [3].
Longitudinal measures of brain development – whether neuropsychological or neuroimaging – provide insights into typical trajectories against which one can evaluate the possible impact of adverse physical or social environments. Multimodal MRI is non-invasive and provides detailed information about brain structure and function [2]. For example, a recent MRI study has identified an association between prenatal exposure to air pollutants (polycyclic aromatic hydrocarbons) and the development of brain white matter, cognition and behavior [9]. Similarly, computerized neuropsychological tests performed repeatedly over time have shown association with air pollution in school age children [6]. Moreover, the recent inclusion of computerized tests has reduced inter-observer variability during assessment, and such neuropsychological functions are recorded automatically preventing errors in the act of data collection [6].
Every individual has their own beliefs and aspects regarding their life. the way of living depends on their culture and traditions. The worldview is a point of view to understanding someone’s personal experience, traditions, and the events of societies and history (Vidal, 2008). The other example of a worldview is the person who has ideas related to reality and knows the way how to interpret the experience of how the world is operating out is called a worldview (Taves, et al., 2018).
The concept of spirituality is a very wide experience of personal beliefs. Every person has their own perception related to spirituality. Spirituality may depend on religious traditions or the belief in a higher power (Elizabeth, S., 2022). It is also depending on the historic belief in an individual connection to others. It may be related to the thinking and experience of the world as a whole as it is felt by a person in their life on the level of physical and sensory perception. Spirituality is a way to find comfort and relieve stress for people. Some research shows that it is a different path to search for God or a higher power, and it also supports the reality of those persons who are more spiritual or religious are able to cope with challenges and stress. You can check for connections of spirituality by asking deep questions related to illness, emotions, or what happens after death, the experience of compassion and empathy for others, connection to others, and the feeling of happiness beyond the material possessions checking for meaning and purpose of life, and the looking for the chance to make the world a better place.
There are so many different types of spirituality that the person can get connected with their own ways such as breath work, meditation, prayer, serving their community, spending time with nature, yoga, spiritual retreats, etc. As the question asked related to spirituality and the way I can influence the way of care of my patients, I can apply this in my profession while finding the purpose and meaning of my job and responsibilities for my patient to relieve their stress, worries, and to provide comfort by releasing their stress. I will make myself capable to deal with depression, anxiety, and stressful situation, and promote my skills to support my patients. I will respect their feelings, religion, and beliefs related to their culture and history. I will try to find the cause of their stress, try to measure the power of God and the hope for healing, and also try to build positive thinking for life.
Reference
Elizabeth, S. (2022, August 19). What Is Spirituality? How Spirituality Can Benefit Your Health and Well-Being. Verywellmind. Retrieved October 4, 2022, from https://www.verywellmind.com/how-spirituality-can-benefit-mental-and-physical-health-3144807#:~:text=What%20Is%20Spirituality%3F%20Spirituality%20is%20the%20broad%20concept,others%20and%20to%20the%20world%20as%20a%20whole.
Taves, A., Asprem, E., Ihm, E. (2018). Psychology, meaning-making, and the study of worldviews: Beyond religion and non-religion. American Psychological Association. Retrieved October 5, 2022, from https://psycnet.apa.org/record/2018-36594-002
Vidal, C. (2008). Wat is een wereldbeeld? In H. Van Belle, & J. Van der Veken (Eds.) Nieuwheid denken: De wetenschappen en het creatieve aspect van de werkelijkheid (pp. 71-83). Acco, Leuven: Belgium.