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  • [Solved] learning

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    Please see attached file – ## Overthepreviousweeks.docx – ## SMARTGoalsExamples3.docx – MSW_Generalist_Learning_Agreement.docx **## Overthepreviousweeks.docx** Over the previous weeks, you have had the opportunity to complete your Learning Agreement, working with your Field Instructor, supervisor…

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    Please see attached file

    – ## Overthepreviousweeks.docx

    – ## SMARTGoalsExamples3.docx

    – MSW_Generalist_Learning_Agreement.docx

    **## Overthepreviousweeks.docx**

    Over the previous weeks, you have had the opportunity to complete your Learning Agreement, working with your Field Instructor, supervisor, and your online classroom Instructor to fine tune expectations. Recall that your Learning Agreement clearly outlines expectations and performance and is a framework for developing social work practice behaviors and competencies—and thus your professionalism. In this Assignment, you submit the Learning Agreement for this term.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172988/modules/items/7020303)

    By Day 7

    **NOTEL Learning agreement attached separately.**

    **_Note:_** _Learning agreements that are incomplete will be returned ungraded for resubmission. Ensure that you have no blanks in your document._

    **## SMARTGoalsExamples3.docx**

    **Competency 4: Engage in Practice-Informed Research and Research-Informed Practice**

    **Goal 1 – Integrate Research into Practice**

    ·
    **SMART Goal:** By week 6 of my practicum, I will identify one evidence-based intervention relevant to my client population and present a brief summary (1–2 pages) to my field instructor explaining how it could be integrated into agency practice.

    **Goal 2 – Use Research to Improve Service Delivery**

    ·
    **SMART Goal:** Over the course of the semester, I will gather and summarize research from at least three peer-reviewed articles on best practices for working with [insert population, e.g., adolescents with anxiety] and discuss the findings in one supervision session.

    **Goal 3 – Practice-Informed Research**

    ·
    **SMART Goal:** By the end of the semester, I will track trends or challenges that emerge in at least five client cases and use the data to generate a question or area of inquiry that could inform future research or program development.

    **Goal 4 – Evaluate Intervention Outcomes**

    ·
    **SMART Goal:** For three of my clients, I will implement a simple outcome tracking method (e.g., client self-rating scale or progress notes audit) and review results with my supervisor by week 10 to assess intervention effectiveness.

    **Goal 5 – Participate in Research Activities**

    ·
    **SMART Goal:** If available at my practicum site, I will participate in at least one agency-led research or data collection initiative (e.g., client satisfaction survey, program evaluation) and reflect on the experience in my weekly journal.

    **Competency 5: Engage in Policy Practice**

    **Goal 1 – Policy Awareness**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least two staff meetings where agency policy or legislative changes are discussed and write a one-page reflection after each to better understand how policy impacts service delivery.

    **Goal 2 – Policy Research and Advocacy**

    ·
    **SMART Goal:** Within the next 8 weeks, I will identify one local or state policy that impacts the population my agency serves, research its implications, and create a brief presentation or fact sheet to share with my supervisor.

    **Goal 3 – Policy Engagement**

    ·
    **SMART Goal:** Before the end of the placement, I will participate in one advocacy activity, such as contacting a legislator or attending a policy forum, and discuss the experience with my field instructor.

    **Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities**

    **Goal 1 – Individual Engagement**

    ·
    **SMART Goal:** Over the next 6 weeks, I will engage in at least five initial client sessions (individuals) under supervision, using active listening and empathy to build rapport, and will receive feedback from my supervisor after each session.

    **Goal 2 – Family Engagement**

    ·
    **SMART Goal:** By mid-semester, I will co-facilitate at least two family meetings and apply culturally responsive engagement strategies, as observed and discussed in supervision.

    **Goal 3 – Group Facilitation**

    ·
    **SMART Goal:** During my placement, I will assist in the planning and facilitation of at least three support or psychoeducation group sessions, documenting my role and learning in reflective journal entries.

    **Goal 4 – Community Engagement**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least one community outreach event and engage with a minimum of three community stakeholders to learn about their roles and services, then share a summary with my supervisor.

    **MSW_Generalist_Learning_Agreement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msw-generalist-learning-agreement-docx)

    **MSW_Generalist_Learning_Agreement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msw-generalist-learning-agreement-docx)

    **## Overthepreviousweeks.docx**

    Over the previous weeks, you have had the opportunity to complete your Learning Agreement, working with your Field Instructor, supervisor, and your online classroom Instructor to fine tune expectations. Recall that your Learning Agreement clearly outlines expectations and performance and is a framework for developing social work practice behaviors and competencies—and thus your professionalism. In this Assignment, you submit the Learning Agreement for this term.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172988/modules/items/7020303)

    By Day 7

    **NOTEL Learning agreement attached separately.**

    **_Note:_** _Learning agreements that are incomplete will be returned ungraded for resubmission. Ensure that you have no blanks in your document._

    **## SMARTGoalsExamples3.docx**

    **Competency 4: Engage in Practice-Informed Research and Research-Informed Practice**

    **Goal 1 – Integrate Research into Practice**

    ·
    **SMART Goal:** By week 6 of my practicum, I will identify one evidence-based intervention relevant to my client population and present a brief summary (1–2 pages) to my field instructor explaining how it could be integrated into agency practice.

    **Goal 2 – Use Research to Improve Service Delivery**

    ·
    **SMART Goal:** Over the course of the semester, I will gather and summarize research from at least three peer-reviewed articles on best practices for working with [insert population, e.g., adolescents with anxiety] and discuss the findings in one supervision session.

    **Goal 3 – Practice-Informed Research**

    ·
    **SMART Goal:** By the end of the semester, I will track trends or challenges that emerge in at least five client cases and use the data to generate a question or area of inquiry that could inform future research or program development.

    **Goal 4 – Evaluate Intervention Outcomes**

    ·
    **SMART Goal:** For three of my clients, I will implement a simple outcome tracking method (e.g., client self-rating scale or progress notes audit) and review results with my supervisor by week 10 to assess intervention effectiveness.

    **Goal 5 – Participate in Research Activities**

    ·
    **SMART Goal:** If available at my practicum site, I will participate in at least one agency-led research or data collection initiative (e.g., client satisfaction survey, program evaluation) and reflect on the experience in my weekly journal.

    **Competency 5: Engage in Policy Practice**

    **Goal 1 – Policy Awareness**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least two staff meetings where agency policy or legislative changes are discussed and write a one-page reflection after each to better understand how policy impacts service delivery.

    **Goal 2 – Policy Research and Advocacy**

    ·
    **SMART Goal:** Within the next 8 weeks, I will identify one local or state policy that impacts the population my agency serves, research its implications, and create a brief presentation or fact sheet to share with my supervisor.

    **Goal 3 – Policy Engagement**

    ·
    **SMART Goal:** Before the end of the placement, I will participate in one advocacy activity, such as contacting a legislator or attending a policy forum, and discuss the experience with my field instructor.

    **Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities**

    **Goal 1 – Individual Engagement**

    ·
    **SMART Goal:** Over the next 6 weeks, I will engage in at least five initial client sessions (individuals) under supervision, using active listening and empathy to build rapport, and will receive feedback from my supervisor after each session.

    **Goal 2 – Family Engagement**

    ·
    **SMART Goal:** By mid-semester, I will co-facilitate at least two family meetings and apply culturally responsive engagement strategies, as observed and discussed in supervision.

    **Goal 3 – Group Facilitation**

    ·
    **SMART Goal:** During my placement, I will assist in the planning and facilitation of at least three support or psychoeducation group sessions, documenting my role and learning in reflective journal entries.

    **Goal 4 – Community Engagement**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least one community outreach event and engage with a minimum of three community stakeholders to learn about their roles and services, then share a summary with my supervisor.

    **MSW_Generalist_Learning_Agreement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msw-generalist-learning-agreement-docx)

    **## Overthepreviousweeks.docx**

    Over the previous weeks, you have had the opportunity to complete your Learning Agreement, working with your Field Instructor, supervisor, and your online classroom Instructor to fine tune expectations. Recall that your Learning Agreement clearly outlines expectations and performance and is a framework for developing social work practice behaviors and competencies—and thus your professionalism. In this Assignment, you submit the Learning Agreement for this term.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/172988/modules/items/7020303)

    By Day 7

    **NOTEL Learning agreement attached separately.**

    **_Note:_** _Learning agreements that are incomplete will be returned ungraded for resubmission. Ensure that you have no blanks in your document._

    **## SMARTGoalsExamples3.docx**

    **Competency 4: Engage in Practice-Informed Research and Research-Informed Practice**

    **Goal 1 – Integrate Research into Practice**

    ·
    **SMART Goal:** By week 6 of my practicum, I will identify one evidence-based intervention relevant to my client population and present a brief summary (1–2 pages) to my field instructor explaining how it could be integrated into agency practice.

    **Goal 2 – Use Research to Improve Service Delivery**

    ·
    **SMART Goal:** Over the course of the semester, I will gather and summarize research from at least three peer-reviewed articles on best practices for working with [insert population, e.g., adolescents with anxiety] and discuss the findings in one supervision session.

    **Goal 3 – Practice-Informed Research**

    ·
    **SMART Goal:** By the end of the semester, I will track trends or challenges that emerge in at least five client cases and use the data to generate a question or area of inquiry that could inform future research or program development.

    **Goal 4 – Evaluate Intervention Outcomes**

    ·
    **SMART Goal:** For three of my clients, I will implement a simple outcome tracking method (e.g., client self-rating scale or progress notes audit) and review results with my supervisor by week 10 to assess intervention effectiveness.

    **Goal 5 – Participate in Research Activities**

    ·
    **SMART Goal:** If available at my practicum site, I will participate in at least one agency-led research or data collection initiative (e.g., client satisfaction survey, program evaluation) and reflect on the experience in my weekly journal.

    **Competency 5: Engage in Policy Practice**

    **Goal 1 – Policy Awareness**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least two staff meetings where agency policy or legislative changes are discussed and write a one-page reflection after each to better understand how policy impacts service delivery.

    **Goal 2 – Policy Research and Advocacy**

    ·
    **SMART Goal:** Within the next 8 weeks, I will identify one local or state policy that impacts the population my agency serves, research its implications, and create a brief presentation or fact sheet to share with my supervisor.

    **Goal 3 – Policy Engagement**

    ·
    **SMART Goal:** Before the end of the placement, I will participate in one advocacy activity, such as contacting a legislator or attending a policy forum, and discuss the experience with my field instructor.

    **Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities**

    **Goal 1 – Individual Engagement**

    ·
    **SMART Goal:** Over the next 6 weeks, I will engage in at least five initial client sessions (individuals) under supervision, using active listening and empathy to build rapport, and will receive feedback from my supervisor after each session.

    **Goal 2 – Family Engagement**

    ·
    **SMART Goal:** By mid-semester, I will co-facilitate at least two family meetings and apply culturally responsive engagement strategies, as observed and discussed in supervision.

    **Goal 3 – Group Facilitation**

    ·
    **SMART Goal:** During my placement, I will assist in the planning and facilitation of at least three support or psychoeducation group sessions, documenting my role and learning in reflective journal entries.

    **Goal 4 – Community Engagement**

    ·
    **SMART Goal:** By the end of the semester, I will attend at least one community outreach event and engage with a minimum of three community stakeholders to learn about their roles and services, then share a summary with my supervisor.

    **MSW_Generalist_Learning_Agreement.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msw-generalist-learning-agreement-docx)

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  • [Solved] Discussion 6

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    Executive Solution Overview

    – ## discussion6.docx **## discussion6.docx** **Discussion Question** **Due 6/10/2025** **Use references and in-text citations from easily accessible websites.** The four leadership styles that match these readiness levels are as follows: S1: Requires Telling@ high task-low relationship S2: Requires…

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    Assignment Prompt & Instructions

    – ## discussion6.docx

    **## discussion6.docx**

    **Discussion Question**

    **Due 6/10/2025**

    **Use references and in-text citations from easily accessible websites.**

    The four leadership styles that match these readiness levels are as follows:

    S1: Requires Telling@ high task-low relationship
    S2: Requires Selling@ high task-high relationship
    S3: Requires Participating@ high relationship-low task
    S4: Requires Delegating@ low relationship-low task

    Provide a brief scenario when each of the Situational Leadership styles would be appropriate.  Remember, the S1-S4 styles are used for very specific situations and not as overall styles. Each scenario should be at least 250 words.

    **## discussion6.docx**

    **Discussion Question**

    **Due 6/10/2025**

    **Use references and in-text citations from easily accessible websites.**

    The four leadership styles that match these readiness levels are as follows:

    S1: Requires Telling@ high task-low relationship
    S2: Requires Selling@ high task-high relationship
    S3: Requires Participating@ high relationship-low task
    S4: Requires Delegating@ low relationship-low task

    Provide a brief scenario when each of the Situational Leadership styles would be appropriate.  Remember, the S1-S4 styles are used for very specific situations and not as overall styles. Each scenario should be at least 250 words.

  • [Solved] Education homework

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    In-depth study guidance and analytical solution covering Education homework.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Education homework.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Compensations and Benefits

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    \ Screenshot2025-06-09034601.png](https://www.sweetstudy.com/files/screenshot2025-06-09034601-png-10316283 "Screenshot2025-06-09034601.png") \ Screenshot2025-06-09034849.png](https://www.sweetstudy.com/files/screenshot2025-06-09034849-png-10316285 "Screenshot2025-06-09034849.png") \ Screenshot202…

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    \
    Screenshot2025-06-09034601.png](https://www.sweetstudy.com/files/screenshot2025-06-09034601-png-10316283 "Screenshot2025-06-09034601.png")
    \
    Screenshot2025-06-09034849.png](https://www.sweetstudy.com/files/screenshot2025-06-09034849-png-10316285 "Screenshot2025-06-09034849.png")
    \
    Screenshot2025-06-09034947.png](https://www.sweetstudy.com/files/screenshot2025-06-09034947-png-10316287 "Screenshot2025-06-09034947.png")
    \
    Screenshot2025-06-09035016.png](https://www.sweetstudy.com/files/screenshot2025-06-09035016-png-10316289 "Screenshot2025-06-09035016.png")

  • [Solved] Edit and revise

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    Please revise my work and make sure it sounds good with no ai detection from turnitin – ## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx** ## **The History of Mental Health Diagnosis …

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    Please revise my work and make sure it sounds good with no ai detection from turnitin

    – ## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx

    **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx**

    ## **The History of Mental Health Diagnosis and Treatment in the United States**

    Bayley Mabryn Askin

    Department of Psychology, William Carey University

    PSY-410 Abnormal Psychology

    Dr. Richard Sheridan

    May 28, 2025

    **Introduction**

    Mental health diagnosis and treatments in the United States have evolved significantly from the 1800s to now. They have led to shifts in scientific perspectives and societal views while also increasing attention to mental health as a crucial aspect of public well-being. Each century has introduced new diagnoses, methods of treatment, as well as explanatory models for mental disorder, filtered through the complex interaction of cultural norms, medical technology, as well as politics. This paper provides an in-depth analysis of the primary mental health diagnosis and treatment in the 1800s, the 1900s, as well as the 21st century. It also explains the way in which mental health practice reflects wider society values as well as scientific advancement, and evaluates the advancement as well as the limits of the current mental health treatment system.

    **Mental Illness in the 1800s**

    In the 19th century, mental illness was stigmatized and not understood. The prevailing model explained mental illness as a deviation from moral or religious beliefs, as opposed to an actual medical issue. Diagnoses relied less on reality than on behavioral observation and subject interpretation. The "diagnoses" of "melancholia," "mania," "hysteria," "dementia praecox," and "moral insanity" were often said. These diagnoses included symptoms ranging from depression, anxiety, hallucinations, and violent acts. Diagnosis varied without standardization, using gender, race, and class biases in the interpretations.

    Treatment during the time was inadequate, unsystematized, and inhumane. In the past, when it came to handling individuals struggling with health issues, they were often placed into asylums or almshouses for care and treatment. However, these asylums, initially intended as places of sanctuary, ended up overcrowded and lacking in resources, leading to uncaring conditions. The personnel frequently had little or no training, and patients were often physically restrained, isolated, and punished. Despite these horrible surroundings, the "moral treatment" movement started to emerge and brought attention to kindness, routine regimes, work therapy, and religious instruction. Reformers like Dorothea Dix fought for the cause of improved treatment as well as the establishment of state-owned asylums. She was the force behind the establishment of many institutions all over the nation.

    Medical interventions were primitive and frequently harmful. Often, clinicians would use ancient ideas like bloodletting, purging, and blistering on patients. To tranquilize them, they also used electroconvulsion, restraints, and ice baths. The overall understanding of mental sickness had an absolute basis in spiritual failure or in character weakness, which further ingrained stigma and largely resulted in prolonged institutionalization.

    **Mental Health in the 1900s**

    The 20th century was a defining period for the history of mental health treatment. As psychology, psychiatry, and neuroscience developed, the explanations for mental illness became more scientific and medical. Diagnoses became standardized, particularly with the release of diagnostic manuals like the DSM-I in 1952. Schizophrenia, manic-depressive illness (bipolar disorder today), neuroses, and personality disorders received clinical characterization. While institutionalization remained widespread in the early decades of the century, the nature of diagnosis and treatment started to shift.

    Psychoanalysis was a prevailing theoretical framework in the early 1900s. Sigmund Freud focused his concepts with respect to unconscious conflict, early experience, and verbal therapy as a means of cure. Despite the controversy that has long surrounded it, the therapeutic ideal fashioned by psychoanalysis had an impact well into the mid-20th century in diagnosis and treatment. The new psychotropic drugs in the 1950s, like chlorpromazine (Thorazine), revolutionized treatment since they brought relief from symptoms in diseases like schizophrenia. Advances in pharmacology allowed numerous patients to move from institutional to community living.

    The deinstitutionalization process, spurred by human as well as financial considerations, sped up in the 1970s as well as the 1960s. Legislation such as the Community Mental Health Act in 1963 targeted the replacement of state hospitals with community mental health center services. Even as the shift in the delivery mode of care was profound, the process was underfinanced as well as inadequately planned. The consequence was the inability to render adequate care to many people suffering from severe mental illness. This made homelessness, as well as incarceration, increase in this population group.

    New therapies appeared in the latter half of the century. Cognitive, humanistic, and behavioral therapies expanded the base of therapies. Advances in the areas of the genetic basis, brain imaging, and functions of neurotransmitters provided the biological underpinnings of many mental illnesses. Therapies for mental illness remained fragmented, but inequality in the quality as well as quantity of care extended beyond racial, socioeconomic, and geographic boundaries.

    **Mental Health in the 2000s**

    Mental healthcare in the 21st century has seen unprecedented developments in mental illness understanding, diagnosis, and treatment. The DSM-5 was published in 2013 with new criteria and an inclusive framework for categories like autism spectrum disorder and expanded definitions under PTSD and depressive disorders. There started awareness, activism, and media coverage, which has reduced stigmatization, although it continues to exist in some of the population.

    Treatment is now characterized by involvement of biological, psychological, as well as social aspects with biopsychosocial treatment. Medicinal treatment is characterized by the emergence of newer-generation medications with higher efficacy with less burden of side effects, like newer antidepressants, antipsychotics, and anxiolytics. Evidence-based therapies such as cognitive-behavioral therapy (CBT) or CBT with modifications, dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), as well as eye movement desensitization and reprocessing (EMDR), are utilized en masse in the treatment of all forms of mental disorders.

    Technology has also played a role in transforming the mental healthcare field. Telehealth services expanded the reach of care even amidst the COVID-19 pandemic as patients received therapy and medication management from their homes. Web-based support groups and mobile mental health apps provide additional self-management tools and support from similar individuals. Bad digital privacy, low-quality care, and disparities in digital access are often-seen challenges.

    There has also been growing emphasis placed on trauma-informed care, cultural competency, and integration of mental and physical health care. Providers are recently realizing the impact of adverse childhood experiences (ACEs), systemic racism, and the social determinants of health on mental health. Despite these developments, the mental health care system is still fighting against insurance limitations, waits, and shortages of staff, particularly in rural areas.

    Public policy initiatives such as the Affordable Care Act and the Mental Health Parity and Addiction Equity Act have attempted to expand coverage and access to treatment. The problem is, implementation is based on the state, and many are still choosing not to provide adequate care. Efforts are still ongoing to train different cultural providers, integrate the health systems, and expand programs.

    **Conclusion**

    The history of diagnosis and treatment of mental illness in America is one of multidimensional, shifting dynamics with science, culture, and public policy. From asylums and aversive therapies in the early-to-mid-1800s to biomedical technologies to cyber interventions in the early-21st century, mental health care has come to be more humane and research-based. Each century has had its achievements but also its setbacks, illustrating the continuing need for advocacy, research, and policy reform. Despite the important advances in care and understanding of mental illness, system barriers persist in the way in which people access and experience equity in mental health care. Corrections to these disparities require an integrated strategy to education, facilities in healthcare, legal reform, and community involvement. As we grow more sensitive to the nuances of mental health, we need to build the system so it honors early intervention, coordinated care, and the human dignity of all individuals.

    **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx**

    ## **The History of Mental Health Diagnosis and Treatment in the United States**

    Bayley Mabryn Askin

    Department of Psychology, William Carey University

    PSY-410 Abnormal Psychology

    Dr. Richard Sheridan

    May 28, 2025

    **Introduction**

    Mental health diagnosis and treatments in the United States have evolved significantly from the 1800s to now. They have led to shifts in scientific perspectives and societal views while also increasing attention to mental health as a crucial aspect of public well-being. Each century has introduced new diagnoses, methods of treatment, as well as explanatory models for mental disorder, filtered through the complex interaction of cultural norms, medical technology, as well as politics. This paper provides an in-depth analysis of the primary mental health diagnosis and treatment in the 1800s, the 1900s, as well as the 21st century. It also explains the way in which mental health practice reflects wider society values as well as scientific advancement, and evaluates the advancement as well as the limits of the current mental health treatment system.

    **Mental Illness in the 1800s**

    In the 19th century, mental illness was stigmatized and not understood. The prevailing model explained mental illness as a deviation from moral or religious beliefs, as opposed to an actual medical issue. Diagnoses relied less on reality than on behavioral observation and subject interpretation. The "diagnoses" of "melancholia," "mania," "hysteria," "dementia praecox," and "moral insanity" were often said. These diagnoses included symptoms ranging from depression, anxiety, hallucinations, and violent acts. Diagnosis varied without standardization, using gender, race, and class biases in the interpretations.

    Treatment during the time was inadequate, unsystematized, and inhumane. In the past, when it came to handling individuals struggling with health issues, they were often placed into asylums or almshouses for care and treatment. However, these asylums, initially intended as places of sanctuary, ended up overcrowded and lacking in resources, leading to uncaring conditions. The personnel frequently had little or no training, and patients were often physically restrained, isolated, and punished. Despite these horrible surroundings, the "moral treatment" movement started to emerge and brought attention to kindness, routine regimes, work therapy, and religious instruction. Reformers like Dorothea Dix fought for the cause of improved treatment as well as the establishment of state-owned asylums. She was the force behind the establishment of many institutions all over the nation.

    Medical interventions were primitive and frequently harmful. Often, clinicians would use ancient ideas like bloodletting, purging, and blistering on patients. To tranquilize them, they also used electroconvulsion, restraints, and ice baths. The overall understanding of mental sickness had an absolute basis in spiritual failure or in character weakness, which further ingrained stigma and largely resulted in prolonged institutionalization.

    **Mental Health in the 1900s**

    The 20th century was a defining period for the history of mental health treatment. As psychology, psychiatry, and neuroscience developed, the explanations for mental illness became more scientific and medical. Diagnoses became standardized, particularly with the release of diagnostic manuals like the DSM-I in 1952. Schizophrenia, manic-depressive illness (bipolar disorder today), neuroses, and personality disorders received clinical characterization. While institutionalization remained widespread in the early decades of the century, the nature of diagnosis and treatment started to shift.

    Psychoanalysis was a prevailing theoretical framework in the early 1900s. Sigmund Freud focused his concepts with respect to unconscious conflict, early experience, and verbal therapy as a means of cure. Despite the controversy that has long surrounded it, the therapeutic ideal fashioned by psychoanalysis had an impact well into the mid-20th century in diagnosis and treatment. The new psychotropic drugs in the 1950s, like chlorpromazine (Thorazine), revolutionized treatment since they brought relief from symptoms in diseases like schizophrenia. Advances in pharmacology allowed numerous patients to move from institutional to community living.

    The deinstitutionalization process, spurred by human as well as financial considerations, sped up in the 1970s as well as the 1960s. Legislation such as the Community Mental Health Act in 1963 targeted the replacement of state hospitals with community mental health center services. Even as the shift in the delivery mode of care was profound, the process was underfinanced as well as inadequately planned. The consequence was the inability to render adequate care to many people suffering from severe mental illness. This made homelessness, as well as incarceration, increase in this population group.

    New therapies appeared in the latter half of the century. Cognitive, humanistic, and behavioral therapies expanded the base of therapies. Advances in the areas of the genetic basis, brain imaging, and functions of neurotransmitters provided the biological underpinnings of many mental illnesses. Therapies for mental illness remained fragmented, but inequality in the quality as well as quantity of care extended beyond racial, socioeconomic, and geographic boundaries.

    **Mental Health in the 2000s**

    Mental healthcare in the 21st century has seen unprecedented developments in mental illness understanding, diagnosis, and treatment. The DSM-5 was published in 2013 with new criteria and an inclusive framework for categories like autism spectrum disorder and expanded definitions under PTSD and depressive disorders. There started awareness, activism, and media coverage, which has reduced stigmatization, although it continues to exist in some of the population.

    Treatment is now characterized by involvement of biological, psychological, as well as social aspects with biopsychosocial treatment. Medicinal treatment is characterized by the emergence of newer-generation medications with higher efficacy with less burden of side effects, like newer antidepressants, antipsychotics, and anxiolytics. Evidence-based therapies such as cognitive-behavioral therapy (CBT) or CBT with modifications, dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), as well as eye movement desensitization and reprocessing (EMDR), are utilized en masse in the treatment of all forms of mental disorders.

    Technology has also played a role in transforming the mental healthcare field. Telehealth services expanded the reach of care even amidst the COVID-19 pandemic as patients received therapy and medication management from their homes. Web-based support groups and mobile mental health apps provide additional self-management tools and support from similar individuals. Bad digital privacy, low-quality care, and disparities in digital access are often-seen challenges.

    There has also been growing emphasis placed on trauma-informed care, cultural competency, and integration of mental and physical health care. Providers are recently realizing the impact of adverse childhood experiences (ACEs), systemic racism, and the social determinants of health on mental health. Despite these developments, the mental health care system is still fighting against insurance limitations, waits, and shortages of staff, particularly in rural areas.

    Public policy initiatives such as the Affordable Care Act and the Mental Health Parity and Addiction Equity Act have attempted to expand coverage and access to treatment. The problem is, implementation is based on the state, and many are still choosing not to provide adequate care. Efforts are still ongoing to train different cultural providers, integrate the health systems, and expand programs.

    **Conclusion**

    The history of diagnosis and treatment of mental illness in America is one of multidimensional, shifting dynamics with science, culture, and public policy. From asylums and aversive therapies in the early-to-mid-1800s to biomedical technologies to cyber interventions in the early-21st century, mental health care has come to be more humane and research-based. Each century has had its achievements but also its setbacks, illustrating the continuing need for advocacy, research, and policy reform. Despite the important advances in care and understanding of mental illness, system barriers persist in the way in which people access and experience equity in mental health care. Corrections to these disparities require an integrated strategy to education, facilities in healthcare, legal reform, and community involvement. As we grow more sensitive to the nuances of mental health, we need to build the system so it honors early intervention, coordinated care, and the human dignity of all individuals.

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    Please change any ai detected and make it sound good – ## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx** ## **The History of Mental Health Diagnosis and Treatment in the United State…

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    – ## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx

    **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx**

    ## **The History of Mental Health Diagnosis and Treatment in the United States**

    Bayley Mabryn Askin

    Department of Psychology, William Carey University

    PSY-410 Abnormal Psychology

    Dr. Richard Sheridan

    May 28, 2025

    **Introduction**

    Mental health diagnosis and treatments in the United States have evolved significantly from the 1800s to now. They have led to shifts in scientific perspectives and societal views while also increasing attention to mental health as a crucial aspect of public well-being. Each century has introduced new diagnoses, methods of treatment, as well as explanatory models for mental disorder, filtered through the complex interaction of cultural norms, medical technology, as well as politics. This paper provides an in-depth analysis of the primary mental health diagnosis and treatment in the 1800s, the 1900s, as well as the 21st century. It also explains the way in which mental health practice reflects wider society values as well as scientific advancement, and evaluates the advancement as well as the limits of the current mental health treatment system.

    **Mental Illness in the 1800s**

    In the 19th century, mental illness was stigmatized and not understood. The prevailing model explained mental illness as a deviation from moral or religious beliefs, as opposed to an actual medical issue. Diagnoses relied less on reality than on behavioral observation and subject interpretation. The "diagnoses" of "melancholia," "mania," "hysteria," "dementia praecox," and "moral insanity" were often said. These diagnoses included symptoms ranging from depression, anxiety, hallucinations, and violent acts. Diagnosis varied without standardization, using gender, race, and class biases in the interpretations.

    Treatment during the time was inadequate, unsystematized, and inhumane. In the past, when it came to handling individuals struggling with health issues, they were often placed into asylums or almshouses for care and treatment. However, these asylums, initially intended as places of sanctuary, ended up overcrowded and lacking in resources, leading to uncaring conditions. The personnel frequently had little or no training, and patients were often physically restrained, isolated, and punished. Despite these horrible surroundings, the "moral treatment" movement started to emerge and brought attention to kindness, routine regimes, work therapy, and religious instruction. Reformers like Dorothea Dix fought for the cause of improved treatment as well as the establishment of state-owned asylums. She was the force behind the establishment of many institutions all over the nation.

    Medical interventions were primitive and frequently harmful. Often, clinicians would use ancient ideas like bloodletting, purging, and blistering on patients. To tranquilize them, they also used electroconvulsion, restraints, and ice baths. The overall understanding of mental sickness had an absolute basis in spiritual failure or in character weakness, which further ingrained stigma and largely resulted in prolonged institutionalization.

    **Mental Health in the 1900s**

    The 20th century was a defining period for the history of mental health treatment. As psychology, psychiatry, and neuroscience developed, the explanations for mental illness became more scientific and medical. Diagnoses became standardized, particularly with the release of diagnostic manuals like the DSM-I in 1952. Schizophrenia, manic-depressive illness (bipolar disorder today), neuroses, and personality disorders received clinical characterization. While institutionalization remained widespread in the early decades of the century, the nature of diagnosis and treatment started to shift.

    Psychoanalysis was a prevailing theoretical framework in the early 1900s. Sigmund Freud focused his concepts with respect to unconscious conflict, early experience, and verbal therapy as a means of cure. Despite the controversy that has long surrounded it, the therapeutic ideal fashioned by psychoanalysis had an impact well into the mid-20th century in diagnosis and treatment. The new psychotropic drugs in the 1950s, like chlorpromazine (Thorazine), revolutionized treatment since they brought relief from symptoms in diseases like schizophrenia. Advances in pharmacology allowed numerous patients to move from institutional to community living.

    The deinstitutionalization process, spurred by human as well as financial considerations, sped up in the 1970s as well as the 1960s. Legislation such as the Community Mental Health Act in 1963 targeted the replacement of state hospitals with community mental health center services. Even as the shift in the delivery mode of care was profound, the process was underfinanced as well as inadequately planned. The consequence was the inability to render adequate care to many people suffering from severe mental illness. This made homelessness, as well as incarceration, increase in this population group.

    New therapies appeared in the latter half of the century. Cognitive, humanistic, and behavioral therapies expanded the base of therapies. Advances in the areas of the genetic basis, brain imaging, and functions of neurotransmitters provided the biological underpinnings of many mental illnesses. Therapies for mental illness remained fragmented, but inequality in the quality as well as quantity of care extended beyond racial, socioeconomic, and geographic boundaries.

    **Mental Health in the 2000s**

    Mental healthcare in the 21st century has seen unprecedented developments in mental illness understanding, diagnosis, and treatment. The DSM-5 was published in 2013 with new criteria and an inclusive framework for categories like autism spectrum disorder and expanded definitions under PTSD and depressive disorders. There started awareness, activism, and media coverage, which has reduced stigmatization, although it continues to exist in some of the population.

    Treatment is now characterized by involvement of biological, psychological, as well as social aspects with biopsychosocial treatment. Medicinal treatment is characterized by the emergence of newer-generation medications with higher efficacy with less burden of side effects, like newer antidepressants, antipsychotics, and anxiolytics. Evidence-based therapies such as cognitive-behavioral therapy (CBT) or CBT with modifications, dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), as well as eye movement desensitization and reprocessing (EMDR), are utilized en masse in the treatment of all forms of mental disorders.

    Technology has also played a role in transforming the mental healthcare field. Telehealth services expanded the reach of care even amidst the COVID-19 pandemic as patients received therapy and medication management from their homes. Web-based support groups and mobile mental health apps provide additional self-management tools and support from similar individuals. Bad digital privacy, low-quality care, and disparities in digital access are often-seen challenges.

    There has also been growing emphasis placed on trauma-informed care, cultural competency, and integration of mental and physical health care. Providers are recently realizing the impact of adverse childhood experiences (ACEs), systemic racism, and the social determinants of health on mental health. Despite these developments, the mental health care system is still fighting against insurance limitations, waits, and shortages of staff, particularly in rural areas.

    Public policy initiatives such as the Affordable Care Act and the Mental Health Parity and Addiction Equity Act have attempted to expand coverage and access to treatment. The problem is, implementation is based on the state, and many are still choosing not to provide adequate care. Efforts are still ongoing to train different cultural providers, integrate the health systems, and expand programs.

    **Conclusion**

    The history of diagnosis and treatment of mental illness in America is one of multidimensional, shifting dynamics with science, culture, and public policy. From asylums and aversive therapies in the early-to-mid-1800s to biomedical technologies to cyber interventions in the early-21st century, mental health care has come to be more humane and research-based. Each century has had its achievements but also its setbacks, illustrating the continuing need for advocacy, research, and policy reform. Despite the important advances in care and understanding of mental illness, system barriers persist in the way in which people access and experience equity in mental health care. Corrections to these disparities require an integrated strategy to education, facilities in healthcare, legal reform, and community involvement. As we grow more sensitive to the nuances of mental health, we need to build the system so it honors early intervention, coordinated care, and the human dignity of all individuals.

    **## BayleyAskinTheHistoryofMentalHealthDiagnosisandTreatmentintheUnitedStates.docx**

    ## **The History of Mental Health Diagnosis and Treatment in the United States**

    Bayley Mabryn Askin

    Department of Psychology, William Carey University

    PSY-410 Abnormal Psychology

    Dr. Richard Sheridan

    May 28, 2025

    **Introduction**

    Mental health diagnosis and treatments in the United States have evolved significantly from the 1800s to now. They have led to shifts in scientific perspectives and societal views while also increasing attention to mental health as a crucial aspect of public well-being. Each century has introduced new diagnoses, methods of treatment, as well as explanatory models for mental disorder, filtered through the complex interaction of cultural norms, medical technology, as well as politics. This paper provides an in-depth analysis of the primary mental health diagnosis and treatment in the 1800s, the 1900s, as well as the 21st century. It also explains the way in which mental health practice reflects wider society values as well as scientific advancement, and evaluates the advancement as well as the limits of the current mental health treatment system.

    **Mental Illness in the 1800s**

    In the 19th century, mental illness was stigmatized and not understood. The prevailing model explained mental illness as a deviation from moral or religious beliefs, as opposed to an actual medical issue. Diagnoses relied less on reality than on behavioral observation and subject interpretation. The "diagnoses" of "melancholia," "mania," "hysteria," "dementia praecox," and "moral insanity" were often said. These diagnoses included symptoms ranging from depression, anxiety, hallucinations, and violent acts. Diagnosis varied without standardization, using gender, race, and class biases in the interpretations.

    Treatment during the time was inadequate, unsystematized, and inhumane. In the past, when it came to handling individuals struggling with health issues, they were often placed into asylums or almshouses for care and treatment. However, these asylums, initially intended as places of sanctuary, ended up overcrowded and lacking in resources, leading to uncaring conditions. The personnel frequently had little or no training, and patients were often physically restrained, isolated, and punished. Despite these horrible surroundings, the "moral treatment" movement started to emerge and brought attention to kindness, routine regimes, work therapy, and religious instruction. Reformers like Dorothea Dix fought for the cause of improved treatment as well as the establishment of state-owned asylums. She was the force behind the establishment of many institutions all over the nation.

    Medical interventions were primitive and frequently harmful. Often, clinicians would use ancient ideas like bloodletting, purging, and blistering on patients. To tranquilize them, they also used electroconvulsion, restraints, and ice baths. The overall understanding of mental sickness had an absolute basis in spiritual failure or in character weakness, which further ingrained stigma and largely resulted in prolonged institutionalization.

    **Mental Health in the 1900s**

    The 20th century was a defining period for the history of mental health treatment. As psychology, psychiatry, and neuroscience developed, the explanations for mental illness became more scientific and medical. Diagnoses became standardized, particularly with the release of diagnostic manuals like the DSM-I in 1952. Schizophrenia, manic-depressive illness (bipolar disorder today), neuroses, and personality disorders received clinical characterization. While institutionalization remained widespread in the early decades of the century, the nature of diagnosis and treatment started to shift.

    Psychoanalysis was a prevailing theoretical framework in the early 1900s. Sigmund Freud focused his concepts with respect to unconscious conflict, early experience, and verbal therapy as a means of cure. Despite the controversy that has long surrounded it, the therapeutic ideal fashioned by psychoanalysis had an impact well into the mid-20th century in diagnosis and treatment. The new psychotropic drugs in the 1950s, like chlorpromazine (Thorazine), revolutionized treatment since they brought relief from symptoms in diseases like schizophrenia. Advances in pharmacology allowed numerous patients to move from institutional to community living.

    The deinstitutionalization process, spurred by human as well as financial considerations, sped up in the 1970s as well as the 1960s. Legislation such as the Community Mental Health Act in 1963 targeted the replacement of state hospitals with community mental health center services. Even as the shift in the delivery mode of care was profound, the process was underfinanced as well as inadequately planned. The consequence was the inability to render adequate care to many people suffering from severe mental illness. This made homelessness, as well as incarceration, increase in this population group.

    New therapies appeared in the latter half of the century. Cognitive, humanistic, and behavioral therapies expanded the base of therapies. Advances in the areas of the genetic basis, brain imaging, and functions of neurotransmitters provided the biological underpinnings of many mental illnesses. Therapies for mental illness remained fragmented, but inequality in the quality as well as quantity of care extended beyond racial, socioeconomic, and geographic boundaries.

    **Mental Health in the 2000s**

    Mental healthcare in the 21st century has seen unprecedented developments in mental illness understanding, diagnosis, and treatment. The DSM-5 was published in 2013 with new criteria and an inclusive framework for categories like autism spectrum disorder and expanded definitions under PTSD and depressive disorders. There started awareness, activism, and media coverage, which has reduced stigmatization, although it continues to exist in some of the population.

    Treatment is now characterized by involvement of biological, psychological, as well as social aspects with biopsychosocial treatment. Medicinal treatment is characterized by the emergence of newer-generation medications with higher efficacy with less burden of side effects, like newer antidepressants, antipsychotics, and anxiolytics. Evidence-based therapies such as cognitive-behavioral therapy (CBT) or CBT with modifications, dialectical behavior therapy (DBT), acceptance and commitment therapy (ACT), as well as eye movement desensitization and reprocessing (EMDR), are utilized en masse in the treatment of all forms of mental disorders.

    Technology has also played a role in transforming the mental healthcare field. Telehealth services expanded the reach of care even amidst the COVID-19 pandemic as patients received therapy and medication management from their homes. Web-based support groups and mobile mental health apps provide additional self-management tools and support from similar individuals. Bad digital privacy, low-quality care, and disparities in digital access are often-seen challenges.

    There has also been growing emphasis placed on trauma-informed care, cultural competency, and integration of mental and physical health care. Providers are recently realizing the impact of adverse childhood experiences (ACEs), systemic racism, and the social determinants of health on mental health. Despite these developments, the mental health care system is still fighting against insurance limitations, waits, and shortages of staff, particularly in rural areas.

    Public policy initiatives such as the Affordable Care Act and the Mental Health Parity and Addiction Equity Act have attempted to expand coverage and access to treatment. The problem is, implementation is based on the state, and many are still choosing not to provide adequate care. Efforts are still ongoing to train different cultural providers, integrate the health systems, and expand programs.

    **Conclusion**

    The history of diagnosis and treatment of mental illness in America is one of multidimensional, shifting dynamics with science, culture, and public policy. From asylums and aversive therapies in the early-to-mid-1800s to biomedical technologies to cyber interventions in the early-21st century, mental health care has come to be more humane and research-based. Each century has had its achievements but also its setbacks, illustrating the continuing need for advocacy, research, and policy reform. Despite the important advances in care and understanding of mental illness, system barriers persist in the way in which people access and experience equity in mental health care. Corrections to these disparities require an integrated strategy to education, facilities in healthcare, legal reform, and community involvement. As we grow more sensitive to the nuances of mental health, we need to build the system so it honors early intervention, coordinated care, and the human dignity of all individuals.

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    – ## MOD6.docx **## MOD6.docx** MUST BE BASED ON PPT ASSIGNMENT Please answer the questions below. 1. Regarding your presentation assignment, what did you learn about the research project? 2. Would you have approached the assignment differently? Why or why not? **Submission Instructions:** · Your …

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    MUST BE BASED ON PPT ASSIGNMENT

    Please answer the questions below.

    1. Regarding your presentation assignment, what did you learn about the research project?

    2. Would you have approached the assignment differently? Why or why not?

    **Submission Instructions:**

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    MUST BE BASED ON PPT ASSIGNMENT

    Please answer the questions below.

    1. Regarding your presentation assignment, what did you learn about the research project?

    2. Would you have approached the assignment differently? Why or why not?

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.