Category: Clinical & Abnormal Psychology

  • [Solved] Psychology Discussion/Assignment

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    Please go through the assignment and let me know if you have any questions. Please note that. No AI or ChatGPT's. Check all spelling before posting – [\ \ Week2_AtaGlance_ForensicEvaluation-Fall2026.pdf](https://www.sweetstudy.com/files/week2-ataglance-forensicevaluation-fall2026-pdf "Week2_AtaG…

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    Assignment Prompt & Instructions

    Please go through the assignment and let me know if you have any questions. Please note that. No AI or ChatGPT's. Check all spelling before posting

    – [\
    \
    Week2_AtaGlance_ForensicEvaluation-Fall2026.pdf](https://www.sweetstudy.com/files/week2-ataglance-forensicevaluation-fall2026-pdf "Week2_AtaGlance_ForensicEvaluation-Fall2026.pdf")
    – [\
    \
    Topic_Week2_Discussion14.pdf](https://www.sweetstudy.com/files/topic-week2-discussion14-pdf "Topic_Week2_Discussion14.pdf")
    – [\
    \
    Week2_Assignment11.pdf](https://www.sweetstudy.com/files/week2-assignment11-pdf "Week2_Assignment11.pdf")

  • [Solved] Critique

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    See attachments **files (2)** – ## Help2Instructions.docx – Measuring_Causality_Resonance_arXiv.pdf **## Help2Instructions.docx** Instructions: Compose a reaction paper to the attached article. The purpose of this assignment is to better understand the **theory of Causality based on Chapter 3** o…

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    Assignment Prompt & Instructions

    See attachments

    **files (2)**

    – ## Help2Instructions.docx

    – Measuring_Causality_Resonance_arXiv.pdf

    **## Help2Instructions.docx**

    Instructions: Compose a reaction paper to the attached article. The purpose of this assignment is to better understand the
    **theory of Causality based on Chapter 3** of our textbook,
    _Systems Theory in Action: Applications to Individual, Couples, and Family Therapy_. This reaction paper must consist of graduate level spelling, grammar, and style.
    **This is a reaction paper, not a summary of what the author wrote but rather your analysis and critique of the presented topic.**

    · Reaction Paper

    · Word document, typed in Times New Roman

    · 12 point font

    · Single spaced

    · One inch margins

    · Must be 1-2 pages in length

    · APA 6th edition formatting using the following
    **two** references:

    ·
    **“Measuring Causality: The Science of Cause and Effect” (article attached)**

    ·
    **Chapter 3 from Smith-Acuna (2011). Systems Theory in Action: Applications to Individual, Couples, and Family Therapy. John Wiley and Sons. Hoboken, New Jersey. (ISBN: 978-0-470-47582-9)**

    100% NO PLAGIARISM or use of AI

    **Measuring_Causality_Resonance_arXiv.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/measuring-causality-resonance-arxiv-pdf)

    **Measuring_Causality_Resonance_arXiv.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/measuring-causality-resonance-arxiv-pdf)

    **## Help2Instructions.docx**

    Instructions: Compose a reaction paper to the attached article. The purpose of this assignment is to better understand the
    **theory of Causality based on Chapter 3** of our textbook,
    _Systems Theory in Action: Applications to Individual, Couples, and Family Therapy_. This reaction paper must consist of graduate level spelling, grammar, and style.
    **This is a reaction paper, not a summary of what the author wrote but rather your analysis and critique of the presented topic.**

    · Reaction Paper

    · Word document, typed in Times New Roman

    · 12 point font

    · Single spaced

    · One inch margins

    · Must be 1-2 pages in length

    · APA 6th edition formatting using the following
    **two** references:

    ·
    **“Measuring Causality: The Science of Cause and Effect” (article attached)**

    ·
    **Chapter 3 from Smith-Acuna (2011). Systems Theory in Action: Applications to Individual, Couples, and Family Therapy. John Wiley and Sons. Hoboken, New Jersey. (ISBN: 978-0-470-47582-9)**

    100% NO PLAGIARISM or use of AI

    **Measuring_Causality_Resonance_arXiv.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/measuring-causality-resonance-arxiv-pdf)

    **## Help2Instructions.docx**

    Instructions: Compose a reaction paper to the attached article. The purpose of this assignment is to better understand the
    **theory of Causality based on Chapter 3** of our textbook,
    _Systems Theory in Action: Applications to Individual, Couples, and Family Therapy_. This reaction paper must consist of graduate level spelling, grammar, and style.
    **This is a reaction paper, not a summary of what the author wrote but rather your analysis and critique of the presented topic.**

    · Reaction Paper

    · Word document, typed in Times New Roman

    · 12 point font

    · Single spaced

    · One inch margins

    · Must be 1-2 pages in length

    · APA 6th edition formatting using the following
    **two** references:

    ·
    **“Measuring Causality: The Science of Cause and Effect” (article attached)**

    ·
    **Chapter 3 from Smith-Acuna (2011). Systems Theory in Action: Applications to Individual, Couples, and Family Therapy. John Wiley and Sons. Hoboken, New Jersey. (ISBN: 978-0-470-47582-9)**

    100% NO PLAGIARISM or use of AI

    **Measuring_Causality_Resonance_arXiv.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/measuring-causality-resonance-arxiv-pdf)

  • [Solved] Review

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    See attachment **files (1)** – ## ReviewDirections.docx **## ReviewDirections.docx** Directions: Using the following text, write a 5-page review of Problem Solving Therapy. **Haley, J. Problem-Solving Therapy, ISBN – 13: 978-1555423629** · Provide your critical analysis of the material · What appeal…

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    Assignment Prompt & Instructions

    See attachment

    **files (1)**

    – ## ReviewDirections.docx

    **## ReviewDirections.docx**

    Directions:

    Using the following text, write a 5-page review of Problem Solving Therapy.

    **Haley, J. Problem-Solving Therapy, ISBN – 13: 978-1555423629**

    · Provide your critical analysis of the material

    · What appealed to you?

    · What you found useful, or not as useful?

    · How might you incorporate Haley’s concepts into your work as a family counselor?

    · 5 Pages, APA Format, 12 Point Font, Times New Roman, Double Spaced, 1” margins

    **100% NO PLAGIARISM OR AI**

    **## ReviewDirections.docx**

    Directions:

    Using the following text, write a 5-page review of Problem Solving Therapy.

    **Haley, J. Problem-Solving Therapy, ISBN – 13: 978-1555423629**

    · Provide your critical analysis of the material

    · What appealed to you?

    · What you found useful, or not as useful?

    · How might you incorporate Haley’s concepts into your work as a family counselor?

    · 5 Pages, APA Format, 12 Point Font, Times New Roman, Double Spaced, 1” margins

    **100% NO PLAGIARISM OR AI**

  • [Solved] Article Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Can someone help me with this **files (2)** – ## ArticleReviewInstructions-TherapeuticRelationship.docx – EBSCO-FullText-09_02_2026.pdf **## ArticleReviewInstructions-TherapeuticRelationship.docx** **Article Review Instructions** You will write **two** article reviews for this course. The review s…

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    Assignment Prompt & Instructions

    Can someone help me with this

    **files (2)**

    – ## ArticleReviewInstructions-TherapeuticRelationship.docx

    – EBSCO-FullText-09_02_2026.pdf

    **## ArticleReviewInstructions-TherapeuticRelationship.docx**

    **Article Review Instructions**

    You will write
    **two** article reviews for this course. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

    The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.

    **Reference.** Listed at the top of the paper in APA style.

    **Introduction. Read the introduction carefully. The introduction should contain:**

    · A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)

    · A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer

    · The purpose of the present study

    · The specific hypotheses/research questions to be addressed.

    · State the overall purpose of the paper. What was the main theme of the paper?

    · What new ideas or information were communicated in the paper? Why was it important to publish these ideas?

    **Methods. The methods section has three subsections. The methods sections should contain:**

    · The
    **participants** and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?). The number of participants and how the participants were selected for the study. A description of the
    **tools/measures** used and research design employed.

    · A detailed description of the procedures of the study including participant instructions and whether incentives were given.

    **Results. The results section should contain a very thorough summary of results of all analyses. This section should include:**

    · Specific demographic characteristics of the sample

    · A thorough narrative description of the results of all statistical tests that addressed specific hypotheses. If there are tables and figures, are they also described in the text?

    · If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

    **Discussion. The discussion is where the author "wraps up the research". This section should include:**

    · A simple and easy to understand summary of what was found. Where the hypotheses supported or refuted?

    **Critique**

    In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about
    **your impressions** and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.

    · Were the findings important to a reader?

    · Were the conclusions valid? Do you agree with the conclusions?

    · If the material was technical, was the technical material innovative?

    **Conclusion**

    Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

    **APA Format Review**

    If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus. Purdue OWL is also a great resource.

    **Grading Criteria**

    I will grade your paper based upon:

    · How well you followed directions (as indicated in this page)

    · How thoroughly you used examples to support the critique

    · How accurately you used APA format

    · Your organization, grammar, and spelling

    **EBSCO-FullText-09_02_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-02-2026-pdf)

    **EBSCO-FullText-09_02_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-02-2026-pdf)

    **## ArticleReviewInstructions-TherapeuticRelationship.docx**

    **Article Review Instructions**

    You will write
    **two** article reviews for this course. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

    The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.

    **Reference.** Listed at the top of the paper in APA style.

    **Introduction. Read the introduction carefully. The introduction should contain:**

    · A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)

    · A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer

    · The purpose of the present study

    · The specific hypotheses/research questions to be addressed.

    · State the overall purpose of the paper. What was the main theme of the paper?

    · What new ideas or information were communicated in the paper? Why was it important to publish these ideas?

    **Methods. The methods section has three subsections. The methods sections should contain:**

    · The
    **participants** and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?). The number of participants and how the participants were selected for the study. A description of the
    **tools/measures** used and research design employed.

    · A detailed description of the procedures of the study including participant instructions and whether incentives were given.

    **Results. The results section should contain a very thorough summary of results of all analyses. This section should include:**

    · Specific demographic characteristics of the sample

    · A thorough narrative description of the results of all statistical tests that addressed specific hypotheses. If there are tables and figures, are they also described in the text?

    · If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

    **Discussion. The discussion is where the author "wraps up the research". This section should include:**

    · A simple and easy to understand summary of what was found. Where the hypotheses supported or refuted?

    **Critique**

    In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about
    **your impressions** and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.

    · Were the findings important to a reader?

    · Were the conclusions valid? Do you agree with the conclusions?

    · If the material was technical, was the technical material innovative?

    **Conclusion**

    Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

    **APA Format Review**

    If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus. Purdue OWL is also a great resource.

    **Grading Criteria**

    I will grade your paper based upon:

    · How well you followed directions (as indicated in this page)

    · How thoroughly you used examples to support the critique

    · How accurately you used APA format

    · Your organization, grammar, and spelling

    **EBSCO-FullText-09_02_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-02-2026-pdf)

    **## ArticleReviewInstructions-TherapeuticRelationship.docx**

    **Article Review Instructions**

    You will write
    **two** article reviews for this course. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

    The purpose of the review is to provide students knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.

    **Reference.** Listed at the top of the paper in APA style.

    **Introduction. Read the introduction carefully. The introduction should contain:**

    · A thorough literature review that establishes the nature of the problem to be addressed in the present study (the literature review is specific to the problem)

    · A logical sequence from what we know (the literature review) to what we don't know (the unanswered questions raised by the review and what this study intended to answer

    · The purpose of the present study

    · The specific hypotheses/research questions to be addressed.

    · State the overall purpose of the paper. What was the main theme of the paper?

    · What new ideas or information were communicated in the paper? Why was it important to publish these ideas?

    **Methods. The methods section has three subsections. The methods sections should contain:**

    · The
    **participants** and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?). The number of participants and how the participants were selected for the study. A description of the
    **tools/measures** used and research design employed.

    · A detailed description of the procedures of the study including participant instructions and whether incentives were given.

    **Results. The results section should contain a very thorough summary of results of all analyses. This section should include:**

    · Specific demographic characteristics of the sample

    · A thorough narrative description of the results of all statistical tests that addressed specific hypotheses. If there are tables and figures, are they also described in the text?

    · If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

    **Discussion. The discussion is where the author "wraps up the research". This section should include:**

    · A simple and easy to understand summary of what was found. Where the hypotheses supported or refuted?

    **Critique**

    In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about
    **your impressions** and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.

    · Were the findings important to a reader?

    · Were the conclusions valid? Do you agree with the conclusions?

    · If the material was technical, was the technical material innovative?

    **Conclusion**

    Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

    **APA Format Review**

    If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus. Purdue OWL is also a great resource.

    **Grading Criteria**

    I will grade your paper based upon:

    · How well you followed directions (as indicated in this page)

    · How thoroughly you used examples to support the critique

    · How accurately you used APA format

    · Your organization, grammar, and spelling

    **EBSCO-FullText-09_02_2026.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-02-2026-pdf)

  • [Solved] discussion post

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    In-depth study guidance and analytical solution covering discussion post.

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    Assignment Prompt & Instructions

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

  • [Solved] QRPW

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    In-depth study guidance and analytical solution covering QRPW.

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    Assignment Prompt & Instructions

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

  • [Solved] Community psych efforts

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    i need a deeper understanding of how we can find interventions for mental illlness

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    i need a deeper understanding of how we can find interventions for mental illlness

  • [Solved] Response 1

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    **files (1)** – ## Responseweek1.docx **## Responseweek1.docx** Reply to at least one classmate's initial discussion post by Saturday at 9 PM ET, 250 words. Student’s Post- Nata The DSM-5-TR can improve diagnostic accuracy, but it may also make diagnosis harder. It updated all disorder descriptions,…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Responseweek1.docx

    **## Responseweek1.docx**

    Reply to at least one classmate's initial discussion post by Saturday at 9 PM ET, 250 words.

    Student’s Post- Nata

    The DSM-5-TR can improve diagnostic accuracy, but it may also make diagnosis harder. It updated all disorder descriptions, clarified criteria for over 70 disorders, added categories and ICD-10-CM codes for suicidal and nonsuicidal self-injury behaviors (First et al., 2023). Clearer wording helps providers compare symptom length, how symptoms affect patients, exclusions, culture, and other diagnoses (First et al., 2023). Unspecified mood disorder lets providers delay choosing between depression and bipolar disorder when irritability and agitation overlap or the patient’s history is incomplete (First et al., 2023).

    Prolonged grief disorder is an example. Listing it separately helps providers tell the difference between disabling grief and expected grief, depression, or posttraumatic stress disorder (PTSD) (First et al., 2023). Researchers studied people following traumatic loss. They found that prolonged grief and PTSD were closely connected but had different symptom patterns (Lenferink et al., 2021). Providers should examine the patient’s main symptoms, how long they have lasted, and how they affect daily life instead of focusing on one symptom (First et al., 2023).

    The changes may also create problems. Providers must learn more rules while evaluating patients whose symptoms may fit several diagnoses (First et al., 2023). ICD-10-CM codes help organize and report diagnoses, but they do not replace the DSM criteria (Uysal, 2025). For neurocognitive disorders, the DSM-5-TR may leave out some ICD-10-CM codes or possible causes. Providers may need to check the official ICD information to code these disorders correctly (Uysal, 2025). Overall, the updates give providers clearer guidance. However, providers still need to complete careful interviews and use good clinical judgment.

    **References**

    First, M. B., Clarke, D. E., Yousif, L., Eng, A. M., Gogtay, N., & Appelbaum, P. S. (2023).

              DSM-5-TR: Rationale, process, and overview of changes.
    _Psychiatric Services, 74_(8), 869–875.

    [https://doi.org/10.1176/appi.ps.20220334](https://doi.org/10.1176/appi.ps.20220334?utm_source=chatgpt.com)

    Lenferink, L. I. M., van den Munckhof, M. J. A., de Keijser, J., & Boelen, P. A. (2021). DSM-5-TR

              prolonged grief disorder and DSM-5 posttraumatic stress disorder are related, yet distinct:

              Confirmatory factor analyses in traumatically bereaved people.
    _European Journal of_

    _Psychotraumatology, 12_(1), Article 2000131.
    [https://doi.org/10.1080/20008198.2021.2000131](https://doi.org/10.1080/20008198.2021.2000131)

    Uysal, S. (2025). Diagnostic coding of neurocognitive disorders: A roadmap to ICD-10-CM.
    _The_

    _Clinical Neuropsychologist, 39_(1), 1–16.
    [https://doi.org/10.1080/13854046.2024.2345925](https://doi.org/10.1080/13854046.2024.2345925)

    **## Responseweek1.docx**

    Reply to at least one classmate's initial discussion post by Saturday at 9 PM ET, 250 words.

    Student’s Post- Nata

    The DSM-5-TR can improve diagnostic accuracy, but it may also make diagnosis harder. It updated all disorder descriptions, clarified criteria for over 70 disorders, added categories and ICD-10-CM codes for suicidal and nonsuicidal self-injury behaviors (First et al., 2023). Clearer wording helps providers compare symptom length, how symptoms affect patients, exclusions, culture, and other diagnoses (First et al., 2023). Unspecified mood disorder lets providers delay choosing between depression and bipolar disorder when irritability and agitation overlap or the patient’s history is incomplete (First et al., 2023).

    Prolonged grief disorder is an example. Listing it separately helps providers tell the difference between disabling grief and expected grief, depression, or posttraumatic stress disorder (PTSD) (First et al., 2023). Researchers studied people following traumatic loss. They found that prolonged grief and PTSD were closely connected but had different symptom patterns (Lenferink et al., 2021). Providers should examine the patient’s main symptoms, how long they have lasted, and how they affect daily life instead of focusing on one symptom (First et al., 2023).

    The changes may also create problems. Providers must learn more rules while evaluating patients whose symptoms may fit several diagnoses (First et al., 2023). ICD-10-CM codes help organize and report diagnoses, but they do not replace the DSM criteria (Uysal, 2025). For neurocognitive disorders, the DSM-5-TR may leave out some ICD-10-CM codes or possible causes. Providers may need to check the official ICD information to code these disorders correctly (Uysal, 2025). Overall, the updates give providers clearer guidance. However, providers still need to complete careful interviews and use good clinical judgment.

    **References**

    First, M. B., Clarke, D. E., Yousif, L., Eng, A. M., Gogtay, N., & Appelbaum, P. S. (2023).

              DSM-5-TR: Rationale, process, and overview of changes.
    _Psychiatric Services, 74_(8), 869–875.

    [https://doi.org/10.1176/appi.ps.20220334](https://doi.org/10.1176/appi.ps.20220334?utm_source=chatgpt.com)

    Lenferink, L. I. M., van den Munckhof, M. J. A., de Keijser, J., & Boelen, P. A. (2021). DSM-5-TR

              prolonged grief disorder and DSM-5 posttraumatic stress disorder are related, yet distinct:

              Confirmatory factor analyses in traumatically bereaved people.
    _European Journal of_

    _Psychotraumatology, 12_(1), Article 2000131.
    [https://doi.org/10.1080/20008198.2021.2000131](https://doi.org/10.1080/20008198.2021.2000131)

    Uysal, S. (2025). Diagnostic coding of neurocognitive disorders: A roadmap to ICD-10-CM.
    _The_

    _Clinical Neuropsychologist, 39_(1), 1–16.
    [https://doi.org/10.1080/13854046.2024.2345925](https://doi.org/10.1080/13854046.2024.2345925)

  • [Solved] psych (Tr-Cosh)

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    **files (3)** – ## blankoutlinetemplate.docx – ## CTEBraininjuryoutline.docx – ## TroyArcherannotatedbiblioCTE.docx **## blankoutlinetemplate.docx** Wilson 2 Cindy Wilson Mrs. McDowell ENGL 120 5 September 2025 **Blank Outline Template** ### I. Introduction (100–150 words) Topic sentence: Point A: P…

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    Assignment Prompt & Instructions

    **files (3)**

    – ## blankoutlinetemplate.docx

    – ## CTEBraininjuryoutline.docx

    – ## TroyArcherannotatedbiblioCTE.docx

    **## blankoutlinetemplate.docx**

    Wilson 2

    Cindy Wilson

    Mrs. McDowell

    ENGL 120

    5 September 2025

    **Blank Outline Template**

    ### I. Introduction (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### II. Main Point 1 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### III. Main Point 2 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### IV. Main Point 3 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### V. Main Point 4 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VI. Main Point 5 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VII. Conclusion (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    **## CTEBraininjuryoutline.docx**

    **Part 1**

    **Outline Assignment- Due Friday- 9/4/26 (TR)**

    **Please submit your outline for the Informative Essay at this link. The outline must have all the necessary components for it to be graded effectively. Please follow the Blank Outline Template under Resources in this week's module. Also, please view the sample outline to have a model.  Make sure that you are using the same final topic that you generated with the Research Topic and the Annotated Bibliography. You should use MLA header for this assignment.  This assignment is due Friday, September 4, 2025 by 11:55PM.**

    **Topic below**

    **Step 4: Choose Your Final Topic**

    Pick the research question that interests you the most and rewrite it as a clear topic statement.

    1. Final Research Question: T
    o what extent does the athletic pressure to perform through injury lead athletes to mask concussion symptoms, and how does this culture of silence delay critical intervention for CTE?

    2. What role: Sports and CTE

    Topic Statement (what you will research):

    CTE as it relates to sports injuries

    The social pressure on athletes to work through their pain can relate to a “warrior mentality” and the desire to perform even when they are hurt.  For the athlete, concealing neurological symptoms such as depression, suicide, and aggression are all symptoms of CTE. Should owners of sports team make athletes adhere to TBI screening before they leave the leagues?

    How everyday hits add up: understanding the difference between a single, obvious concussion and the slow, hidden brain damage caused by thousands of smaller blows over a career. To what extent does the cumulative toll of thousands of minor, unnoticed blows rather than isolated concussions explain why so many contact-sport athletes experience progressive cognitive and medical decline only after their careers end?

    Several methods can detect brain injury, ranging from immediate sideline screenings and cognitive evaluations during an athlete’s playing days to advanced neuroimaging, blood biomarkers, and post-mortem tissue analysis, but can this stop a TBI from happening?

    **Part 2 (Cosh)**

    Prenatal development is a critical period in human growth. Biological processes, maternal health, and environmental conditions all influence how the fetus develops from conception to birth. For this week’s discussion, explore one aspect of prenatal development and why it matters.

    **Write at least 300 word** well developed and well written response. Use APA formatting guide to create accurate citations and documentation to give credit for any resource material used in your response.

    **## TroyArcherannotatedbiblioCTE.docx**

    2

    Troy Archer

    Fayetteville State University

    English 120

    Dr. Donte McDowell

    August 30, 2026

    **Annotated Bibliography**

    **Title: Traumatic Brain Injuries in Football**

    The annotated bibliography focuses on scientific articles regarding traumatic brain injuries (TBIs), concussions, and repeated head trauma associated with playing football. The problem under investigation is relevant due to the fact that football is a contact sport which is related not only to TBIs but also to possible side effects associated with the game. The selected articles deal with professional and college football, cognitive function, depression, neuroimaging, and limitations of existing research in the field.

    **Source 1**

    Vos, B. C., Nieuwenhuijsen, K., & Sluiter, J. K. (2018). Consequences of traumatic brain injury in professional American football players: A systematic review of the literature. Clinical Journal of Sport Medicine, 28(2), 91–99.
    [https://doi.org/10.1097/JSM.0000000000000432](https://doi.org/10.1097/JSM.0000000000000432)

    **Annotation**:

    Vos, Nieuwenhuijsen, and Sluiter performed a systematic review on the long-term consequences of traumatic brain injury in professional American football players. The researchers conducted a search in the PubMed and SPORTDiscus databases from 1990 to 2015 and found 21 relevant articles. A number of outcomes were considered, such as cognitive functioning, psychological state, physical condition, and sports performance. The authors found the evidence supporting the relationship between history of concussions and depression in adulthood and physical dysfunction in the short term. There is moderate evidence about mild cognitive impairment and limited evidence about executive dysfunction. Memory impairment, reaction time, visual-motor speed, and sports performance were not clearly connected with the history of concussions.

    This source is significant because it is a systematic review, not a case study, and evaluates the evidence found in several sources. The main strength of this source is its broad scope; however, its main weakness is the presence of inconclusive evidence concerning the relationship between some long-term consequences and history of concussions in the professional athletes. This source will be useful for the research paper since it provides an objective and balanced view: the concussion in the context of football can cause some negative outcomes but requires further research for others.

    **Source 2**

    McCrory, P. R., et al. (2017). A systematic review of potential long-term effects of sport-related concussion. British Journal of Sports Medicine, 51, 969–977.
    [https://doi.org/10.1136/bjsports-2017-097791](https://doi.org/10.1136/bjsports-2017-097791)

    **Annotation**:

    McCrory et al. performed a systematic review on the potential long-term effects of sport-related concussion among retired athletes. The researchers analyzed thousands of articles and selected 47 studies that fit their criteria. According to their results, multiple concussions can be related to cognitive impairment and mental disorders among some retired athletes. Moreover, according to their findings, some former professional American football players could have impaired cognitive function or mild cognitive impairment. Nevertheless, the results about chronic traumatic encephalopathy (CTE) and other neurodegenerative diseases were not sufficient to make definite conclusions regarding all potential long-term effects of sport-related concussion.

    The article is especially valuable due to its balanced approach. On the one hand, it focuses on both established facts and uncertainties, which makes the study interesting. On the other hand, it pays special attention to the methodological issues, which means that the study is quite strong. The sources of information about the potential long-term effects of sport-related concussion are also impressive, because the authors analyzed a large number of articles, which made them able to compare the results received in different studies. The article will help me avoid making wrong claims regarding all possible long-term effects of concussions.

    **Source 3**

    Legarreta, A. D., et al. (2018). Long-term neuroimaging findings in American football players: Systematic review. World Neurosurgery, 116, e136–e143.
    [https://doi.org/10.1016/j.wneu.2018.08.079](https://doi.org/10.1016/j.wneu.2018.08.079)

    **Annotation**:

    Legarreta et al. reviewed studies on neuroimaging outcomes in American football players over time. It was done through a systematic review of 16 studies using high school, college, and professional football players. The brain imaging techniques used in these studies included structural MRI, diffusion tensor imaging, positron emission tomography, functional MRI, and others. Some of the studies showed statistically significant results of brain activity or structure differences in former football players. However, they have also revealed many methodological drawbacks, such as inadequate control group, incorrect statistical analysis, and memory recall issues related to the history of concussion.

    This source is important since it shows that researchers are exploring whether repetitive exposures to American football may lead to persistent brain structure or activity changes. Its biggest advantage is the systematic review of various neuroimaging techniques. Still, Legarreta et al. correctly note that neuroimaging outcomes cannot be interpreted as clinical deficits by default. This drawback becomes particularly important when talking about the issue of traumatic brain injury since the difference in brain structure does not automatically imply the development of certain disorders.

    **Source 4**

    Guskiewicz, K. M., et al. (2018). Association between history of multiple concussions and health outcomes among former college football players: 15-year follow-up from the NCAA Concussion Study. The American Journal of Sports Medicine, 46(10), 2494–2503.
    [https://doi.org/10.1177/0363546518782696](https://doi.org/10.1177/0363546518782696)

    **Annotation**:

    Guskiewicz et al. studied the connection between the number of past concussions and future health of ex-collegiate football players. In this particular study, the authors examined athletes who participated in at least one NCAA season of football between 1999 and 2001 and did not play in any pro-football league after that. The subjects of the study were studied approximately 15 years after their college period. This allowed researchers to analyze the health issues of the participants not just during the recovery period after concussion but also later in life. The following aspects were studied – physical health, mental health, depressive symptoms, and alcohol-related issues.

    The value of the research is in its specificity to the group of former football players and its long-term follow-up of 15 years. Nonetheless, the study suffers from its cross-sectional nature and the fact that the data regarding the number of past concussions comes from participants. In spite of the fact that there are some limitations for the use of this information for research, this article will be helpful for analyzing the issue and will be used in the research paper.

    **## TroyArcherannotatedbiblioCTE.docx**

    2

    Troy Archer

    Fayetteville State University

    English 120

    Dr. Donte McDowell

    August 30, 2026

    **Annotated Bibliography**

    **Title: Traumatic Brain Injuries in Football**

    The annotated bibliography focuses on scientific articles regarding traumatic brain injuries (TBIs), concussions, and repeated head trauma associated with playing football. The problem under investigation is relevant due to the fact that football is a contact sport which is related not only to TBIs but also to possible side effects associated with the game. The selected articles deal with professional and college football, cognitive function, depression, neuroimaging, and limitations of existing research in the field.

    **Source 1**

    Vos, B. C., Nieuwenhuijsen, K., & Sluiter, J. K. (2018). Consequences of traumatic brain injury in professional American football players: A systematic review of the literature. Clinical Journal of Sport Medicine, 28(2), 91–99.
    [https://doi.org/10.1097/JSM.0000000000000432](https://doi.org/10.1097/JSM.0000000000000432)

    **Annotation**:

    Vos, Nieuwenhuijsen, and Sluiter performed a systematic review on the long-term consequences of traumatic brain injury in professional American football players. The researchers conducted a search in the PubMed and SPORTDiscus databases from 1990 to 2015 and found 21 relevant articles. A number of outcomes were considered, such as cognitive functioning, psychological state, physical condition, and sports performance. The authors found the evidence supporting the relationship between history of concussions and depression in adulthood and physical dysfunction in the short term. There is moderate evidence about mild cognitive impairment and limited evidence about executive dysfunction. Memory impairment, reaction time, visual-motor speed, and sports performance were not clearly connected with the history of concussions.

    This source is significant because it is a systematic review, not a case study, and evaluates the evidence found in several sources. The main strength of this source is its broad scope; however, its main weakness is the presence of inconclusive evidence concerning the relationship between some long-term consequences and history of concussions in the professional athletes. This source will be useful for the research paper since it provides an objective and balanced view: the concussion in the context of football can cause some negative outcomes but requires further research for others.

    **Source 2**

    McCrory, P. R., et al. (2017). A systematic review of potential long-term effects of sport-related concussion. British Journal of Sports Medicine, 51, 969–977.
    [https://doi.org/10.1136/bjsports-2017-097791](https://doi.org/10.1136/bjsports-2017-097791)

    **Annotation**:

    McCrory et al. performed a systematic review on the potential long-term effects of sport-related concussion among retired athletes. The researchers analyzed thousands of articles and selected 47 studies that fit their criteria. According to their results, multiple concussions can be related to cognitive impairment and mental disorders among some retired athletes. Moreover, according to their findings, some former professional American football players could have impaired cognitive function or mild cognitive impairment. Nevertheless, the results about chronic traumatic encephalopathy (CTE) and other neurodegenerative diseases were not sufficient to make definite conclusions regarding all potential long-term effects of sport-related concussion.

    The article is especially valuable due to its balanced approach. On the one hand, it focuses on both established facts and uncertainties, which makes the study interesting. On the other hand, it pays special attention to the methodological issues, which means that the study is quite strong. The sources of information about the potential long-term effects of sport-related concussion are also impressive, because the authors analyzed a large number of articles, which made them able to compare the results received in different studies. The article will help me avoid making wrong claims regarding all possible long-term effects of concussions.

    **Source 3**

    Legarreta, A. D., et al. (2018). Long-term neuroimaging findings in American football players: Systematic review. World Neurosurgery, 116, e136–e143.
    [https://doi.org/10.1016/j.wneu.2018.08.079](https://doi.org/10.1016/j.wneu.2018.08.079)

    **Annotation**:

    Legarreta et al. reviewed studies on neuroimaging outcomes in American football players over time. It was done through a systematic review of 16 studies using high school, college, and professional football players. The brain imaging techniques used in these studies included structural MRI, diffusion tensor imaging, positron emission tomography, functional MRI, and others. Some of the studies showed statistically significant results of brain activity or structure differences in former football players. However, they have also revealed many methodological drawbacks, such as inadequate control group, incorrect statistical analysis, and memory recall issues related to the history of concussion.

    This source is important since it shows that researchers are exploring whether repetitive exposures to American football may lead to persistent brain structure or activity changes. Its biggest advantage is the systematic review of various neuroimaging techniques. Still, Legarreta et al. correctly note that neuroimaging outcomes cannot be interpreted as clinical deficits by default. This drawback becomes particularly important when talking about the issue of traumatic brain injury since the difference in brain structure does not automatically imply the development of certain disorders.

    **Source 4**

    Guskiewicz, K. M., et al. (2018). Association between history of multiple concussions and health outcomes among former college football players: 15-year follow-up from the NCAA Concussion Study. The American Journal of Sports Medicine, 46(10), 2494–2503.
    [https://doi.org/10.1177/0363546518782696](https://doi.org/10.1177/0363546518782696)

    **Annotation**:

    Guskiewicz et al. studied the connection between the number of past concussions and future health of ex-collegiate football players. In this particular study, the authors examined athletes who participated in at least one NCAA season of football between 1999 and 2001 and did not play in any pro-football league after that. The subjects of the study were studied approximately 15 years after their college period. This allowed researchers to analyze the health issues of the participants not just during the recovery period after concussion but also later in life. The following aspects were studied – physical health, mental health, depressive symptoms, and alcohol-related issues.

    The value of the research is in its specificity to the group of former football players and its long-term follow-up of 15 years. Nonetheless, the study suffers from its cross-sectional nature and the fact that the data regarding the number of past concussions comes from participants. In spite of the fact that there are some limitations for the use of this information for research, this article will be helpful for analyzing the issue and will be used in the research paper.

    **## blankoutlinetemplate.docx**

    Wilson 2

    Cindy Wilson

    Mrs. McDowell

    ENGL 120

    5 September 2025

    **Blank Outline Template**

    ### I. Introduction (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### II. Main Point 1 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### III. Main Point 2 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### IV. Main Point 3 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### V. Main Point 4 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VI. Main Point 5 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VII. Conclusion (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    **## CTEBraininjuryoutline.docx**

    **Part 1**

    **Outline Assignment- Due Friday- 9/4/26 (TR)**

    **Please submit your outline for the Informative Essay at this link. The outline must have all the necessary components for it to be graded effectively. Please follow the Blank Outline Template under Resources in this week's module. Also, please view the sample outline to have a model.  Make sure that you are using the same final topic that you generated with the Research Topic and the Annotated Bibliography. You should use MLA header for this assignment.  This assignment is due Friday, September 4, 2025 by 11:55PM.**

    **Topic below**

    **Step 4: Choose Your Final Topic**

    Pick the research question that interests you the most and rewrite it as a clear topic statement.

    1. Final Research Question: T
    o what extent does the athletic pressure to perform through injury lead athletes to mask concussion symptoms, and how does this culture of silence delay critical intervention for CTE?

    2. What role: Sports and CTE

    Topic Statement (what you will research):

    CTE as it relates to sports injuries

    The social pressure on athletes to work through their pain can relate to a “warrior mentality” and the desire to perform even when they are hurt.  For the athlete, concealing neurological symptoms such as depression, suicide, and aggression are all symptoms of CTE. Should owners of sports team make athletes adhere to TBI screening before they leave the leagues?

    How everyday hits add up: understanding the difference between a single, obvious concussion and the slow, hidden brain damage caused by thousands of smaller blows over a career. To what extent does the cumulative toll of thousands of minor, unnoticed blows rather than isolated concussions explain why so many contact-sport athletes experience progressive cognitive and medical decline only after their careers end?

    Several methods can detect brain injury, ranging from immediate sideline screenings and cognitive evaluations during an athlete’s playing days to advanced neuroimaging, blood biomarkers, and post-mortem tissue analysis, but can this stop a TBI from happening?

    **Part 2 (Cosh)**

    Prenatal development is a critical period in human growth. Biological processes, maternal health, and environmental conditions all influence how the fetus develops from conception to birth. For this week’s discussion, explore one aspect of prenatal development and why it matters.

    **Write at least 300 word** well developed and well written response. Use APA formatting guide to create accurate citations and documentation to give credit for any resource material used in your response.

    **## TroyArcherannotatedbiblioCTE.docx**

    2

    Troy Archer

    Fayetteville State University

    English 120

    Dr. Donte McDowell

    August 30, 2026

    **Annotated Bibliography**

    **Title: Traumatic Brain Injuries in Football**

    The annotated bibliography focuses on scientific articles regarding traumatic brain injuries (TBIs), concussions, and repeated head trauma associated with playing football. The problem under investigation is relevant due to the fact that football is a contact sport which is related not only to TBIs but also to possible side effects associated with the game. The selected articles deal with professional and college football, cognitive function, depression, neuroimaging, and limitations of existing research in the field.

    **Source 1**

    Vos, B. C., Nieuwenhuijsen, K., & Sluiter, J. K. (2018). Consequences of traumatic brain injury in professional American football players: A systematic review of the literature. Clinical Journal of Sport Medicine, 28(2), 91–99.
    [https://doi.org/10.1097/JSM.0000000000000432](https://doi.org/10.1097/JSM.0000000000000432)

    **Annotation**:

    Vos, Nieuwenhuijsen, and Sluiter performed a systematic review on the long-term consequences of traumatic brain injury in professional American football players. The researchers conducted a search in the PubMed and SPORTDiscus databases from 1990 to 2015 and found 21 relevant articles. A number of outcomes were considered, such as cognitive functioning, psychological state, physical condition, and sports performance. The authors found the evidence supporting the relationship between history of concussions and depression in adulthood and physical dysfunction in the short term. There is moderate evidence about mild cognitive impairment and limited evidence about executive dysfunction. Memory impairment, reaction time, visual-motor speed, and sports performance were not clearly connected with the history of concussions.

    This source is significant because it is a systematic review, not a case study, and evaluates the evidence found in several sources. The main strength of this source is its broad scope; however, its main weakness is the presence of inconclusive evidence concerning the relationship between some long-term consequences and history of concussions in the professional athletes. This source will be useful for the research paper since it provides an objective and balanced view: the concussion in the context of football can cause some negative outcomes but requires further research for others.

    **Source 2**

    McCrory, P. R., et al. (2017). A systematic review of potential long-term effects of sport-related concussion. British Journal of Sports Medicine, 51, 969–977.
    [https://doi.org/10.1136/bjsports-2017-097791](https://doi.org/10.1136/bjsports-2017-097791)

    **Annotation**:

    McCrory et al. performed a systematic review on the potential long-term effects of sport-related concussion among retired athletes. The researchers analyzed thousands of articles and selected 47 studies that fit their criteria. According to their results, multiple concussions can be related to cognitive impairment and mental disorders among some retired athletes. Moreover, according to their findings, some former professional American football players could have impaired cognitive function or mild cognitive impairment. Nevertheless, the results about chronic traumatic encephalopathy (CTE) and other neurodegenerative diseases were not sufficient to make definite conclusions regarding all potential long-term effects of sport-related concussion.

    The article is especially valuable due to its balanced approach. On the one hand, it focuses on both established facts and uncertainties, which makes the study interesting. On the other hand, it pays special attention to the methodological issues, which means that the study is quite strong. The sources of information about the potential long-term effects of sport-related concussion are also impressive, because the authors analyzed a large number of articles, which made them able to compare the results received in different studies. The article will help me avoid making wrong claims regarding all possible long-term effects of concussions.

    **Source 3**

    Legarreta, A. D., et al. (2018). Long-term neuroimaging findings in American football players: Systematic review. World Neurosurgery, 116, e136–e143.
    [https://doi.org/10.1016/j.wneu.2018.08.079](https://doi.org/10.1016/j.wneu.2018.08.079)

    **Annotation**:

    Legarreta et al. reviewed studies on neuroimaging outcomes in American football players over time. It was done through a systematic review of 16 studies using high school, college, and professional football players. The brain imaging techniques used in these studies included structural MRI, diffusion tensor imaging, positron emission tomography, functional MRI, and others. Some of the studies showed statistically significant results of brain activity or structure differences in former football players. However, they have also revealed many methodological drawbacks, such as inadequate control group, incorrect statistical analysis, and memory recall issues related to the history of concussion.

    This source is important since it shows that researchers are exploring whether repetitive exposures to American football may lead to persistent brain structure or activity changes. Its biggest advantage is the systematic review of various neuroimaging techniques. Still, Legarreta et al. correctly note that neuroimaging outcomes cannot be interpreted as clinical deficits by default. This drawback becomes particularly important when talking about the issue of traumatic brain injury since the difference in brain structure does not automatically imply the development of certain disorders.

    **Source 4**

    Guskiewicz, K. M., et al. (2018). Association between history of multiple concussions and health outcomes among former college football players: 15-year follow-up from the NCAA Concussion Study. The American Journal of Sports Medicine, 46(10), 2494–2503.
    [https://doi.org/10.1177/0363546518782696](https://doi.org/10.1177/0363546518782696)

    **Annotation**:

    Guskiewicz et al. studied the connection between the number of past concussions and future health of ex-collegiate football players. In this particular study, the authors examined athletes who participated in at least one NCAA season of football between 1999 and 2001 and did not play in any pro-football league after that. The subjects of the study were studied approximately 15 years after their college period. This allowed researchers to analyze the health issues of the participants not just during the recovery period after concussion but also later in life. The following aspects were studied – physical health, mental health, depressive symptoms, and alcohol-related issues.

    The value of the research is in its specificity to the group of former football players and its long-term follow-up of 15 years. Nonetheless, the study suffers from its cross-sectional nature and the fact that the data regarding the number of past concussions comes from participants. In spite of the fact that there are some limitations for the use of this information for research, this article will be helpful for analyzing the issue and will be used in the research paper.

    **## blankoutlinetemplate.docx**

    Wilson 2

    Cindy Wilson

    Mrs. McDowell

    ENGL 120

    5 September 2025

    **Blank Outline Template**

    ### I. Introduction (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### II. Main Point 1 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### III. Main Point 2 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### IV. Main Point 3 (200–250 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### V. Main Point 4 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VI. Main Point 5 (150–200 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    ### VII. Conclusion (100–150 words)

    Topic sentence:

    Point A:

    Point B:

    Evidence:

    Explanation:

    **## CTEBraininjuryoutline.docx**

    **Part 1**

    **Outline Assignment- Due Friday- 9/4/26 (TR)**

    **Please submit your outline for the Informative Essay at this link. The outline must have all the necessary components for it to be graded effectively. Please follow the Blank Outline Template under Resources in this week's module. Also, please view the sample outline to have a model.  Make sure that you are using the same final topic that you generated with the Research Topic and the Annotated Bibliography. You should use MLA header for this assignment.  This assignment is due Friday, September 4, 2025 by 11:55PM.**

    **Topic below**

    **Step 4: Choose Your Final Topic**

    Pick the research question that interests you the most and rewrite it as a clear topic statement.

    1. Final Research Question: T
    o what extent does the athletic pressure to perform through injury lead athletes to mask concussion symptoms, and how does this culture of silence delay critical intervention for CTE?

    2. What role: Sports and CTE

    Topic Statement (what you will research):

    CTE as it relates to sports injuries

    The social pressure on athletes to work through their pain can relate to a “warrior mentality” and the desire to perform even when they are hurt.  For the athlete, concealing neurological symptoms such as depression, suicide, and aggression are all symptoms of CTE. Should owners of sports team make athletes adhere to TBI screening before they leave the leagues?

    How everyday hits add up: understanding the difference between a single, obvious concussion and the slow, hidden brain damage caused by thousands of smaller blows over a career. To what extent does the cumulative toll of thousands of minor, unnoticed blows rather than isolated concussions explain why so many contact-sport athletes experience progressive cognitive and medical decline only after their careers end?

    Several methods can detect brain injury, ranging from immediate sideline screenings and cognitive evaluations during an athlete’s playing days to advanced neuroimaging, blood biomarkers, and post-mortem tissue analysis, but can this stop a TBI from happening?

    **Part 2 (Cosh)**

    Prenatal development is a critical period in human growth. Biological processes, maternal health, and environmental conditions all influence how the fetus develops from conception to birth. For this week’s discussion, explore one aspect of prenatal development and why it matters.

    **Write at least 300 word** well developed and well written response. Use APA formatting guide to create accurate citations and documentation to give credit for any resource material used in your response.

    **## TroyArcherannotatedbiblioCTE.docx**

    2

    Troy Archer

    Fayetteville State University

    English 120

    Dr. Donte McDowell

    August 30, 2026

    **Annotated Bibliography**

    **Title: Traumatic Brain Injuries in Football**

    The annotated bibliography focuses on scientific articles regarding traumatic brain injuries (TBIs), concussions, and repeated head trauma associated with playing football. The problem under investigation is relevant due to the fact that football is a contact sport which is related not only to TBIs but also to possible side effects associated with the game. The selected articles deal with professional and college football, cognitive function, depression, neuroimaging, and limitations of existing research in the field.

    **Source 1**

    Vos, B. C., Nieuwenhuijsen, K., & Sluiter, J. K. (2018). Consequences of traumatic brain injury in professional American football players: A systematic review of the literature. Clinical Journal of Sport Medicine, 28(2), 91–99.
    [https://doi.org/10.1097/JSM.0000000000000432](https://doi.org/10.1097/JSM.0000000000000432)

    **Annotation**:

    Vos, Nieuwenhuijsen, and Sluiter performed a systematic review on the long-term consequences of traumatic brain injury in professional American football players. The researchers conducted a search in the PubMed and SPORTDiscus databases from 1990 to 2015 and found 21 relevant articles. A number of outcomes were considered, such as cognitive functioning, psychological state, physical condition, and sports performance. The authors found the evidence supporting the relationship between history of concussions and depression in adulthood and physical dysfunction in the short term. There is moderate evidence about mild cognitive impairment and limited evidence about executive dysfunction. Memory impairment, reaction time, visual-motor speed, and sports performance were not clearly connected with the history of concussions.

    This source is significant because it is a systematic review, not a case study, and evaluates the evidence found in several sources. The main strength of this source is its broad scope; however, its main weakness is the presence of inconclusive evidence concerning the relationship between some long-term consequences and history of concussions in the professional athletes. This source will be useful for the research paper since it provides an objective and balanced view: the concussion in the context of football can cause some negative outcomes but requires further research for others.

    **Source 2**

    McCrory, P. R., et al. (2017). A systematic review of potential long-term effects of sport-related concussion. British Journal of Sports Medicine, 51, 969–977.
    [https://doi.org/10.1136/bjsports-2017-097791](https://doi.org/10.1136/bjsports-2017-097791)

    **Annotation**:

    McCrory et al. performed a systematic review on the potential long-term effects of sport-related concussion among retired athletes. The researchers analyzed thousands of articles and selected 47 studies that fit their criteria. According to their results, multiple concussions can be related to cognitive impairment and mental disorders among some retired athletes. Moreover, according to their findings, some former professional American football players could have impaired cognitive function or mild cognitive impairment. Nevertheless, the results about chronic traumatic encephalopathy (CTE) and other neurodegenerative diseases were not sufficient to make definite conclusions regarding all potential long-term effects of sport-related concussion.

    The article is especially valuable due to its balanced approach. On the one hand, it focuses on both established facts and uncertainties, which makes the study interesting. On the other hand, it pays special attention to the methodological issues, which means that the study is quite strong. The sources of information about the potential long-term effects of sport-related concussion are also impressive, because the authors analyzed a large number of articles, which made them able to compare the results received in different studies. The article will help me avoid making wrong claims regarding all possible long-term effects of concussions.

    **Source 3**

    Legarreta, A. D., et al. (2018). Long-term neuroimaging findings in American football players: Systematic review. World Neurosurgery, 116, e136–e143.
    [https://doi.org/10.1016/j.wneu.2018.08.079](https://doi.org/10.1016/j.wneu.2018.08.079)

    **Annotation**:

    Legarreta et al. reviewed studies on neuroimaging outcomes in American football players over time. It was done through a systematic review of 16 studies using high school, college, and professional football players. The brain imaging techniques used in these studies included structural MRI, diffusion tensor imaging, positron emission tomography, functional MRI, and others. Some of the studies showed statistically significant results of brain activity or structure differences in former football players. However, they have also revealed many methodological drawbacks, such as inadequate control group, incorrect statistical analysis, and memory recall issues related to the history of concussion.

    This source is important since it shows that researchers are exploring whether repetitive exposures to American football may lead to persistent brain structure or activity changes. Its biggest advantage is the systematic review of various neuroimaging techniques. Still, Legarreta et al. correctly note that neuroimaging outcomes cannot be interpreted as clinical deficits by default. This drawback becomes particularly important when talking about the issue of traumatic brain injury since the difference in brain structure does not automatically imply the development of certain disorders.

    **Source 4**

    Guskiewicz, K. M., et al. (2018). Association between history of multiple concussions and health outcomes among former college football players: 15-year follow-up from the NCAA Concussion Study. The American Journal of Sports Medicine, 46(10), 2494–2503.
    [https://doi.org/10.1177/0363546518782696](https://doi.org/10.1177/0363546518782696)

    **Annotation**:

    Guskiewicz et al. studied the connection between the number of past concussions and future health of ex-collegiate football players. In this particular study, the authors examined athletes who participated in at least one NCAA season of football between 1999 and 2001 and did not play in any pro-football league after that. The subjects of the study were studied approximately 15 years after their college period. This allowed researchers to analyze the health issues of the participants not just during the recovery period after concussion but also later in life. The following aspects were studied – physical health, mental health, depressive symptoms, and alcohol-related issues.

    The value of the research is in its specificity to the group of former football players and its long-term follow-up of 15 years. Nonetheless, the study suffers from its cross-sectional nature and the fact that the data regarding the number of past concussions comes from participants. In spite of the fact that there are some limitations for the use of this information for research, this article will be helpful for analyzing the issue and will be used in the research paper.

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    – Post an article, video, or visual to reinforce Ebony’s and Benjamin idea or challenge them to see their point from a different perspective. – Engage in conversation with your peers about your own experiences or understanding of CBT (or another stated theory). Consider asking a question or sharing …

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    Assignment Prompt & Instructions

    – Post an article, video, or visual to reinforce Ebony’s and Benjamin idea or challenge them to see their point from a different perspective.
    – Engage in conversation with your peers about your own experiences or understanding of CBT (or another stated theory). Consider asking a question or sharing your own personal experience.

    Ebony post

    My understanding of cognitive behavioral therapy (CBT) is that our thoughts, emotions, and behaviors are connected, and changing unhealthy or unrealistic patterns of thinking can influence how we feel and behave. CBT also emphasizes an active and collaborative relationship between the client and therapist and uses practical strategies to help clients make changes in their thinking and behavior (Corey, 2024). The American Psychological Association (n.d.) similarly explains that CBT helps individuals recognize problematic thinking patterns, evaluate them more realistically, and develop more effective behavioral responses. I like this approach because it seems practical and gives clients skills they can continue using outside of therapy.

          I am also interested in person-centered therapy. Corey (2024) explains that this approach emphasizes the therapeutic relationship and conditions such as empathy, genuineness, and unconditional positive regard. I like the idea that a counselor can help create an environment where someone feels safe enough to understand themselves without immediately feeling judged or being told what is wrong with them. I can see value in combining that type of relationship with some of the more structured strategies used in CBT. At the same time, I think it is important to recognize that even well-supported therapeutic approaches may not have the same evidence base across every population. For example, Fordham et al. (2021) found substantial evidence supporting CBT across numerous conditions but also identified gaps in the evidence for some populations and settings. That makes me interested in how counselors balance research evidence with the culture, experiences, needs, and circumstances of the individual client.

          Throughout this course, I hope to learn how counselors determine which theory or approach is most appropriate for a particular client rather than simply relying on the approach they personally prefer. I am especially interested in how CBT and other counseling theories can be applied when working with adolescents and individuals experiencing addiction. I also want to understand the limitations of different theories and recognize when another approach might better meet a client's needs. Since I hope to work in mental health and addiction in the future, learning multiple theories can help me begin developing a counseling style that is flexible enough to recognize that every client will not need the same thing.

    **One question I have for the class is**: Do you think counselors are more effective when they specialize primarily in one therapeutic approach, or when they integrate techniques from different theories based on the individual client?

    Benjamin post

    My understanding of cognitive behavioral therapy (CBT) is that our thoughts, emotions, and behaviors influence one another. CBT interests me because it focuses not only on understanding why someone may be struggling but also on helping the person recognize unhealthy thought and behavioral patterns and develop healthier ways of responding.

    Something that changed my perspective on CBT was learning that the same approach may not work the same way for every client. Fynn et al. (2023) reviewed research involving individuals with intellectual disabilities and anxiety and found encouraging evidence that CBT can be beneficial, particularly for individuals with mild intellectual disabilities. However, they also found that CBT may need to be modified through approaches such as visual aids, modeling, simplified techniques, and smaller groups (Fynn et al., 2023). This stood out to me because I work with children and have seen how differently people can learn, communicate, and process information. As a future therapist, I think it will be important for me to understand the client as an individual instead of assuming that one counseling technique will work for everyone.

    What I hope to learn most from this course is how to actually apply CBT and other counseling theories to real situations. I am particularly interested in learning which approaches may be effective when working with couples and families and how therapists decide when one approach is more appropriate than another. I also want to learn how to adapt counseling techniques to meet the individual needs of clients. Ultimately, I hope this course helps me begin developing my own counseling style and gives me a better understanding of the type of marriage and family therapist I would like to become.