psy 470 topic 1 research paper subject selection

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PSY470 Psychology Honours Dissertation 1 (16)

This subject, delivered in two parts, provides students with a mentored research experience. Students will learn about research ethics, research methods, and research proposal and report writing. They will develop skills in critical review and appraisal, theory development and testing, study design and data collection, quantitative and qualitative data analysis, written communication in the form of a research proposal, and oral communication in the form of a presentation of the research proposal. Students completing this subject will need to ensure that they enrol in the subject during January, and regularly visit the Interact2 site during January and February, prior to their session of enrolment officially commencing, as critical early information and content will be made available during this time.

Current CSU students can view Subject Outlines for recent sessions. Please note that Subject Outlines and assessment tasks are updated each session.

Availability

Continuing students should consult the SAL for current offering details: PSY470 . Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading system.

One session

School of Psychology

Enrolment Restrictions

Students enrolling in PSY470 and PSY471 must not have already completed PSY424.

Assumed Knowledge

Undergraduate training in research methods in an APS accredited 3-year course (or equivalent).

Incompatible Subjects

Learning outcomes, upon successful completion of this subject, students should:.

• be able to undertake a thorough literature review;
• be able to demonstrate knowledge of research methods and sound study design;
• be able to identify and suggest appropriate mitigation strategies for ethical risks associated with research;
• be able to demonstrate knowledge and skills of data collection best practice; and
• be able to effectively communicate the rationale and method of a research project via an APA style formal dissertation

This subject will cover the following topics:

• Reviewing the literature
• Deriving a research question
• Theory development and testing
• Research methods and study design
• Writing a project proposal
• Ethical review of research
• Data collection skills and techniques
• Writing an APA style formal dissertation

Indicative Assessment

The following table summarises the assessment tasks for the online offering of PSY470 in Session 1 2021. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

The information contained in the CSU Handbook was accurate at the date of publication: June 2022. The University reserves the right to vary the information at any time without notice.

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• Undergraduate

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• Undergraduate Academic Catalog
• Course Descriptions

Psychology (PSY) CPSO

Course numbers with the # symbol included (e.g. #400) have not been taught in the last 3 years.

PSY 410 - Introduction to Psychology

Attributes: HumanBehavSocial Sys (Gen Ed); Social Science (Discovery)

Equivalent(s): PSY 501G

Grade Mode: Letter Grading

View Course Learning Outcomes

• Recognize aspects of the scientific nature of psychology, including its methods, history, and/or ethics and describe how science is used in the research and clinical practice of psychology.
• Identify the basic components and functions of the central and peripheral nervous systems and recognize the role of biological function in mental processing.
• Describe cognitive processes and the roles of these mechanisms in human thought and/or problem solving.
• Identify the sociocultural contexts and major theories of human development.
• State the major theories of personality and abnormal psychology as well as identify the role of theories in the definition and treatments of mental health (e.g., stress, anxiety, depression, schizophrenia, etc.).
• Conduct scholarly research using library resources to locate appropriate sources and incorporate these sources into an applied project.
• Develop skills in scientific writing, American Psychological Association (APA) formatting, and effective communication.
• Connect psychological theories to everyday events and personal experiences.

PSY 470 - Child Development

Attributes: HumanBehavSocial Sys (Gen Ed)

Equivalent(s): PSY 508G

• Identify and explain three major issues addressed by developmental theories, e.g., the role of biology vs. the environment, the nature of change (qualitative vs. quantitative), and the role of the individuals in their own development (active vs. passive).
• Compare and contrast the world views from which developmental theories arise.
• Identify major developmental theories including ethological, psychoanalytic, psychosocial, behavioristic, social learning, and cognitive theories and compare them in light of their basic principles and tenets.
• Differentiate between the major research methods and techniques employed in the study of development.
• Identify and describe the major milestones in the physical, cognitive, social, and emotional development of infants and children.
• Summarize current research findings on factors that impact development, e.g., genetics, nutrition, environmental stimulation, and human interaction.
• Analyze the dynamic interaction between biological, psychological, sociocultural, and ecological factors and explain how they affect development.
• Apply knowledge of child development in making recommendations for enhancing development in various situations (e.g., family, child care, education, community).
• Critically reflect on best practices to promote children's development.
• Demonstrate reflective learning skills and professional growth in the NAEYC Standards through a written assignment.

PSY 480 - Infant and Toddler Development

Equivalent(s): PSY 510G

• Identify and explain major theories and basic principles of infant and toddler development.
• Compare and contrast biological and environmental factors that influence development.
• Articulate the major physical, cognitive, and social milestones of infant and toddler development.
• Discuss the significance of the development of attachments and trust in infants, explain factors that influence the development of attachment, and develop examples of environments and interactions that are likely to promote secure attachments.
• Describe the sensorimotor orientation of infants and toddlers and explain how it is their primary path for learning.
• Observe and record the physical, cognitive, and social development of an infant and a toddler and evaluate the quality of the environment for promoting development in these domains.
• Analyze the research regarding the significance of the development of autonomy in toddlers.
• Apply principles of development in the design of a physical environment which will maximize freedom to explore and learn.
• Identify and share appropriate resources to support parents of infants and toddlers.

PSY 525 - Human Development

Equivalent(s): PSY 509G

• Describe the major psychological theoretical perspectives of human development.
• Compare the basic assumptions and concepts of the major developmental theories.
• Identify and explain the major milestones in physical, cognitive, emotional, and social development occurring in each period throughout the lifespan.
• Discuss the dynamic interaction among biological, psychological, and social factors and their contribution to development.
• Describe and analyze the development and behavior of specific individuals using the perspectives of developmental theories and research findings.
• Discuss the ethical considerations and parameters that guide the conduct of research and govern the use of research results in the field of human development.

PSY 530 - Social Psychology

Equivalent(s): PSY 502G, PSY 608G

• Explore how social environmental variables impact behavior, belief systems, and affect.
• Describe factors influencing perceptions and beliefs about other people and ourselves, and the impact of these factors on behavior.
• Examine attitude formation and change, persuasion, social influence, and ways to resist persuasion and influence.
• Explore the development of prejudice, discrimination, interpersonal conflict, and aggression.
• Explain the influence of groups on decision-making and performance.

PSY 565 - Core Principles of Addiction

Equivalent(s): PSY 515G

• Name and discuss the Twelve Core Functions of Addiction Counselors.
• Describe and differentiate among the types of addictions-related professions.
• Formulate an inclusive definition of substance use disorders.
• Explain the impact of addiction on the individual, family systems, communities, and/or society.

PSY 602 - Theories of Personality

Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D-.

Equivalent(s): PSY 602G

• Examine and articulate the role of theory and the scientific method to organize, test, and predict various aspects of personality.
• Distinguish between personality assessment and personality research.
• Describe and differentiate the historical context, basic assumptions, and hypothetical constructs of each theory considered.
• Apply contemporary theories to explain normal and abnormal behavior.
• Demonstrate how therapeutic methods that stem from each theory are applied to improve an individual's understanding of self and others.

PSY 603 - Crisis Intervention

Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.

Equivalent(s): PSY 603G

• Differentiate between maturational, situational, and sociocultural crises.
• Define a crisis state, identify the crisis origins, and analyze whether the primary contributors are situational, sociocultural, or maturational.
• Explain the phases of a crisis event.
• Describe crisis intervention techniques and methods and differentiate them from other forms of psychotherapy.
• Apply crisis planning to a case example with reference to its origins and its crisis manifestations.
• Compare and contrast a healthy grieving process and an incomplete or maladaptive one.
• Differentiate between self-destructive and suicidal behaviors and recognize when professional mental health treatment is needed.
• Discuss the impact of violence or other trauma on vulnerable individuals.
• Examine and evaluate the crisis plan of a social institution or a business in light of the research in the field.

PSY 626 - Educational Psychology

Prerequisite(s): ( IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-) and ( EDC 500 with a minimum grade of D- or EDU 510G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D-).

Equivalent(s): PSY 606G

• Articulate the role of the teacher in the teaching/learning environment.
• Apply principles of cognitive theory in teaching strategies.
• Utilize instructional theory in the development, implementation, and delivery of instructional material.
• Develop specific classroom management strategies.
• Develop various motivational strategies and describe characteristics of the students who would benefit most from them.
• Discuss individual differences, including those related to ethnicity, socioeconomic status, gender, and exceptionality, in the teaching/learning environment.
• Develop specific assessment strategies and measurement instruments for assessing student learning.
• Interpret standardized tests accurately and demonstrate effective reporting of the information to parents and school officials.

PSY 630 - Psychology of Adulthood

Equivalent(s): PSY 615G

• Identify and explain the major issues and controversies concerning the nature of adult development and aging.
• Articulate the developmental process from the perspectives of the traditional theoretical models, e.g., biological, psychoanalytic, psychosocial, cognitive, and personality theories.
• Compare and contrast traditional perspectives with more recently developed perspectives.
• Describe changes in the biological, perceptual, and cognitive processes associated with age.
• Describe the research regarding age-related change/stability in identity and personality.
• Examine the social processes associated with adulthood, for example, intimacy, marriage, sexuality, career choice/adjustment, parenting, divorce, retirement, and widowhood.
• Analyze the perspectives and processes related to gender, ethnicity, and socioeconomic status.
• Relate theories and research on the psychology of adulthood to one's own psychological processes and development, explaining which perspectives are useful in understanding oneself.
• Discuss death and dying as the final stage of life.

PSY 646 - Psychology of Occupational Stress

Prerequisite(s): CRIM 410 with a minimum grade of D- or CRIM 500G with a minimum grade of D- or ECO 470 with a minimum grade of D- or ECO 512G with a minimum grade of D- or MGMT 410 with a minimum grade of D- or MGMT 500G with a minimum grade of D- or PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D- or PSY 525 with a minimum grade of D- or PSY 509G with a minimum grade of D- or PSY 502G with a minimum grade of D- or PSY 530 with a minimum grade of D- or SOCI 410 with a minimum grade of D- or SOC 501G with a minimum grade of D-.

Equivalent(s): PSY 616G

• Identify characteristics of healthy workplaces and discuss how “stess” and “eustress” apply to the occupational field of study.
• Summarize the current research to understand the relationships among psychosocial environments, physical enviroments, organizational structures, personality types, and workplace stress.
• Recognize individual reactions, both positive and negative, to workplace stress and compare best-practice approaches for both individuals and orgranizations to mitigate negative and promote positive outcomes.
• Examine the dynamics and root causes of “diversity stress” and investigate inclusive initiatives that have proven effective.
• Differentitiate the role of government, private industry, unions, and the individual in developing and implementing social policy pertaining to work conditions in the United States and other countries.
• Integrate theoretical findings and personal observations to develop a program for promoting workplace health and reducing stress in a specific work organization.

PSY 654 - Counseling Theories

Equivalent(s): PSY 604G

• Identify the key elements characteristic of a formal counseling relationship.
• Identify the key concepts of major theories and illustrate how they correspond to their developed techniques.
• Describe an assessment process used to establish a working diagnosis.
• Compare and contrast how several theorists would evaluate a case study.
• Analyze research findings evaluating the effectiveness of therapeutic modalities.
• Examine several ethical dilemmas that counselors may encounter.
• Describe how counselors frequently have to manage the conflicting requests of the individual client, the family system, and outside influences.
• Illustrate how the counselor needs to develop an effective level of self-knowledge to be able to make good use of this asset in the counseling process.

PSY 665 - Principles of Assessment

Prerequisite(s): PSY 410 with a minimum grade of D- or PSY 501G with a minimum grade of D- or PSY 470 with a minimum grade of D- or PSY 508G with a minimum grade of D-.

Equivalent(s): PSY 605G

• Discuss the meaning and uses of assessment in various fields.
• Explain the differences between objective and subjective assessments and evaluations.
• Compare and contrast the psychometric properties of assessment instruments, i.e., objectivity, reliability, and validity, and how they influence the interpretation of assessment data.
• Explain basic statistical concepts used in testing, including measures of central tendency and variability (e.g., mean, median, mode, range, and standard deviation).
• Compare and contrast norm-referenced and criterion-referenced tests, including an explanation of normative data (e.g., normal curve, percentiles, z-scores, T-scores, and stanines), and discuss appropriate uses of each.
• Describe various types of observational methodology and the usefulness of each.
• Discuss how information from both formal and informal assessment measures can be used to plan individualized programs.
• Explain the importance of multifaceted approaches to both formative and summative evaluation with particular attention to the relationship of outcomes to assessment and evaluation.

PSY 675 - Foundations of Addictions Counseling

Prerequisite(s): PSY 565 with a minimum grade of D- or PSY 515G with a minimum grade of D-.

Equivalent(s): PSY 625G

• Explain the key elements involved in the therapeutic treatment of clients.
• Describe theories that inform the techniques employed by addictions counselors.
• Identify techniques used throughout the continuum of care.
• Develop strategies for working with individuals, families, and groups.
• Evaluate the effectiveness of treatment methods and modalities.
• Examine unique ethical dilemmas that counselors may encounter in addiction-related situations.

PSY 685 - Principles of Psychopathology

Equivalent(s): PSY 617G

• Compare and contrast historical and contemporary conceptions of abnormal and deviant behavior.
• Describe different theories used to explain major psychological disorders.
• Compare and contrast therapeutic interventions for psychological disorders.
• Examine varying philosophical and cultural perspectives of psychological disorders and how those perspectives inform treatment.

PSY 710 - The Biology of Addiction

Attributes: Phys Natural World (Gen Ed)

Equivalent(s): PSY 610G

• Describe the key aspects of physiology, neurotransmission, and brain anatomy.
• Analyze the impact of functional changes to physiology, neurotransmission, and brain anatomy on the development of addiction.
• Identify the mechanisms and classification of specific substances used recreationally and medicinally.
• Demonstrate an understanding of the genetic and biological influences on addiction.
• Critically evaluate the biological theories of addiction and explain how these views may impact stigma, treatment, and recovery.
• Apply an understanding of the biological mechanisms of addiction to interpret personal experiences and real-world events.

PSY 725 - Cognitive Psychology

Attributes: HumanBehavSocial Sys (Gen Ed); Writing Intensive Course

Prerequisite(s): IDIS 560 with a minimum grade of D- or IDIS 501G with a minimum grade of D-.

Equivalent(s): PSY 609G

• Analyze the major topics within the study of cognitive psychology to demonstrate an understanding of current theoretical perspectives.
• Identify and critically evaluate the research methods used in the relevant empirical research within cognitive psychology.
• Conduct scholarly research using library resources to locate peer-reviewed sources and incorporate these sources into an applied project.
• Connect cognitive principles to everyday events and personal experiences.
• Apply specific cognitive principles to address a practical problem.

PSY 740 - Biopsychology

Attributes: Phys Natural World (Gen Ed); Writing Intensive Course

Equivalent(s): PSY 601G, SCI 600G

• Identify the structures and functions of a neuron and regions of the brain.
• Explain the role of specific brain regions in producing basic functions such as eating, drinking, sex, sleep, and/or emotions.
• Explain the role of specific brain regions in producing higher-level functions such as addiction, sensation and perception, learning and memory, language and cognition, and/or lateralization.
• Describe the dynamic interactions among evolution, genetics, neuroplasticity (neural networks, apoptosis, etc.), environment, and/or behavior across the lifespan (prenatal to death).
• Analyze the biopsychological basis of contemporary behavioral health problems such as stress, depression, anxiety, schizophrenia, and/or violence as well as the biology-based treatments of these behavioral health problems.
• Conduct scholarly research using library resources to locate peer-reviewed sources relevant to specific topics in biopsychology.
• Connect biopsychological principles to everyday events and personal experiences.

PSY 795 - Integrative Capstone: Internship in Applied Psychology

Attributes: Writing Intensive Course

Prerequisite(s): ( CRIT 602 with a minimum grade of D- or CRIT 602G with a minimum grade of D- or CRIT 502G with a minimum grade of D-) and ( IDIS 601 with a minimum grade of D- or IDIS 601G with a minimum grade of D-).

Equivalent(s): BEHS 651G

• Complete an in-depth, supervised experience in a field setting that is related to Applied Psychology and reflective of the student’s professional development.
• Apply knowledge of systems, operations, and roles fundamental to the field in the context of an individually developed project that includes evidence-based sources of information.
• Apply discipline knowledge, skills, and methods to a specific field setting, client population, or service clientele.
• Demonstrate professionalism and standards of ethics while working in a field setting.
• Clearly and professionally communicate all aspects of the project, including the student's reflections on the integration of knowledge achieved through the completion of the internship.

PSY 797 - Integrative Capstone: Project in Applied Psychology

Equivalent(s): BEHS 650G

• Write an APA style literature review or research report on a topic within psychology that fully examines, critically evaluates, and synthesizes current theory and research and generates a new understanding of the subject matter.
• Conduct scholarly research using library resources to locate evidence-based, peer-reviewed sources and incorporate these sources into the capstone project.
• Demonstrate skills in scientific writing and use of American Psychological Association (APA) formatting.
• Integrate prior course work with new information gathered through the literature search and expand the breadth and depth of existing knowledge and skills.
• Evaluate relevant behavioral concepts, constructs, and theories and express these findings in ways appropriate for different audiences. For projects that involve collecting data from human participants, establish conceptual and operational definitions for behavioral variables relevant to the research topic.
• Clearly and professionally communicate all aspects of the project, including its nature, theoretical foundations, conclusions, and the student's reflections on the integration of knowledge achieved through the completion of the project.
• Demonstrate a thorough understanding of the American Psychological Association's ethical standards for researchers, and for all research activities involving human participants, follow college policy requiring review and written approval by the College’s Institutional Review Board prior to data collection.

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Selecting a Topic

It may seem easy to choose a topic for a research paper, but it can actually be difficult sometimes. In fact, determining a good, solid research question can be one of the hardest parts of writing a strong research paper.

If you are able to choose your topic, find a topic that interests you. If your topic is assigned, try thinking about an aspect of that topic you find most interesting. You’ll be spending a great deal of time working on this paper. Make sure that it’s about something that you really are interested in learning to understand very well.

Keep in mind that your final topic and research question won’t simply come to you by thinking about it. You need to get out there and start digging—through books, through encyclopedias, and through internet sites. Pick a general topic that attracts you, and then roll up your sleeves and start reading. The narrowed topic and research question will only come to you as you wrestle with the material related to that topic.

Now, here’s one of the keys to doing a research paper for a college course. Don’t try to write the history of everything about your topic. Instead, find one small intriguing aspect of your topic and focus on that. A good research paper is not a vast, general history or overview of everything that covers a great deal of information in a very superficial manner. It’s narrowed and focused and goes deep into a limited area of a topic.

By the time you are finished researching and writing, you have become something of an expert on that very narrow topic. Let’s take an example and walk you through the process.

Narrowing Process

Once you have decided what you want to write about, you need to stop and consider if you have chosen a feasible topic that meets the assignment’s purpose.  If you have chosen a very large topic for a research paper assignment, you need to create a feasible focus that’s researchable.

The example we’ll use to demonstrate a narrowing process will be World War II. Suppose you want to write your research paper on World War II.

The material written on World War II has filled whole libraries, so you obviously won’t be able to complete a research paper on all of WWII in just six weeks.

First-Level Narrowing

The first question to ask yourself is: “What aspect of WWII am I interested in understanding better?”

• Strategies?
• Major characters?
• Specific battles?

Let’s say you want to understand more about WWII weapons. OK, what types of weapons were used in WWII?

Second-Level Narrowing

You consult a couple of research articles on WWII weapons and discover that the general categories of weapons at that time were tanks, artillery, and firearms.

Each of these categories includes several dozen to several hundred specific weapons.

Can you cover all of these in one paper? Sure, if you write a sentence on each one. But then you’re not really writing a research paper; you’re writing a list. You need to go deep, not wide.

Third-Level Narrowing

You continue to survey general information sources on WWII weapons. You read a little bit on each of the categories listed in the Second-Level Narrowing section and decide that the one you are most interested in is artillery. OK, but what kind?

• Surface-to-air missiles (SAMS)?
• Machine guns?
• Anti-aircraft guns (Flaks)?

As you continue to poke around, you learn that air defense tactics and the various models of anti-aircraft guns were extremely critical in various battles, so you decide to focus on that.

Fourth-Level Narrowing

Look at your previous terminology: “critical in various battles.” Do you think you’ll be able to do a paper on the role of anti-aircraft guns in all battles of WWII? No, you won’t. So the next logical step is to look at research articles and websites to determine what were some of the major battles of WWII where the use of anti-aircraft guns were critical.

You remember hearing something about “the Blitz” of London, so you look that up and decide to focus on the role of anti-aircraft guns in defending London from German planes.

Narrowing Your Topic

No matter what your topic is, you can follow the same four-level process in narrowing your topic and developing your research question.

Try following these steps once you have settled on a general topic:

• How many different aspects of this topic am I able to list? You may want to consult research articles or web pages to get you started here if you are stuck. Write down the list.
• Of those aspects listed above, which am I most interested in learning more about? Write down one or two and follow steps 3 and 4 for each one. You may find that you come up with more than one interesting research question. Then you’ll need to choose!
• Of the aspect that most interests me, what elements of it am I able to find information about in research articles or on a web page? (Notice that you may need to repeat this step more than once to really get down to a workable limited focus.) Make a list.
• What relationships between these elements are suggested by combining them using what, when, where, why, or how words? [1]

The following video [2] [3:42] describes how to narrow down a research topic to be more manageable and specific.

Want to learn more?

Check out these helpful resources to continue to learn more about selecting a topic and narrowing your focus:

• Narrowing a Topic

This page provides helpful tips and recommendations for narrowing your topic so that it becomes manageable.  The page outlines the necessary steps for narrowing your topic, as well as provides an interactive activity allowing you to practice identifying narrow topics.  Additionally, this page describes the importance of narrowing your topic.  The page concludes with a detailed example of an undergraduate student narrowing down her topic for a research paper.

• Webpage : Great Psychology Research Paper Topics

This link provides a long list of psychology categories, such as social, clinical, experimental, criminal, cultural, etc., with each category hyper-linked to specific research topic ideas.  This is a great place to start if you are having a hard time selecting a topic.

• Adapted from Excelsior Online Writing Lab (OWL). (2022). Narrowing & developing. Retrieved from owl.excelsior.edu/research/narrowing-and-developing/. Licensed under CC- BY 4.0. ↵
• PfaulLibrary. (2012, Sept. 19). Choosing a manageable research topic. [Video File]. Streaming Service. Retrieved from https://youtu.be/BDuqfJQhFeM. Licensed under CC-BY. ↵

PSY-250 Research Paper Guidelines and Resources Copyright © by David Adams. All Rights Reserved.

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PSY-470 Topic 1 Subject Selection Assignment

Published by GetMyAnswers.com on

This week, you will be choosing a subject for your final research paper that is due in Topic 8. Your topic selection must be within the context of abnormal psychology. To help you, look ahead in your book at each chapter’s descriptive heading. Use the attached document,” Subject Selection,” for further information. Fill out the worksheet and submit it to your assignment dropbox.

Click here to Find all Assignments for PSY-470 Course  Didn’t find your answers? Don’t worry we are here to help you!  Ask Questions

PSY-470 Topic 1 Research Paper Subject Selection

This week, you will be choosing a subject for your final research paper that is due in Topic 8. Your subject selection must be within the context of Abnormal Psychology . To help you, look ahead in your book at each chapter’s descriptive heading. Choose a subject from one of these chapters that interests you. You will work on this same subject throughout the class. Topic 1 contains the topic selection, Topic 3 is the outline, Topic 5 is the rough draft, and your final research paper is due in Topic 8.

For example, paper subjects could be: “Efficacy of Treatments for Schizophrenia,” “Ethical Issues in Mental Health,” or “Borderline Personality Disorder.”

Chapter 1: Abnormal Psychology Past and Present

Chapter 2: Research in Abnormal Psychology

Chapter 3: Models of Abnormality

Chapter 4: Clinical Assessment Diagnosis, and Treatment

Chapter 5: Anxiety, Obsessive-Compulsive and Related Disorders

Chapter 6: Disorders of Trauma and Stress

Chapter 7: Depressive and Bipolar Disorders

Chapter 8: Suicide

Chapter 9: Disorders Featuring Somatic Symptoms

Chapter 10: Eating Disorders

Chapter 11: Substance Use and Addictive Disorders

Chapter 12: Sexual Disorders and Gender

Chapter 13: Schizophrenia and Related Disorders

Chapter 14: Treatments for Schizophrenia and Other Severe Mental Disorders

Chapter 15: Personality Disorders

Chapter 16: Disorders Common Among Children and Adolescents

Chapter 17: Disorders of Aging and Cognition

Chapter 18: Law, Society and the Mental Health Profession

Topic Selection : {Insert Your Topic Selection Here}

Course : PSY-470 Abnormal Psychology School : Grand Canyon University

• Due Date (Double Check): 29/05/2022
• Willing to Pay (USD): 20

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