Saying “I am grateful” is one of the kindest statements today. Appreciating someone or something done for the common good or in favor is humanly fulfilling. It shows that we are human beings able to notice the actions of others around us. The act generates a mindset that makes people think more of other people’s well-being in place of self-interest. Also, today’s world is made up of many challenges that require us to be optimistic, a mindset that can be nurtured when other people appreciate us and vice versa. Gratitude helps us build our lives on the positives rather than the negatives. Through categorization analysis, I will demonstrate that no matter how irrelevant an act of kindness can be, showing gratitude is what makes us human; the world will be perfect if everyone learns to be thankful for others in any benefitting scenario.
Gratitude as a virtue fits nicely as a convincing argument, given its impact on improving societal relations. According to Moyle (2022), when someone makes a convincing argument, they have no goal or intention with their statement but only aim to make us believe them. As a compelling argument, gratitude makes people happy and accomplished in many ways. When people do something good and are appreciated, they are likely to develop a negative attitude toward others. However, appreciating them cultivates a positive attitude, making them more compassionate toward others. In that case, I aim to make my audience see the crucial impact gratitude can have in their lives because it is the truth and nothing that ask them to do me a favor in return. Developing a habit of appreciating things and people truthfully improves our relations with them, an idea that makes gratitude a convincing argument.
Related to a convincing argument, when I ask my audience to portray gratitude because it inspires others to do good, it fits as a persuasive argument. Making others see the benefits of expressing appreciation calls them to action. In a persuasive argument, the arguer aims to change the audience’s attitudes or behavior by calling them to take action or have a stand on the relayed issue (Moyle, 2022). In that case, I aim to cultivate the virtue of thankfulness in my target audience. Lewis Howe, a New York Times best-selling author and motivational speaker, once said in his talks that if we concentrate on what we have, we will always have more, and if we concentrate on what we do not have, we will never have anything. Recognizing and appreciating what we have is the first step towards growth and is best achieved by showing gratitude. Thus, as a persuading argument, I call my audience to show gratitude because it is a secure way of growing.
As an informing argument, gratitude helps people attain mental stability in life. Moyle (2022) contends that informative arguments inform the reader of many ways an issue or the relayed subject can be constructive or destructive to them. At the end of the day, when a person lies down on their bed and reflects on the things that happened, being thankful for the good things helps them attain the desired mental state to sleep well. Worrying about the negatives makes a person restless, necessitating the need to concentrate on the positives and be grateful for the milestones attained. Gratitude is needed to guarantee stability and growth in a person’s life. Primarily, using informing argument to elaborate on the benefits of gratitude shows that I know the concept through research or experience. My audience needs to be informed that when they develop gratitude, they become more positive and happier than complaining about the bad things that happen to them.
Furthermore, I can research to generate evidence-based statistical explanations on how gratitude has impacted individuals or groups. Using evidence to relay a concept or idea is a factual argument. Hence, conducted research to argue based on evidence to help the reader or the audience project the idea in numerical or pictorial format constitutes to factual argument (Moyle, 2022). For instance, gratitude improves our mood by 60% based on an empirical study conducted by a psychologist, demonstrating factual evidence to convince my audience. The research-based information is crucial in demonstrating to my audience how transformative or productive they can be if they show gratitude-based existing evidence. Thus, the evidence in this instance proves that showing gratitude guarantees a growth mindset in a person’s life, where an improved mood helps one be optimistic.
To conclude, gratitude is expressed when a person expresses a thankful attitude and behavior for all positive aspects of their life. Through categorization, the idea fits well when expressed as a convincing argument where the audience is only told of gratitude’s desired impact on their lives. As a persuasive argument, I call on the audience to develop a thankful consciousness and behavior crucial for nurturing a growth mindset. On a factual basis, I use the evidence to prove to the audience how gratitude can improve their lives. The evidence provides a real-world scenario of my argument built on scientific tests. Generally, the arguments prove the essentiality of gratitude as a virtue to improve relations and facilitate growth mindsets in a postmodern society.
Moyle. (2022). Module 2: Categories of Arguments. Lecture 2.1, PDF.
Cultural Implication/ Assessment Sample Paper
This paper will discuss the cultural assessment and implications for a black boy with post-traumatic stress disorder (PTSD) following being shot six years ago. The cultural assessment and implications for this individual will be examined through the lens of psychology, particularly concerning the individual’s unique experience as a black male in a society with a history of systemic racism and oppression. Additionally, this paper will explore the clinical diagnosis of PTSD in the context of this individual and the cultural assessment and implications associated with the condition.
Post-Traumatic Stress Disorder (PTSD) is a mental health condition experienced by individuals who have experienced or witnessed a traumatic event. PTSD severely impacts the boy’s mental and physical health, particularly devastating for the boy who has experienced racial trauma (Javidi & Yadollahie, 2012). When assessing the cultural implications of PTSD for the black boy, it is vital to consider the impact of racism, which is particularly damaging for those who have experienced or witnessed racial trauma. The boy experienced various emotions, from shock and disbelief to anger and fear. In addition, the boy experienced flashbacks, intrusive memories, nightmares, difficulty concentrating, and difficulty sleeping. In addition, the boy also experienced anxiety, depression, and difficulty in trusting relationships.
It is also essential to consider the impact of stigma and discrimination associated with the boy’s race. Such stigma may contribute to feelings of shame, self-doubt, and an increased sense of vulnerability. The boy felt a sense of hopelessness and helplessness and struggled to find positive outlets for his emotions. When assessing the cultural implications of PTSD, it is crucial to ensure that he receives culturally-sensitive care that acknowledges his background and the cultural implications of his trauma, including providing access to mental health. Professionals who are familiar with the cultural context of the boy’s experience and provide access to culturally-specific support groups and resources (Holmes et al., 2015). In addition, the boy’s family and community must be involved in his treatment and recovery, as they can provide invaluable support and understanding.
From the National Alliance on Mental Illness, Black Americans are disproportionately impacted by various mental health issues, including PTSD. As such, it should be considered part of any clinical diagnosis. These include psychological, social, and economic issues. For instance, on the psychological level, the boy experienced symptoms of PTSD that included intrusive thoughts, flashbacks, and nightmares. He also had difficulty concentrating, sleeping, controlling his emotions, and isolating himself from others. These symptoms lead to further distress, stigma, and helplessness.
Furthermore, on the social level, he experienced discrimination, prejudice, and stigma due to his mental health condition, which led to feelings of alienation, rejection, and exclusion from social groups and activities (Comas-Díaz et al., 2019). These feelings of alienation and exclusion further lead to a lack of self-esteem and difficulty forming meaningful relationships. Finally, on the economic level, the boy experienced difficulty finding and keeping employment due to his mental health condition leading to further economic hardship and making it more difficult to afford medical care and other resources necessary to manage the symptoms of PTSD.
The clinical diagnosis, in this case, should include a comprehensive evaluation of his mental and physical health and functioning. It involves taking a detailed history of the traumatic event, assessing the severity and duration of the trauma, and identifying any current symptoms. It also includes intrusive thoughts, avoidance of trauma reminders, mood, and mental state changes, and difficulty sleeping. Additionally, the evaluation should consider any contributing cultural factors that could impact his mental health, such as stigma surrounding mental health issues in the black community, discrimination, lack of access to resources due to poverty, and lack of insurance (Foa et al., 2018). The diagnosis could also include assessing any co-occurring mental health issues, for instance, depression, anxiety, or substance abuse. Treatment recommendations would then be tailored to the individual’s needs, including individual therapy, group therapy, medication, or other interventions.
In conclusion, this paper has discussed the cultural assessment and implications for a black boy with post-traumatic stress disorder following being shot six years ago. Through the lens of psychology, this paper has explored the individual’s unique experience as a black male in a society with a history of systemic racism and oppression. Additionally, the clinical diagnosis of PTSD has been examined in the context of this individual and the cultural assessment and implications associated with the condition. It is essential to recognize the cultural implications of PTSD for black males and to provide appropriate treatments that consider the individual’s identity and experiences.
Comas-Díaz, L., Hall, G. N., & Neville, H. A. (2019). Racial trauma: Theory, research, and healing: Introduction to the special issue. American Psychologist, 74(1), 1. https://povcinc.com/wp-content/uploads/2020/11/RACIAL-TRAUMA_theory-research-healing_2019.pdf
Foa, E. B., Asnaani, A., Zang, Y., Capaldi, S., & Yeh, R. (2018). Psychometrics of the Child PTSD Symptom Scale for DSM-5 for trauma-exposed children and adolescents. Journal of Clinical Child & Adolescent Psychology, 47(1), 38-46. https://www.tandfonline.com/doi/abs/10.1080/15374416.2017.1350962
Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies, 24(6), 1650–1659. https://link.springer.com/article/10.1007/s10826-014-9968-6
Javidi, H., & Yadollahie, M. (2012). Post-traumatic stress disorder. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=219947
Depression Among College Students And Academic Performance Free Writing Sample
Students who experience a high rate of depression have overall more negative academic performances.
Khurshid, S. (2017, February 27). Effects of depression on students’ academic performance. Academia.edu. Retrieved January 27, 2023, from https://www.academia.edu/29519937/EFFECTS_OF_DEPRESSION_ON_STUDENTS_ACADEMIC_PERFORMANCE
Depression is a common mental disorder that affects people of all ages and backgrounds. It is a leading cause of disability in the United States and worldwide. Among college students, depression has been associated with poorer academic performance (Khurshid, 2017). Depressed students are also more likely to drop out of school and have trouble getting jobs after graduation. Previous research has found that depression can adversely affect various aspects of life, such as workplace performance.
The research was done by Colleges Women of Rawalpindi, Pakistan. The result showed that high, medium and low-level depression harmed their academic performance. There was a difference in their academic performance, such as low, medium, and high-level depression. High-level depression harms all aspects of their life. It harms their social life because they dislike talking and communicating with other people. High-level depression also hurts workplace performance because they cannot complete assigned work within the deadline.
The present study highlights that depression is negatively related to academic performance; hence it is necessary to identify early the symptoms of depression and refer the case to the relevant department. If proper control measures are adopted, it is possible to improve students’ academic performance and decrease the dropout rate at the college level, which contributes no doubt to producing a better-educated nation resulting in higher standards of living for all its citizens.
Females experience more depression and less successful academic performance.
Stentiford, L., Koutsouris, G., & Allan, A. (2021). Girls, mental health and academic achievement: a qualitative systematic review. Educational Review, 1-31.
In the article, the research shows that more females than males have mental illnesses. Depression is more common in women than men, and the severity of depression is higher in women than in men. Concerning the literature, depression negatively impacted both males’ and females’ academic performance.
Evidence showing that women have more significant instances of depression than men include a study that looked at the prevalence of depression and anxiety disorders in the United States using data from the National Comorbidity Survey Replication and found that while 13.8% of men experience any anxiety disorder, 18.1% of women experience any kind of anxiety disorder; 5.9% percent of men experience generalized anxiety disorder while 8% of the females are affected by this.
Males experience less depression and have more successful academic performance.
Kim, Y. K., Sanders, J. E., Makubuya, T., & Yu, M. (2020, October). Risk factors of academic performance: Experiences of school violence, school safety concerns, and depression by gender. In Child & Youth Care Forum (Vol. 49, pp. 725-742). Springer US.
For males as well as females, depression is a risk factor for academic performance.
In this study conducted by Kim et al., it was found that for males as well as females, depression is a risk factor for academic performance. It was found that males were more likely to have more successful mental and physical health outcomes at school than females. In addition, they were less likely to experience school violence and safety concerns. Results of this recent study show that males have been shown to experience less depression and have better grades across the board than their female counterparts. Even in cases where the male students are experiencing some of these problems concerning their grades, they still do not perform worse academically than the female students with issues concerning their mental health.
In their article titled Risk factors of academic performance: Experiences of school violence, school safety concerns, and depression by gender, Kim et al. gathered data from the 2013 and 2014 School Crime Supplement (SUS) to the Youth Risk Behavior Survey. This survey includes data for 18-20-year-olds about their school experiences within the past 12 months that can be used to measure student risk behaviors such as physical fights with other students, threats/beliefs of victimization threats in school, witnessing violent acts at school, engaging in bullying and cyberbullying, engaging in alcohol and drug use at school and illegally accessing weapons at school.
A critical finding by Kim et al. is that males are more likely to experience safety concerns, school violence, and depression than females, compared to their peers. However, security concerns at school were more of a risk factor for female students than males with the same level of mental health problems. This trend suggests that females experience more anxiety and stress from school activities than males. In addition, Kim et al. found that male students were less likely to report substance use in schools and less likely to have been victims of violence in schools than females who experienced similar mental health issues.