Development of Language and Brain Support

Development of Language and Brain Support Speech production is a highly skilled behavior that requires rapid and coordinated movements of the orofacial articulators. Speech and language are often confused, but there is a distinction between the two. Speech is the verbal expression of language and includes articulation, which is the way sounds and words are formed. On the contrary, language is much broader and refers to the entire system of expressing and receiving information in a way thats meaningful. It is understanding and being understood through communication in the form of verbal, non-verbal, and written. As a matter of fact, speech and language acquisition are intimately connected and have traditionally worked in parallel. In order to interpret the meaning of the spoken sounds, a coding mechanism is provided with set of rules for the listener and it is not straightforward. Speech production is a complicated process that undergoes several stages. The first stage is known as premotor process which means that the thought process is generally lumped together. The new ideas are converted into linguist structure that requires selections of suitable words and phrases. The brain functions by assembles the sounds that are needed to make each of the words. Next is the second stage which is called as the mechanical process. During this process, the brain sends signals to make those sounds. The development of language and brain support some relation to each other as language develops with the increase of the brain cell connections. Although the specific language learned is completely determined by the environment, we cannot deny that the capacity to acquire language is biologically determined as well. Thus it is reasonable to assume there are some language function exists in the brain which enables language acquired is parallel with the development of human brain as a child grows. Thus, the critical period for language learning is regarded to be the biologically determined period in which the brain keeps its plasticity for acquisition of any language. Under normal situations, a child is introduced to language essentially at the moment of birth. The first 3 years of life is the most intensive period for acquiring speech and language skills when the brain is developing and maturing. Brain development during childhood allows the brain to be shaped and the child is given an ability to grasp complex patterns, including those underlie speech. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. As a child grows, they start to classify the speech sounds that form the words of their language. Plasticity for speech perception changes during childhood and adolescence, resulting in critical period for second-language acquisition. Once the natural critical period has passed without exposure to language, it will be more difficult to learn. The phenomenon of lateralization is extremely strong in humans. The brain of human beings consists of a left hemisphere and a right hemisphere, which different functions develop slowly in each parts of the brain as a child grows older. In the vast majority language areas are concentrated in the left hemisphere. The two major areas of human brain that are responsible for language are called Broca area and Wernicke area. Broca’s area is located in the left hemisphere and it is associated with speech production such as putting together sentences and using proper syntax. It is next to the area that controls facial muscle, jaw, tongue and throat function movement. If the area that controls movement is corrupted in any fashion, a person will experience difficulty in producing the actual sounds of speech. Our ability to articulate ideas, as well as use words accurately in spoken and written language, has been attributed to this crucial area. On the contrary, Wernickes area is the cri tical language area in the posterior superior temporal lobe that connects to Broca’s area via a neural pathway. Wernicke’s area is thought to be partially responsible for language processing or comprehension such as untangling and analyzing sentences, whether it is written or spoken. Other areas in brain that involved in language are those that surround the Sylvian fissure, a cleavage line that separates the portions of brain which are exclusively human. Many in the scientific community have posited that both speech and language are lateralize, which means, we use only one side of our brains for speech, which involves listening and speaking; and language, which involves constructing and understanding sentences. However, the conclusions pertaining to speech generally stem from studies that rely on indirect measurements of brain activity, raising questions about characterizing speech as lateralized. According to reseachers at New York University, speech is in fact bilate ralized. In simple words, the brain areas in both hemispheres are harnessed in making words. The specific areas are the bilateral inferior frontal and the inferior parietal, superior temporal, pre-motor and somatosensory cortices. Though both hemispheres of the brain are equal at birth, the function of language gradually settles in the dominant left hemisphere of the brain after biological maturation or the critical period which is proposed by Lenneberg (1967). Lenneberg concludes that the development of language is the result of brain maturation, which it holds that primary language acquisition must occur during critical period with the establishment of cerebral lateralization of function. A strong implication of this hypothesis is that the processes involved in any language acquisition which takes place after the age of puberty will be qualitatively different from those involved in first language acquisition. A commonly drawn, though not absolutely necessary, corollary of the CPH is that any language learning which occurs after the age of puberty will be slower and less successful than normal first language learning. There is a research obtained from people who suffered from brain damage also proved the evid ence for the lateralization of brains. A brain is said to lose its plasticity after the lateralization. Some case studies are reported on impaired brains before and after the critical periods. Adults who suffered brain damage in the left hemisphere fail to recover their language if they do not recover within five months, whereas children show an ability to recover fully if they were very young at the period of damage. It is said that even total removal of the left hemisphere did not remove children’s ability to reacquire a language. Consequently Lenneberg’s hypothesis is based on this period of lateralization, which language acquisition relied on the plasticity of both hemispheres and that hemispheric specialization was complete at puberty. If the language acquisition had not occurred by the time a child reached puberty, full mastery would never be attained. Knudsen (1999) distinguished a sensitive from a critical period, arguing that during a sensitive period, neuronal connections are particularly susceptible to environmental input, but later experience continues to influence neural development. In contrast, during a critical period, appropriate experience must occur to produce the neural connections necessary for normal function, and the resulting patterns are irreversible. During critical period, the neural system awaits specific informationto continue to develop normally(Knudsen, 1999). Thus, in both sensitive and critical periods, individuals are highly responsive to experience, but sensitive periods are ones in which later experience can also affect the individual, whereas during critical periods, experience is required for learning to occur and learning produces durable effects (Knudsen, 2004). Although phonetic learning can be affected by experience past childhood, phonetic learning exhibits the two principles cited by Knudsen fo r a critical period. According to Knudsen, a lack of exposure early in development to natural language, speech or sign results in the lack of normal language, and early experience with a particular language has indelible effects on speech perception. Phonetic perception might therefore be thought of as exhibiting a critical period in development. There are three stages of speech development. The first stage is known as social speech or external speech. Luria (1992) points out that â€Å"In no way is this speech related to intellect or thinking.† In this stage, speech is used to express simple thoughts and emotions such as laughter, crying and shouting. A child tends to uses speech to control the behaviour of others. For example: I want ball. The second stage is egocentric speech which is typically the type of speech found in a child of age three to seven. According to Lefrancois (1994), he states that this stage †serves as a bridge between the primitive and highly public social speech of the first stage and the more sophisticated and highly private inner speech of the third stage.† In this stage, the children often talk to themselves, regardless of someone listening to them. They are able to express and speak what they are doing as they do it, while voicing out loud in an attempt to guide their own behaviou r. The final stage of speech development is known as inner speech, used by older children and adults. It is an inner, soundless speech that includes communication rehearsal, rehashing conversations and imagined interactions with media personalities. This stage of speech allows us to direct our thinking and behaviour. Speech and language disorders Speech production is a complex process, involving a networked system of brain areas that each contribute in unique ways. Difficulty with speech can be the result of problems with the brain or nerves that control the facial muscles, larynx, and vocal cords necessary for speech. Likewise, muscular diseases and conditions that affect the jaws, teeth, and mouth can impair speech. Some conditions that affect speech are present at birth, such as inborn muscular conditions and congenital anatomical abnormalities; while others are the result of metabolic diseases, infections, tumors, or injury. Abnormalities of the vocal cords such as inflammation, polyps, cysts, and tumors can affect the pitch and quality of the voice. A number of different types of speech impediments can occur, and many terms have been used to qualify speech disorders. Aphasia is the loss of the ability to understand language, whether spoken or written, and occurs due to disturbances in the areas of the brain that are used in language processing. Benson (1967) has classified aphasia into two different types, which are Brocas aphasia and Wernickes aphasia (Jeanne, 1998). Brocas aphasia is also referred to as non-fluent or expressive aphasia. It is characterized by the loss of the ability to produce language. If someone has Brocas aphasia, they can still understand spoken language and read language, but they have a hard time speaking and writing due to movement problems. Typically they will talk using short phrases that make sense but they have extreme difficulty in moving their mouths and getting the sounds to come out. They also often omit words in order to shorten what they have to say. People who suffer from non-fluent aphasia understand the speech but because the cant get the words they want to say out they often get irritated and frustrated. People who suffer from Brocas aphasia also have right-sided paralysis or weakness that extends to their extremities. In contrast, Wernickes aphasia is characterized by superficially fluent, grammatical speech but an inability to use or understand more than the most basic nouns and verbs. Corruption of Wernickes area causes an individual to make meaningless sounds. Basically they can make do speech sounds, but they do not make any sense. In other words, damage to the the side portion of the brain may cause fluent aphasia. In most cases this kind of damage occurs in the left side, although it the damage can be caused from the right side also. People that have this left side damage or temporal lobe damage often talk in long sentences that basically are meaningless, they often add unwarranted words, and can even make up words. Therefore it is often extremely difficult to understand what a person with this disturbance is trying to tell you. The people that are affected by this disorder are usually unaware that they have it and usually have no weakness in their movements because their problem is not near that area of the brain. There are many other types of aphasia or speech and language disturbances and each form results from damage to different areas of the brain. Therefore it is hard for many neuroscientists to actually explain in words or pinpoint what area that truly conducts speech. References Jeanne, K. G. (1998). The fluency dimension in aphasia. Retrieved March 11, 2014, from http://aphasiology.pitt.edu/archive/00001131/01/27-13.pdf Knudsen, E. I. (1999). Early experience and critical periods. In M. J. Zigmond (Ed.), Fundamental Neuroscience (pp. 637–654). San Diego, CA: Academic Press. Knudsen, E. I. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience. Retrieved March 13, 2014, from http://www.mitpressjournals.org/doi/abs/10.1162/0898929042304796?journalCode=j ocn Lenneberg. E.H. (1967). Biological foundations of language. Retrieved March 10, 2014, from http://www.ling.fju.edu.tw/biolinguistic/data/course/biological_foundations.htm

Black Supremacy Essay -- essays research papers fc

Black Supremacy Throughout history, white anglo-saxons have been notorious for mistreating all races other than it's own. Malcolm X felt "the white man had been actually nothing but a piratical opportunist who used Faustian machinations to make his own Christianity his initial wedge in criminal conquests"(563). The earth is burdened by the white man! That is the true meaning of what Malcolm X is stating; the words Faustian machinations, meaning evil plotting, implies the whole white population is out for the blood of other races. Many members of the black race are adopting the idea of Afrocentricity; some call it black pride, I call it black supremacy. Afrocentricists are supporting their ideas with religion and the need for liberation. The liberation of the black man is needed! Molefi Asante describes "the Afrocentric awareness [as] the total commitment to African liberation anywhere any everywhere by a consistent determined effort to repair any psychic, economic, physical, or cultural damage done to Africans"(50). Liberation from what...the white race? Molefi's statement is completely ludicrous; the first copy of his book with this statement was printed in 1988, in my opinion blacks were fairly liberated in 1988. Now the second part of his statement, repair what damage? Any psychic damage which has been thrust upon the black race has not occurred for quite some time: slavery...not in my lifetime nor separate bathrooms were in my lifetime. And I am not about to feel sorry about what happened before my time. Economic damage is not the white man's fault either. In this day anyone can do whatever he/she likes. The truth to the economic matter is that many of the "oppressed" races feel they now deserve a free ride. Absolutely no physical damage has occurred in my lifetime. As for as cultural damage, cultures evolve, they do not get damaged. Clearly all liberation of the black man has already occurred, therefore, there is know further need for reimbursement. The white race is evil! Further, the Afrocentric cause attempts to use religion to denounce the white race as heathens; according the Yakub myth, "the colour black...is the primal colour; other colours, consequently, are merely shades of black, except for white, which is the absence... ...d are calling it liberation. No, the human race will never learn from history; we will just repeat it. The main question is will their ever be racial harmony in the world? I just don't know. "We shall have our manhood. We shall have it or the earth will be leveled by our attempts to gain it." --Eldridge Cleaver Works Cited Asante, Molefi. Afrocentricity. Trenton: Africa WP, 1992. Cleaver, Eldridge. Soul on Ice. New York: McGraw-Hill, 1968. Davies, Alan. Infected Christianity: A Study of Modern Racism. Montreal: Mcgill-Queen's UP, 1988. Perry, Bruce, ed. Malcolm X: The Last Speeches. New York: Pathfinder, 1989. X, Malcolm. "Learning to Read." rpt. in Rereading America. ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford Books, 1992.

Buffy the Vampire Slayer Essay -- TV Television Show Essays

Buffy the Vampire Slayer Mentors feature prominently in the Gothic genre. From Dr Van Helsing in Bram Stoker's Dracula, who leads the young heroes into their quest to annihilate the Count, to Rupert Giles, the Watcher in Buffy the Vampire Slayer, older and more experienced adults have provided essential guidance for the younger protagonists of the genre. The differences in media of expression and the subsequent adaptations from novel to television series has not affected the presence of this character, more than a hundred years after the publication of Dracula in 1897. What also unites the novel and the series is their fin-de-sià ¨cle resonance. According to Elaine Showalter, sexually and socially subversive themes feature strongly in periods of cultural insecurity. In addition to the century that separates Buffy from the Count, there has been a plethora of vampire movies and books of various merits. As a result, the late-twentieth-century average spectator knows the basic facts of vampirism. Therefore, the creators of Buffy the Vampire Slayer need to challenge their audience through another aspect of the series. Turning to their advantage what might have been a serious hindrance, they adopt a self-reflexive ironic perspective on the genre. This tenuous but innovative tension between borrowing from the tenets of the Gothic and moving away from them is especially appreciable when one evaluates the Watcher, Giles. Giles embodies both the principles of continuity and daring innovation that characterise the series and contribute to its appeal. The similarities between Dr Van Helsing in Dracula and Giles in Buffy the Vampire Slayer create a sense of thematic and structural continuity through different media. They share a sim... ...Unofficial Critical Companion to Buffy and Angel. Ed. Roz Kaveney. London: Tauris, 2001, 98-119. 8. Wall, Brian and Michael Zryd. "Vampire dialectics. Knowledge, institutions and labour." Reading the Vampire Slayer. An unofficial critical companion to Buffy and Angel. Ed. Roz Kaveney. London: Tauris, 2001, 53-77. 9. Jung, C. G. The Phenomenology of the Spirit in Fairy Tales. 1912. Trans. R. F. C. Hull. London: Routledge and Kegan Paul, 1967. 10. Heilbronn, Lisa M. "Natural Man, Unnatural Science: Rejection of Science in Recent Science Fiction and Fantasy Film". Contours of the Fantastic. Ed. Michele K. Langford. New York: Greenwood, 1990, 113-9, 115. 11. Auerbach, Nina. Our Vampires, Ourselves. Chicago: U of Chicago P, 1995, 5. 12. Tudor, Andrew. Monsters and Mad Scientists. A Cultural History of the Horror Movie. 1989. Oxford: Blackwell, 1991, 114.

Freak the Mighty and The Mighty compare and contrast

Freak the Mighty and The Mighty and both known by many. One is a book and the other is a movie based on the book. Although they can relate to each other this book and movie both are unique in their own ways. One similarity of these pieces of art is that the chapters match up. Max’s childlike chapter titles are very much incorporated in the movie. For example, chapter 6 of the book â€Å"Close Encounter of the Turd Kind† is narrated in the movie. In addition, Killer Kane comes to the down under just as expected after the chapter title â€Å" What Came Down the Chimney†.Also, when Grim gets a gun Max hears the wretchedly loud conversation his grandparents had that he is not supposed to hear, just like in the book. Furthermore, the tone set by Rodman Philbrick is undeniably there considering the execution of the suspenseful scenes, i. e. when Kevin starts choking on american chop suey and when Max is throwing things in frustration when he learns his father is on par ole. While these similarities show what these pieces have incommon Freak the Mighty and The Mighty still have differences that make them distinctive.Although the characters have the same names, I have got to say there appearance was definitely incorrect. In the book Max was said to be 7 feet tall, while Kevin was said to be 2 feet tall. In the movie Max was about 6 feet and Kevin was the height of an average 6th grader at Eldorado K-8 ( about 4†6’). Kevin was supposed to have blond hair and blue eyes ( the movie gave him brown eyes and brown hair) while Maxes appearance was not clear in the book. Additionally, in the book, Kevin and Max seemingly lived in suburbia while the movie gave the impression they lived in much more of a city.For example, the old testaments seemed much bigger and better-looking than described in the book ( broken toys and ragged and dirty children who seemed a little broken themselves). The minor problem in plot detail is a third difference. In t he movie, Kevin is apparently Max’s LD (learning disabled) reading tutor. In the book there is no mention of tutoring that went on between the boys in school. Without a doubt, Freak the Mighty and The Mighty remain comparable by their names and who the story was inspired or written by, but these pieces are individual works of art with varying traits.

The Influence of Western Cowboys in America

Have you ever seen a typical American Western Movie? If so, I think it’s not difficult to form an image of western cowboys in your mind. Then what do they look like? A boy, wearing felt hat and riding boots with dagger and handgun on the waist, press his two legs powerful which makes the horse speed away. In a word, west cowboys are the heroes on horsebacks. Because of the lifestyle and behaviors of them, western cowboys have become a sign of liberty, bravery and adventuresome. From the old cowboys make influences on American culture gradually which can be seen from not only work of art but also their paraphernalia and ideas on values. Apart from movies, songs and poetry are also vivid in describing their feelings and life. According to Harold Braverman in his article published on VOA, they just sang these songs as they rode on the saddles of their horses across the cattle lands which were very close to them. ( At that time, they fought against the deserted area and silence with the beautiful tunes and words. As Thin Lizzy sang in the song â€Å"Cowboy Song† in Live And Dangerous, â€Å"Riding in the rodeo /Roll me over and set me free†. This could explain why they are so fascinated by the riding life—they are longing for liberty, of course. Their riding with their free thinking in the wind gradually becomes a symbol which roots in American dreams about freedom. A noose, cowboy towels, clothes, cowboy hat, cowboy boots–modern cowboy costume hasn't much difference from that in movies. Because everything has its existence value rather than is just decoration. For example, the noose is the most useful tool to control the herd. Once some cattle rush out the queue, cowboys use it to catch them which show their power and technique. The bandanna called cowboy towels is multipurpose which protect cowboys from sunburn, dust and chilliness. What’s more, the tall cowboy boots decorated with colorful leathers and spurs make it more efficient while working from horseback. I think it’s the rough and sharp surfaces that stimulate the horse to toe the line. Anyway, the wonderful images make a deep impression on ordinary people with the enthusiasm to catch the fashion dressing. To some extent, it also teaches people focus on the homemade or handwork without expensive materials. In the eyes of who advocate nature, these primary things can be just suitable. West cowboys are a group of people from all over the world who are looking for opportunities to become heroes. Most of them came from Mexico and South of America, where are close to the western America, but also are those from Nevada in Australia. To be a real cowboy, gift and acquired hard work are both required. Of course, tenacity is indispensable to a cowboy which contains too much meaning. First, he lives and accompanies with the herd. So they have self respect and show respects to the cattle at the same time for a better harmonious life. In Philip Ashton Rollins’s book The Cowboy: His Characteristics, His Equipment, and His Part in the development of the west, he mentioned that university of courage was an earmark of the cowboy’s trade. In fact, they face with the danger not only from the animals but also from the climate with Nature itself. They always stand hot, dusty, freezing weather conditions, the hard work and even damage deeply from inner alone. Most of the cowboys don’t seek fame or fortune, instead of their understanding and love of life. The cowboys have strong sense of justice, regard as a man of courage and daring, and stick to their own standards about rituals, laws and institutions outside. They are alone with the preference about the primitive life to modern urban life. But who really understand cowboy, understand their deep loneliness and magnificent? Understand they face west, grassland, herds of simple sentiment and ambitions? Perhaps, crowded cities in disgust and busy modern, more is the vast field and freedom. As traffic developed, arrived at the beginning of the 21st century, cowboy era finished. With the spread of the American culture, the cowboy culture with literature, film image, cowboy clothing, language, and the unique ballads, entertainment and so on influenced the whole world. Cowboys, with historical development and legend, become the important content of American culture, inspiring generations of America. Legend continues.

Economic History and Current India Essay

There have been recent studies of the entire history of the economy of india where it is possible to ananlyse where india stood its place in past and where it is currently held. Paul Birog made a thorough analysis of Asian countries GDP economic development of 1750-1918 where surprisingly the findings in 1700AD drawn economic statistics of world . China had 32. 8% GDP where as as india had 25% . UK at that time had 1. 8% GDP along with 1% GDP in USA. By the time of 1900 there was a total reversal of paradigm shift where US and UK had GDP growth of 41% whereas China and India suffered 1. 7% GDP overall. The western research shows that india was a economic giant . London economist Angus Madisson in 1990, one of the greatest british economist of all time was appointed by the OECD nations to verify Paul Birogs research along with different levels of assistances from different countries. Eventually in 2010 he published a 2000 year economy of India where it showed from 1AD India topped thed world with 34% GDP. Still in 1000AD it had 28% GDP. In the years 1500 and 1600 china overtakes india. Again in 1700 india overtakes china and finally the entire crash of the Indian economy began later in 1750’s where the british colonial overlords landed in the country and started looting the country and exploiting its resources. The OECD website refers in the â€Å"world economic history and millennium perspective† lists out all these information which have been quoted before. It is one of the most trusted and relied upon website to refer to the statistics of the world economies. Although the word society is absent completely in western society where Margaret Thatcher said in 1971, that there is nothing called as society. And today all the western accepts today is the alternate version of so called civil society. Now civil society is totally different from the traditional society where it can be suggested that it is a form of ‘anti society’. Civil society which is the current western trend is based on social contractual theory, which all the institution are based including out democratic government where each citizen is recognized as co-citizen in country rather than mutual brotherhood based society. For eg. In USA, in Philedelphia, a Son can file a case against his own father for divorce of relationship and can achieve his claim since there is no cultural society, it is a civil society where 2 people are viewed as co-citizens rather with any blood and brotherly relationship. The complete western understanding, their institutions, sociology, individualism, constitutional theory of west does not recognize normal basic human relationship. But whereas our Indian society has always been working entirely on human relations since the ages of time where india showed a huge economic superpower with traditional society. Today since Indian government which is puppying around the western ideology fail to realize that they are taking the economy of the nation into a huge catastrophy. In 1993, when Manmohan Singh was the finance minister invited jagadish bhagavati a neo economist from USA, who formed the entire Duncan WTO treaty for the situation crisis in india with its economic situation. He suggested that the problem with Indian people is that they are saving more than need which comes around 23%GDP,out of which 19 % GDP were only saved by Indians. His advise included to bring down the savings of the people by different means of taxations and other techniques to 9-10%. Out of which this 9 -10% should only be focused on food, shelter like basic needs and increase productions by employing more people and made a whole theory model on that. His theory on Indian situation stated that unless you destroy the family saving of the Indian people and bring it down to half of it, there was no chance of development. He also made a research on the Indian families that Indian woman played a vital role in taking hold of the savings of her family expenditures. So his ideas proposed to change the mentality of the reserved family woman to consumer based woman where she can be advertised to spend more of our money and change the family structure symmetrically in Indian society. In western society there is no propensity to save money assets, thus as a result many families are destroyed. Today 51% Americans are single parent family, out of which 41% children are born to unwed mothers, 20% born for school going children. 51% of the American people are dependent on government support on life insurance, health support etc. where as Indian people have always been dependent on society. Moreover the western economy is build on contractual interest based constitutional society which has led to time bomb ticking economy is USA and other European countries. Today the present scenario has changed the entire habitual thinking process of the people in India. They have a huge affiliated love towards the western society and its features less realizing the suicidal catastrophic and destructive features of its empire. The govt. in India always claim to be globalizing with the world but in reality, india is Americanizing by focusing only on American economic model. There are other traditional society based economies like Japan and germany wherr they instead of manipulating the crowd, they motivate their savings in their family and encourage only the financial institutions to put up money in trades of stock market. There is a huge commonality between the german or Japanese structure of economic history of rich cultural based society which our country could have adopted for the people but current democractic model is partially by the people but it has terribly failed to be for the people by inviting the civil society in our country. Indian economies,constitutions, institutions,sociology, philosophy, education etc all are based on the government economic blueprint of those same people who looted the country, colonized it and then destroyed the Indian GDP. CONCLUSION There are fraternity based economic models in this world with which we share commonality and our ideas should be to have a wider understanding of the world with whom we relate culturally and socially and only then our economic model can be aligned to them to achieve prosperity and serenity in our country.

Mental Disorder and Mental Health Problems Essay

This unit aims to provide the learner with knowledge of the main forms of mental health problems according to the psychiatric classification system. Learners also consider the strengths and limitations of this model and look at alternative frameworks for understanding mental distress. The focus of the unit is on understanding the different ways in which mental health problems impact on the individual and others in their social network. It also considers the benefits of early intervention in promoting mental health and well-being. Credit Level 3 3 Assessment criteria The learner can: 1.1 Describe the main types of mental ill health according to the psychiatric (DSM/ICD) classification system: mood disorders, personality disorders, anxiety disorders, psychotic disorders, substance-related disorders, eating disorders, cognitive disorders 1.2 Explain the key strengths and limitations of the psychiatric classification system see more:psychiatric (dsm/icd) classification system 1.3 Explain two alternative frameworks for understanding mental distress 1.4 Explain how mental ill health may be indicated through an individual’s emotions, thinking and behaviour 2. Know the impact of mental ill health on individuals and others in their social network 2.1 Explain how individuals experience discrimination due to misinformation, assumptions and stereotypes about mental ill health 2.2 Explain how mental ill health may have an impact on the individual including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts Learning outcomes The learner will: 1. Know the main forms of mental ill health 2.3 Explain how mental ill health may have an impact on those in the individual’s familial, social or work network including: a. psychological and emotional b. practical and financial c. the impact of using services d. social exclusion e. positive impacts 2.4 Explain the benefits of early intervention in promoting an individual’s mental health and well-being Notes for Guidance In learning outcome 1, assessment criterion 1, learners are asked to describe ‘the main types of mental ill health according to the psychiatric (DSM/ICD) classification system’. Learners should demonstrate knowledge of how types of mental health are categorised by their main signs and symptoms and how the system attempts to draw a line between mental health and mental disorder. Learners do not need to demonstrate detailed knowledge of each form of disorder within each category.