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Daryl Bambic

Behaviorism - 4 views

  • Psychology should be seen as a science. 
  • Its theoretical goal is … prediction and control” (1913, p. 158).
  • concerned with observable behavior,
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  • a person’s environment determines their behavior
  • 'tabula rasa' (a blank slate).
  • There is little difference between the learning that takes place in humans and that in other animals.  Therefore research can be carried out on animals as well as humans.
  • Behavior is the result of stimulus – response
  • no matter how complex,
  • All behavior is learnt from the environment
  • Limitations
  • Strengths
  • The psychodynamic approach (Freud) criticizes behaviorism as it does not take into account the unconscious mind’s influence on behavior, and instead focuses on external observable behavior.
  • (tabula rasa)
  • Humanism also rejects the nomothetic approach
  • humans have free will (personal agency
  • Chromosomes and hormones
  • Mediation processes occur between stimulus and response, such as memory, thinking, problem solving etc.
    • Daryl Bambic
       
      What are the three main objections of the Behaviourism?
    • Marie-Lise Pagé
       
      The three main objections is that human cannot be compare to animals, human have free will and they make their own decisions and it doesn't take into account the unconscious mind.
    • Julian Posteraro
       
      1) Humans have free will and are able to make their own decisions. This is objected because our actions are made based on our surroundings. 2) Animals and humans are not comparable. They are however because they can both be controlled by a stimulus for example. 3) People are born with a blank slate in their mind. Freud believed that they were actually born with instincts.  
    • kelsey sazant
       
      The three main objections of the Behaviourism is that humans cannot be accurately represented by animals because we have a different and more complex mind we also have free will and a different decision making process. Hormones also have a huge influence on our behaviour, this does not effect animals as drastically. 
    • Ally Talarico
       
      We are born with a "blank slate" therefore we are not born with a unconscious mind. Behavior isn't determined by our unconscious mind but by our environment. If it's not measurable, it's not a good theory. Also, we can't test on animals and just accept that they are the same as humans. They aren't. We are a lot more advanced and complex than most animals. We have free will and we make decisions differently than they do. 
    • Daryl Bambic
       
      What are the strengths of Behaviourism?
    • Marie-Lise Pagé
       
      The strengths are that it's scientific so the experements done can support the theories. It helps us understand certain behaviours we have. Also, it can help us compare ourselves to animals since most of the experements are done on animals. 
    • Julian Posteraro
       
      Behaviourism is beneficial because knowing that a simple or complex stimulas can trigger a certain reaction, we can learn how to better control other people or animals. For example, a stimulas can be used to train your pet animal or to calm your energetic child down. Knowing that behaviourism is predictable, we can have a certain amount of subtle control over others when needed, in therapy for example. There are also many experiments that help support the theories of Behaviourism. This is also something that is common between animals and humans. We both can react a certain way based on our environment. 
    • Ally Talarico
       
      It's scientific, it's highly applicable through therapy, it emphasizes objective measurement. There are many experiments to support theories as well. 
    • kelsey sazant
       
      The main strengths of Behaviourism are that it is scientific and therefore can test and approve or reject falsifiable theories. It can also be used as therapy or treatment if used or understood properly. It also helps us understand our behaviours by comparing them to animals, this helps us further understand our own species through the observation of another. 
    • Daryl Bambic
       
      Why is Behaviourism primarily concerned with observable behaviour? How is that different from Freudian psychoanalytic theory?
    • Marie-Lise Pagé
       
      Behaviourism is primarily concerned with observable  behaviour because it wants to have data and the only way to get it is by seeing something happen. It is different than the Freudian psychoanalytic because Freud's theory was that you can't change the behaviour, but in behaviourism we can change the reaction.  Behaviourism says that internal events like thinking will be explained with olur behaviour.
    • Jordyn Shell
       
      Behaviourism is primarily concerned with observable  behaviour because the only way to know if something is occurring is to OBSERVE IT, hence 'observable behaviour' (behaviours which are required to be seen, like MLP said). It's different than Freud's theory because he believed that behaviour was permanent, no matter what the behaviour was. However you acted and such wasn't controllable or changeable.
    • Ally Talarico
       
      Behaviorism is proven by observation. Also, the theory explains that we can change the reaction of certain other actions. Freudian theory believes that behavior or permanent. Although we believe that we are being rational when making decisions, we really aren't.
    • Eli Michon
       
      Behaviorism need observation to be justified because you cant know what is happening unless it's witnessed. when thinking about this, i think of how a person under arrest is innocent until proven guilty. Freudian theory however presumed that behavior was a permanent thing and that every psychological advance you made would be determined and preset.
    • Julian Posteraro
       
      Behaviourism is concerned with observable behaviour because our environment determines our behaviour. Technically, people have no free will because every action made is a reaction to another. Freud doesn't take into consideration the unconscious mind and disregards behaviourism. He also believes that we are born with instincts and not with "tabula rasa". These two theories are different because if our surroundings can predetermine our behaviour, then our behaviour isn't permanent unless our environment is.  
    • kelsey sazant
       
      Behaviorism is primarily concerned with observable behaviour because the only way to be certain that a change is occurring is to see it. This is quite different than Freud's theory because he believed that the behaviours that humans have cannot be altered. However, although our behaviours are believed to be set in stone, some things like routines and environments can change our reactions and perspectives. 
    • Emilie L
       
      'Because the study of behavior(ism) relies on the things we do visually (thus observable behavior). Like the text mentions, its an external and measurable study, instead of "average" physcology which is passed off on internal oberservaton (thoughts). It's different because Freudian theory suggest that everything is done mentally: our decisions, reactions. Happens through the brain; behaviorism suggests that we can study something that is said to be in our minds, based off of our actions (externally)
Daryl Bambic

1.1 Psychology as a Science | Introduction to Psychology - 1st Canadian Edition - 1 views

  • Because values cannot be considered to be either true or false, science cannot prove or disprove them.
    • Daryl Bambic
       
      Falsifiability + Popper
    • Daryl Bambic
       
      See Popper and why it is important to be able to prove something false.
  • This factual information can and should be made available to help people formulate their values about abortion and incarceration, as well as to enable governments to articulate appropriate policies
  • Although scientists use research to help establish facts, the distinction between values and facts is not always clear-cut. Sometimes statements that scientists consider to be factual turn out later, on the basis of further research, to be partially or even entirely incorrect
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  • A major goal of psychology is to predict behaviour by understanding its causes. Making predictions is difficult, in part because people vary and respond differently in different situations.
  • differences in extraversion, intelligence, self-esteem, anxiety, aggression, and conformity.
  • we cannot always predict who will become aggressive or who will perform best in graduate school or on the job.
  • predictions made by psychologists (and most other scientists) are only probabilistic.
  • behaviour is that almost all behaviour is multiply determined, or produced by many factors.
  • depression is caused by lower-level genetic factors, by medium-level personal factors, and by higher-level social and cultural factors.
  • single cause.
  • are not independent of one another
  • much human behaviour is caused by factors that are outside our conscious awareness,
  • Sigmund Freud (1856-1939), who argued that many psychological disorders were caused by memories that we have repressed and thus remain outside our consciousness.
  • Research demonstrates that individuals who are exposed to highly stressful situations over long periods of time develop more health problems than those who are not
    • Daryl Bambic
       
      "Research demonstrates"...what is wrong with this? Can we know how this study was conducted? What were the variables? Was it correlation or causation?
  • Although science is not perfect, the requirements of empiricism and objectivity result in a much greater chance of producing an accurate understanding of human behaviour than is available through other approaches.
    • Daryl Bambic
       
      Great psychologists have not used the scientific method and contributed important insights into human behaviour. What role does the unconscious mind play in behaviour?
  • biological influences
  • abilities and characteristics of individual people
  • social groups,
  • cognitive and motivational biases
  • Research psychologists use scientific methods to create new knowledge about the causes of behaviour, whereas psychologist-practitioners, such as clinical, counselling, industrial-organizational, and school psychologists, use existing research to enhance the everyday life of others.
    • Daryl Bambic
       
      Leave a sticky note for yourself or others with whom you share this page.
  • collect and interpret data in their everyday lives
  • accepting explanations for events without testing them thoroughly may lead us to think that we know the causes of things when we really do not.
  • Empirical methods include the processes of collecting and organizing data and drawing conclusions about those data
  • scientific method as the set of assumptions, rules, and procedures that scientists use to conduct empirical research.
  • Statements that cannot be objectively measured or objectively determined to be true or false are not within the domain of scientific inquiry
  • Values are personal statements such as “Abortion should not be permitted in this country,” “I will go to heaven when I die,”
mira ahmad

Why teens are prone to drug addiction, behavioural disorders... - 0 views

  • why adolescents are more vulnerable to drug addiction, behavioural disorders, and other psychological ills.
  • adolescent brains react to rewards with far greater excitement than adult brains.
  • a greater degree of disorganization in adolescent brains.
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  • At the time of reward, nearly one-third of adolescent neurons became excited (shown in red) though the level of inhibition (in blue) changed marginally. Adult neurons registered much higher inhibitory activity and less excitation.
    • mira ahmad
       
      This explains the science behind the difference in brain activity between adults and teens. The adult neurons reacted with less excitation and higher inhibitory. 
  • The extreme difference in brain activity provides a possible physiological explanation as to why teenagers are more prone than adults to rash behaviour, addiction, and mental diseases
  • "This could intensify the effect of reward on decision making and answer several questions regarding adolescent behaviour,
  • The type of erratic activity in the cortex that she and Sturman observed could aggravate these conditions at a time when the maturing brain is vulnerable.
  •  
    This article is interesting because it explains the science behind the difference in brain activity between adults and teens. It then gives a physiological explanation as to why teens are more prone then adults are to addiction, mental diseases, behavioural disorders and psychological illnesses. It speaks about different parts of the brain, relating them to their specific activities and then explains how this effects the teen negatively, while comparing everything with adults.
Daryl Bambic

Animal Emotions: Exploring Passionate Natures | BioScience | Oxford Academic - 1 views

  • because emotions have evolved in specific contexts.
  • Categorically denying emotions to animals because they cannot be studied directly does not constitute a reasonable argument against their existence.
    • Daryl Bambic
       
      To deny that something is real without first investigating its existence is not good science.
  • Field research
    • Daryl Bambic
       
      meaning in nature and not in a lab
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  • phenotypes
    • Daryl Bambic
       
      This means a type of behaviour related to a species, like mating behaviour for example.
  • My goal is to convince skeptics that a combination of “hard” and “soft” interdisciplinary research is necessary to advance the study of animal emotions.
  • broadly defined as psychological phenomena that help in behavioral management and control
  • Likewise, no single theory of emotions captures the complexity of the phenomena called emotions
  • It is important to extend our research beyond the underlying physiological mechanisms that mask the richness of the emotional lives of many animals and learn more about how emotions serve them as they go about their daily activities
    • Daryl Bambic
       
      Ignore the previous sentence because this one explains it: the study of emotions needs to focus more on how they help us in life and less on the biology of them.
  • emotions are real and that they are extremely important,
  • René Descartes
    • Daryl Bambic
       
      The philosopher who said, "I think therefore I am". He divided humans into mind/body.
  • B. F. Skinner
    • Daryl Bambic
       
      Skinner was a pioneer in behaviour conditioning. He taught that emotions, because we can't measure them, are not important to understanding behaviour.
  • Why then are there competing views on the nature of animal emotions? In part, this is because some people view humans as unique animals, created in the image of God
  • researchers studying animal behavior came to realize that there was too little in studies of animal emotions and minds that was directly observable, measurable, and verifiable, and chose instead to concentrate on behavior because overt actions could be seen, measured objectively, and verified
  • Most researchers now believe that emotions are not simply the result of some bodily state that leads to an action
  • William James and Carl Lange
  • James and Lange argued that fear, for example, results from an awareness of the bodily changes (heart rate, temperature) that were stimulated by a fearful stimulus.
  • Walter Cannon's criticisms
  • there is a mental component that does not have to follow a bodily reaction
  • drugs producing bodily changes like those accompanying an emotional experience
  • do not produce the same type of conscious experience of fear
    • Daryl Bambic
       
      The textbook spoke of this.
  • Primary emotions, considered to be basic inborn emotions
  • Natural selection has resulted in innate reactions that are crucial to individual survival.
  • are wired into the evolutionary old limbic system (especially the amygdala), the “emotional” part of the brain
  • substrate
    • Daryl Bambic
       
      Substitue 'circuit' for this word
  • . Each is connected to the other two but each also has its own capacities
  • current research (LeDoux 1996) indicates that all emotions are not necessarily packaged into a single system, and there may be more than one emotional system in the brain.
  • Secondary emotions are those that are experienced or felt, evaluated, and reflected on. Secondary emotions involve higher brain centers in the cerebral cortex.
  • ethologists
    • Daryl Bambic
       
      Ethology is the study of animal behaviour and mind
  • cognitive ethologists want to know what it is like to be another animal.
  • concerns how emotions and cognition are linked
  • A sense of self in the act of knowing is created,
  • various brain structures map both the organism and external objects
  • I am inclined merely to delete it [the mental realm] from biological explanation, because it is an entirely private phenomenon, and biology must deal with the publicly demonstrable.”
  • abanac postulated that the first mental event to emerge into consciousness was the ability of an individual to experience the sensations of pleasure and displeasure
  • Examples of animal emotions
  • Social play
  • Studies of the chemistry of play support the idea that play is enjoyable.
  • dopamine (and perhaps serotonin and norepinephrine)
  • rats enjoy being playfully tickled.
  • grief in geese
  • grief and depression in orphan elephants is a real phenomeno
  • It is unlikely that romantic love (or any emotion) first appeared in humans with no evolutionary precursors in animals
  • common brain systems and homologous chemicals underlying love that are shared among humans and animals
  • No one discipline will be able to answer all of the important questions that still need to be dealt with in the study of animal emotions
  • However, research that reduces and minimizes animal behavior and animal emotions to neural firings, muscle movements, and hormonal effects will not likely lead us significantly closer to an understanding of animal emotions.
  • All research involves leaps of faith from available data to the conclusions
    • Daryl Bambic
       
      What do you think about this sentence?
  • studies of the behavior of captive animals
  • Field work also can be problematic. It can be too uncontrolled to allow for reliable conclusions to be drawn.
  • behavior is primary; neural systems subserve behavior
  • Emotions are an integral part of human life, so why not for other animals?
  • in many instances, differences in degree rather than differences in kind.
Julian Pendenza

BEATING THE ODDS - 1 views

  • Every state except Utah and Hawai'i permits some form of gambling.
  • Not surprisingly, gambling losses have skyrocketed. Every year, American consumers blow more money on gambling than we spend on music, movies, professional sports, theme parks, and cruises combined, says Dixon—an estimated $68 billion in 2002, according to one source.
    • Julian Pendenza
       
      Important fact
  • 1 percent
  • ...11 more annotations...
  • 3 percent in the last 20 years
  • they are hugely in debt...and their families are in a shambles.
    • Julian Pendenza
       
      One of the main problems of gambling
  • the most common treatment option for the problem, recorded a success rate of only 8 percent after two years of treatment. Therapy can boost the success rate considerably, but many people still don't respond well or simply don't have access to it.
    • Julian Pendenza
       
      This is a reason of why this is such a big problem in today society
  • First, he's set up a "casino room" in his lab. This room, equipped with a one-way mirror for observing subjects, has slot machines, a roulette wheel, a craps table, and a poker table. No money is used to play these games, only tokens, but the physical experience of gambling is otherwise the same. (Research subjects do sometimes get extra course credit or gift cards as incentives for participating.)
    • Julian Pendenza
       
      Procedure for expierement
  • • Immediate gratification.
  • • Irrational beliefs
  • Pathological gamblers "don't have rational discounting curves," says Dixon. "They would rather have smaller amounts of money immediately than more later.
  • Perceptions of winning and losing.
  • Impulsivity and the gambling environment.
  • The illusion of control
  • The fact that money isn't the only motivation for gambling is something that Dixon and his students know from the Gambling Intervention Program, which he began at SIUC in early 2005. This free eight-week program, closely modeled after a program developed by psychologist Nancy Petry at the University of Connecticut School of Medicine, is tailored to the individual.
    • Julian Pendenza
       
      justification
  •  
    Behaviour research and its relation with Gambling, written by Marilyn Davis. Based on the research done by a professor of behaviour analysis and therapy with SIUC's rehabilitation Institution. This is a credible site because it is a ''.edu'' site which means educational organization. There for its a site whose purpose is to educate. Also it is a site created for the Southern Illinois University.
Daryl Bambic

The Psychology of Cults - All In The Mind - ABC Radio National (Australian Broadcasting... - 1 views

  • participating without informed consent or proper screening
  • ulnerable state
  • Kenja
  • ...37 more annotations...
  • e suicided after being unable to cope, particularly when they leave the groups.
  • They consisted of two people sitting opposite each other silently looking at the other person’s eye and the recipient in session was able to have a look at the experiences and emotions and things in their life that they had not fully come to terms with, and that were unconsciously stopping them from being who they wanted to be. It was very emotional.
  • new pathway
  • ideas as much as the man that I found attractive.
  • Klowning was based on the idea that we are not who we think we are.
  • ble to find out the really human part of us.
  • here’s a whole language that goes with this group, isn’t there, and processing is one thing that you would go through
  • charismatic, he did have that capacity to have a group of people in front of him and hold their attention.
  • nudity has no significance other than what you give it, and if you think that this is in any way inappropriate that’s your dirty mind.
  • ut of research done by the CIA and the KGB after the Second World War in trying to understand how Hitler was able to persuade a whole population to a particular way of thinking and particular behaviour, and that research got out into the wider community
  • on Hubbard used a lot of these techniques in his organisation and then a lot of people who had been in Scientology
  • ocial animals,
  • emotional right-brain
  • Hypnotic states are nothing magical but in fact natural hypnotic states occur on a regular basis if we allow them to, about every two hours during the day. There’s a natural down time when our left-brain sort of quietens and our right-brain and our body is able to do a bit of a tune-up of physical processes like blood-pressure and heart-rate and cortisol levels.
  • dissociative state
  • driving somewhere
  • ay-dreamy
  • o when people use techniques that are going to help induce this state it’s not something you’re necessarily going to resist if you don’t realise that perhaps there is an ulterior motive.
  • ocus their attention
  • charismatic leader,
  • behaviour was right or wrong
  • It’s very interesting studying some of the gurus or the charismatic figures you say you often find that they are often people who have actually started out with very good intentions and just find they have this natural ability to attract people to them, or because they may be good listeners, people feel that they’ve got something to offer
  • hallucinate. I
  • en Dyers, was facing 22 charges of sexual assault on two 12-year-old girls
  • Before they were heard in court he took his own life.
  • ersonality definitely changed
  • almost layered by the group norm
  • staying as connected
  • learn all they can about the group and continue to just ask questions to try and find our more
  • But there are some positive things about some groups and it’s likely that some people live happier lives being part of some groups than they would on their own.
  • groups are often filling desperate needs in people that are not being filled by the way we now live. The way we are now is very isolating, people are often expected to work very long hours, or have very long commutes. More and more families are living apart, so we do not live in a community that is kind to people or respects people. So anybody really is vulnerable, it’s not just, you know, the weak-willed, it’s anybody at a particular time in their life, and particularly if they’re isolated from family and friends.
  • Some of the factors that are most important in human wellbeing are a sense of connectedness and a sense of control over your life now and in the future. So what often these organisations do is offer a whole list of very simple rules, if you just follow these rules then you’ll feel okay. If you just remove yourself from that world and you just mix with us everything will be okay. So they often offer a sort of a way of getting back some feeling of control.
  • describe some of the techniques, not necessarily the abuse that may have occurred, and then to help them understand that they were involved in quite a deliberate psychological process.
  • validate their humanity
  • what was missing before and helping them create a life now that is healthier and more balanced and does meet all their needs as a human being.
  • people who grow up in these organisations and really are trapped, and for those that grow up and then start to rebel as teenagers or as young adults and leave, it is very, very difficult because that’s been their reality.
  • recognition by the courts and by particularly the Family Law Court and we need education of the legal profession and I think the professional organisations, particularly the professional health organisations need to be more pro-active in first of all educating themselves about what these issues are and then making it very clear in their code of ethics of these different professional groups how the codes of ethics dovetail with belief systems.
Raghav Mohan

Stress Symptoms, Signs & Causes: Effects of Stress Overload - 0 views

  •  
    This site clearly states the major facts about STRESS. It's a reliable site because I read into it and it is trust worthy and a non-profit organization that provides us information and it is constantly updated which shows that it is up to date. It helps us understand stress, it's symptoms, and causes.
  • ...1 more comment...
  •  
    what is stress? Stress is a normal physical response to events that make you feel threatened or upset your balance in some way.
  •  
    We respond to stress in a unique way, it almost becomes "normal" to us. When we are overloaded by stress that is where many problems kick in and there is not much we can do about it besides try to control whatever it is that is bothering us and causing this stress
  •  
    Stress signs/symptoms are physical, emotional, cognitive and behavioural.
Emilie L

The Mind of the Narcissist - 0 views

    • Emilie L
       
      himself vs. reflection: major point
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic). Others confine their lack of self-love to certain of their traits, to their personal history, or to some of their behaviour patterns. Yet others feel content with who they are and with what they are doing (ego-syntonic). But one group of people seems distinct in its mental constitution – narcissists.
    • Emilie L
       
      * keyword: distinct mental constitution (that differs from all the different kinds of confidence kinda brain traits)
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic).
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  • Narcissus is not in love with himself. He is in love with his reflection
  • Loving your True Self is healthy, adaptive, and functional. Loving a reflection has two major drawbacks: One depends on the existence and availability of the reflection to produce the emotion of self-love. The absence of a "compass", an "objective and realistic yardstick", by which to judge the authenticity of the reflection. In other words, it is impossible to tell whether the reflection is true to reality – and, if so, to what extent.
  • they direct their love to other people's impressions of them. He who loves only impressions is incapable of loving people, himself included.
  • If he cannot love himself – he must love his reflection
  • ut to love his reflection – it must be loveable
  • the narcissist is preoccupied with projecting a loveable image, albeit compatible with his self-image (the way he "sees" himself).
  • The more successful this projected image (or series of successive images) is in generating Narcissistic Supply (NS) – the more the narcissist becomes divorced from his True Self and married to the image.
    • Emilie L
       
      Meaning, the better he is capable of mentally creating better image for himself in the eyes of others (therefore his 'reflection') the more he becomes 'in love' with the idea of himself then who he truly is
  • he prefers his image
  • The narcissist, therefore, is not selfish – because his True Self is paralysed and subordinate
    • Emilie L
       
      * very good point
  • narcissist is not attuned exclusively to his needs. On the contrary: he ignores them because many of them conflict with his ostensible omnipotence and omniscience. He does not put himself first – he puts his self last. He caters to the needs and wishes of everyone around him – because he craves their love and admiration. It is through their reactions that he acquires a sense of distinct self. In many ways he annuls himself – only to re-invent himself through the look of others. He is the person most insensitive to his true needs.
  • rains himself of mental energy in this process. This is why he has none left to dedicate to others
    • Emilie L
       
      he is so focused in pleasing everyone else to this image that he has no time to dedicate himself to others = lack of empathy
  • Why should people indulge the narcissist, divert time and energy, give him attention, love and adulation? The narcissist's answer is simple: because he is entitled to it
  • Actually, he feels betrayed, discriminated against and underprivileged because he believes that he is not being treated fairly, that he should get more than he does
  • Clinical data show that there is rarely any realistic basis for these grandiose notions of greatness and uniqueness.
    • Emilie L
       
      meaning there is nothing really extravagant or particular about them that they should (or could even be really driven!!) to be narcissistic 
  • The narcissist is forced to use other people in order to feel that he exists
  • He is a habitual "people-junkie"
  • With time, he comes to regard those around him as mere instruments of gratification, as two-dimensional cartoon figures with negligible lines in the script of his magnificent life.
    • Emilie L
       
      bases his own happiness on what others are doing around him + their reflection of him
  • A personality whose very existence is a derivative of its reflection in other people's minds is perilously dependent on these people's perceptions. They are the Source of Narcissistic Supply (NSS). Criticism and disapproval are interpreted as a sadistic withholding of said supply and as a direct threat to the narcissist's mental house of cards.
  • The narcissist does not suffer from a faulty sense of causation. He is not oblivious to the likely outcomes of his actions and to the price he may have to pay. But he doesn't care.
  • he reacts to what he perceives to be a danger to the very cohesion of his self. Thus, every minor disagreement with a Source of Narcissistic Supply – another person – is interpreted as a threat to the narcissist's very self-worth.
    • Emilie L
       
      * big point
  • He would rather discern disapproval and unjustified criticism where there are none then face the consequences of being caught off-guard.
  • that the narcissist cannot take chances. He would rather be mistaken then remain without Narcissistic Supply
  • blames others for his behaviour
    • Emilie L
       
      again, lack of humility
  • The narcissist – wittingly or not – utilises people to buttress his self-image and to regulate his sense of self-worth. As long and in as much as they are instrumental in achieving these goals, he holds them in high regard, they are valuable to him
  • This is a result of his inability to love others: he lacks empathy, he thinks utility, and, thus, he reduces others to mere instruments
  • In 1977 the DSM-III criteria included: An inflated valuation of oneself (exaggeration of talents and achievements, demonstration of presumptuous self-confidence); Interpersonal exploitation (uses others to satisfy his needs and desires, expects preferential treatment without undertaking mutual commitments); Possesses expansive imagination (externalises immature and non-regimented fantasies, "prevaricates to redeem self-illusions"); Displays supercilious imperturbability (except when the narcissistic confidence is shaken), nonchalant, unimpressed and cold-blooded; Defective social conscience (rebels against the conventions of common social existence, does not value personal integrity and the rights of other people).
    • Emilie L
       
      1977 Criteria to Narcissistics * very interesting, gives personality traits + actions 
  • He sees them only through this lens.
  • The narcissist is portrayed as a monster, a ruthless and exploitative person. Yet, inside, the narcissist suffers from a chronic lack of confidence and is fundamentally dissatisfied. This applies to all narcissists. The distinction between "compensatory" and "classic" narcissists is spurious. All narcissists are walking scar tissue, the outcomes of various forms of abuse.
    • Emilie L
       
      strong on the outside, weak on the inside * contradicts with the other article I read earlier..
  • Freud (1915) offered a trilateral model of the human psyche, composed of the Id, the Ego, and the Superego.
    • Emilie L
       
      * find further research
  • According to Freud, narcissists are dominated by their Ego to such an extent that the Id and Superego are neutralised. Early in his career, Freud believed narcissism to be a normal developmental phase between autoeroticism and object-love. Later on, he concluded that linear development can be thwarted by the very efforts we all make in our infancy to evolve the capacity to love an object (another person).
  • The frustrated and abused child learns that the only "object" he can trust and that is always and reliably available, the only person he can love without being abandoned or hurt – is himself.
    • Emilie L
       
      ouuuu
  • This choice – to concentrate on the self – is the result of an unconscious decision to give up a consistently frustrating and unrewarding effort to love others and to trust them.
  • So, is pathological narcissism the outcome of verbal, sexual, physical, or psychological abuse (the overwhelming view) – or, on the contrary, the sad result of spoiling the child and idolising it (Millon, the late Freud)?
    • Emilie L
       
      What makes a narcissistic (i.e., triggers it?)
  • Overweening, smothering, spoiling, overvaluing, and idolising the child – are also forms of parental abuse.
    • Emilie L
       
      Too much love can apparently ruin a child
  • This is because, as Horney pointed out, the smothered and spoiled child is dehumanised and instrumentalised. His parents love him not for what he really is – but for what they wish and imagine him to be: the fulfilment of their dreams and frustrated wishes. The child becomes the vessel of his parents' discontented lives, a tool, the magic airbrush with which they seek to transform their failures into successes, their humiliation into victory, their frustrations into happiness. The child is taught to give up on reality and adopt the parental fantasies. Such an unfortunate child feels omnipotent and omniscient, perfect and brilliant, worthy of adoration and entitled to special treatment. The faculties that are honed by constantly brushing against bruising reality – empathy, compassion, a realistic assessment of one's abilities and limitations, realistic expectations of oneself and of others, personal boundaries, team work, social skills, perseverance and goal-orientation, not to mention the ability to postpone gratification and to work hard to achieve it – are all lacking or missing altogether. This kind of child turned adult sees no reason to invest resources in his skills and education, convinced that his inherent genius should suffice. He feels entitled for merely being, rather than for actually doing (rather as the nobility in days gone by felt entitled not by virtue of its merits but as the inevitable, foreordained outcome of its birth right). The narcissist is not meritocratic – but aristocratic.
    • Emilie L
       
      too much love explained: the child is smothered by love and thus thinks theres a reason for it nana the world revolves around me because mummy and Daddy think so I am there pride and joy, because I am in fact an angel... now look at me I am a narcissitic and it's like a legit mental disorder.
  • This is Millon's mistake. He makes a distinction between several types of narcissists. He wrongly assumes that the "classic" narcissist is the outcome of parental overvaluation, idolisation, and spoiling and, thus, is possessed of supreme, unchallenged, self-confidence, and is devoid of all self-doubt.
  • Yet, this distinction is both wrong and unnecessary. Psychodynamically, there is only one type of pathological narcissism – though there are two developmental paths to it. And all narcissists are besieged by deeply ingrained (though at times not conscious) feelings of inadequacy, fears of failure, masochistic desires to be penalised, a fluctuating sense of self-worth (regulated by NS), and an overwhelming sensation of fakeness.
    • Emilie L
       
      * much importanto: there is only reaaally one type of narcissism despite having two different paths to it i. too much love ii. not enough 
  • hey tend to ignore him – or actively abuse him – when these needs are no longer pressing or existent.
  • The narcissist's past of abuse teaches him to avoid deeper relationships in order to escape this painful approach-avoidance pendulum. Protecting himself from hurt and from abandonment, he insulates himself from people around him. He digs in – rather than spring out.
  • This shocking revelation deforms the budding Ego. The child forms a strong dependence (as opposed to attachment) on his parents. This dependence is really the outcome of fear, the mirror image of aggression. In Freud-speak (psychoanalysis) we say that the child is likely to develop accentuated oral fixations and regressions. In plain terms, we are likely to see a lost, phobic, helpless, raging child.
    • Emilie L
       
      child-like ego problems: strong dependence on parents creates a super vulnerable child
  •  
    "The World of the Narcissist (Essay)" - tons of information +lots to read through, primary resource! like a fountain of info on narcissists. Reliability: not many ads, written by a doctor (has his CV published online, http://samvak.tripod.com/cv.html), wrote two books- one of which is an "ebook"
Daryl Bambic

NOVA | The Nurture of Nature - 1 views

  • Harvard naturalist E. O. Wilson published his seminal Sociobiology in 1975. The book unleashed a heated debate over whether social behaviors such as altruism or aggression could have a genetic basis, a controversy that helped spur the now vigorous research into such mysteries.
  •  
    How genes influence behaviour; the beginning of sociobiology
Chrissy Le

Harvard Education Letter - 2 views

  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
Catherine Delisle

Psychopaths' brains wired to seek rewards, no matter the consequences - 0 views

    • Catherine Delisle
       
      This website is very interesting because it explains that the behaviour of a psychopath is highly related to the reward system of the brain called the nucleus accumbens. A hyper-reactive dopamine reward system is the source of a psychopath's behaviour, which causes violent crimes, recidivism, and substance abuse. They also found that substance abuse has a strong impact on psychopathy.
Chanelle Miller

Stress Management - Academic Skills Center: Study Skills Library - Cal Poly, San Luis O... - 0 views

  • How Does Stress Affect You?
    • Chanelle Miller
       
      Psychological:  -Body produces hormones to fight harder or run faster. -Stress can cause heart disease due to the increase in blood pressure and tension that is put on the arteries. -Effects Your immune system therefore causing illnesses.
    • Chanelle Miller
       
      Psychological: -Lack of interaction and good decision making. -Stress can cause anxiety and depression
    • Chanelle Miller
       
      Behavioural: -Causes you to be excited or annoyed. -Takes part in the reason why people smoke, drink and laziness
  • What Causes Stress?
  • Academics
  • ...76 more annotations...
  • Dating
  • Environment
  • Extracurricular
  • Peers
  • Time Management
  • Money
  • Parents
  • pressure of not failing.
  • relationship problems may add to the pressure/stress of academics.
  • viewing heated topics, slow moving traffic, trying to find a parking spot, etc.
  • extracurricular activities a part of their daily routine
  • pressure that is negatively influenced.
  • peer pressure
  • not knowing how to plan and execute daily activities
  • Money is a huge stressor that college students face.
  • Pressure from parents to succeed
  • Method for Identifying the Causes of Stress
    • Chanelle Miller
       
      To help manage your stress first you must identify what's causing your stress. Then, List and prioritize the sources of stress to help overcome and mange your stress level. Crating a management plan and keeping a stress journal would also help!
  • Stress Management Strategies
  • Learn how to say “NO!”
  • Attitude
  • Laugh
  • Avoid alcohol and cigarettes
  • Healthy eating
  • Exercise
  • Relaxing your mind and body
  • Sleep
  • Healthy relationships
  • Time management
  • Organization
  • Budget
  • Spirituality
  • Determine your learning style
  • Slow Down
  • Find a support system
  • Make changes in your surroundings
  • Delegate responsibilities
  • know your limits and do not compromise them.
  • Thinking rationally can take you a long way.
  • it is human nature to want to freak out.
  • Do something that you enjoy,
  • If you are feeling upset, express your feelings.
  • Once the chemical leave your body, you are back to feeling stressed and you are probably worse off than when you started.
  • Eat at least one hot-home cooked meal a day
  • Exercise for 30 minutes a day for at least 3 times per week.
  • physical activities can help you in not only burning off calories, but burning off stress. Exercise helps release tension.
  • take deep breaths
  • alone time”
  • focusing your attention on the present moment.
  • Avoid taking naps for more than 1 hour.
  • at least 7 hours of sleep
  • talk and hang out with friends. Find some you relate to and with whom you can share your problems with.
  • create a schedule, or even a to-do list.
  • Mark down your class meeting times, study time for a specific subject, mealtimes, fun activities, and sleep.
  • learn how to organize your notes, keep track of your assignments and note important due dates or date of exams. Establish your priorities for the day.
  • Distribute your money according to the bills you need to pay for the quarter
  • finding meaning in your life, the ability to connect with others.
  • find out whether you are a visual, auditory or kinesthetic learner.
  • Take your time so that you can ensure a well done job.
  • find someone you feel comfortable sharing your feelings with.
  • try moving to a place where there is no loud music, and brighter lights.
  • dividing up the work or responsibilities helps alleviate pressure and stress.
  • response to a demand
  • brain recognizes a threat.
  • your body releases hormones that activate your “fight or flight” response.
  • Physiological
  • hormones help you to either fight harder or run faster. They increase heart rate, blood pressure, and sweating.
  • heart disease.
  • increase in heart rate and blood pressure, prolonged stress increases the tension that is put on the arteries.
  • immune system
  • cold and flu illness
  • Behavioral
  • jumpy, excitable, or even irritable.
  • drink or smoke heavily, neglect exercise or proper nutrition, or overuse either the television or the computer.
  • Psychological
  • decrease your ability to work or interact effectively with other people, and be less able to make good decisions.
  • anxiety and depression.
Erin Waxman

Postpartum Depression | Canadian Mental Health Association - 0 views

  • References to postpartum depression date back as far as the 4th century BC. Despite this early awareness, it has not always been recognized as an illness.
  • The sooner the condition is diagnosed, the more effective the treatment.
  • The mother may fear she is losing her mind or fear that others may feel she is unfit to be a mother.
    • Erin Waxman
       
      example: visions of seeing harm done to their baby, or even seeing them do harm to their own child.
  • ...13 more annotations...
  • The “baby blues” is the most minor form of postpartum depression. It usually starts 1 to 3 days after delivery, and is characterized by weeping, irritability, lack of sleep, mood changes and a feeling of vulnerability. These “blues” can last several weeks. It’s estimated that between 50% and 80% of mothers experience them.
  • Women with this condition suffer despondency, tearfulness, feelings of inadequacy, guilt, anxiety, irritability and fatigue.
  • A woman with postpartum depression may regard her child with ambivalence, negativity or disinterest.
    • Erin Waxman
       
      to me this is the most scary thing in the world. To have just given life to a child and to feel such negative feelings towards it when it should be the happiest time in your life.
  • An adverse effect on the bonding between mother and child may result.
    • Erin Waxman
       
      very important and can cause severe damage to the child. The lack of feelings of love and belonging in a child's first years can result in many behavioural and psychological problems in the future.
  • The depression can begin at any time between delivery and 6 months post-birth, and may last up to several months or even a year
  • Postpartum psychosis is a relatively rare disorder. The symptoms include extreme confusion, fatigue, agitation, alterations in mood, feelings of hopelessness and shame, hallucinations and rapid speech or mania. Studies indicate that it affects only one in 1000 births.
  • The exact cause of postpartum depression is not known.
  • One factor may be the changes in hormone levels that occur during pregnancy and immediately after childbirth.
    • Erin Waxman
       
      this is the most common thought cause of the illness
  • There is no one trigger; postpartum depression is believed to result from many complex factors. It is important, however, to communicate to women with postpartum depression that they did not bring it upon themselves.
  • One certain fact is that women who have experienced depression before becoming pregnant are at higher risk for postpartum depression.
  • The risk increases in women who have experienced 2 or more abortions, or women who have a history of obstetric complications.
  • a difficult relationship, lack of a support network, stressful events during the pregnancy or after delivery.
  • Therapy, support networks and medicines such as antidepressants are used to treat postpartum depression.
Anthony Baloukas

Comfort Zone | Article - 1 views

    • Anthony Baloukas
       
      Definition of a highly sensitive being.
  • As specialists in observing, we are very interested in what is new. We simply tire out sooner because every thing new is so much newer to us! And just because we can process any experience deeply, we are seldom bored, or dull and boring if someone asks our opinion.
    • Anthony Baloukas
       
      Certain characteristics of someone who is highly sensitive.
  • HSPs are extraverts. Social introversion is the desire to spend time with a few close friends rather than liking to have many friends, to meet strangers, or be in a large group. Being sensitive and wanting to reduce stimulation probably causes many people to become introverts at an early age, but the two are not the same thing.
    • Anthony Baloukas
       
      A disadvantage about being sensitive, is that one can want to constantly be alone. They are not very social. 
  • ...17 more annotations...
  • It is found in equal numbers in boys and girls,
    • Anthony Baloukas
       
      Interesting fact, could be useful.
  • not a "syndrome" or "set of symptoms that impair functioning."
  • So "sensitive" is not another term for neurotic, shy, depressed, or anxious.
  • more emotional,
  • research shows that with good-enough childhoods, we are actually healthier, physically and mentally, than non-HSPs with the same sort of good-enough childhoods.
    • Anthony Baloukas
       
      Childhood has an effect on HSP behaviour. 
  • we are intuitive.
    • Anthony Baloukas
       
      Benefits
  • creative
  • y can be
  • HSPs are very conscientious.
  • Our conscientiousness is somewhat automatic, due to the fact that we think about the consequences of our action or inaction.
  • compassionate and empathic
  • We can read emotional cues. We are very emotional ourselves, so we can imagine well what the other person feels and what would happen inside if this person did not have their needs yet, did not feel understood. We communicate gently because that is how we like communication to be towards us.
    • Anthony Baloukas
       
      Many benefits to being highly sensitive. 
  • we process everything more deeply, sensing its full emotional as well as intellectual consequences. And it's not that we only feel negative emotions more--we also feel more love, joy, pride, awe, and all the other positive emotions.
    • Anthony Baloukas
       
      They are more cautious about their feelings.
  • strong sense of what makes for a pleasant environment.
    • Anthony Baloukas
       
      Intelligent, thought processors. Different brain activity. 
  • This trait is mainly about having an innate preference to process information more deeply, to compare the present situation as completely as possible to your knowledge of similar situations in the past.
Lauren Ganze

How do we define "abnormal" behavior? - Kellevision - 0 views

  • Psychologists believe that a number of famous creative luminaries, including Vincent Van Gogh, Albert Einstein, Emily Dickinson and Isaac Newton, had schizotypal personalities.
  • How would this have affected their creativity? 
    • Lauren Ganze
       
      Would've stifled their creativity and individual expressions.
  • The professor suggested the following definition for identifying the point at which behaviors become "abnormal" and warrant psychological intervention:
  • ...3 more annotations...
  • David Icke
  • When the client experiences the behavior as being problematic, or finds the behavior to be interfering with their functioning to the point they are unable to participate fully in their lives, as they define them.
  • 1) eat2) sleep3) interact with others as they wish to4) work, as they define it5) perform adequate self care, as they define it (i.e. hygiene, medical care)
  •  
    defining abnormal
Lauren Ganze

The Unexpected Link Between Schizophrenia and Creativity | Suite101.com - 0 views

  • Schizophrenia in itself is a maladaptive phenomenon
  • genes for paranoia encourage a healthy defensiveness in threatening environments
  • the only substantial research exploring a positive social benefit for psychosis has focused on creativity.
  • ...18 more annotations...
  • just the right degree of social strife to facilitate the splitting of overlarge groups in primitive societies
    • Lauren Ganze
       
      Creativity is definitely an advantage
  • Perhaps some of their executive problems, for example their problems with verbal fluency tests, can actually give rise to creativity?
  • general agreement that creativity involves the production of novel, useful products"
  • multi-trait, multi-method analyses
  • produce novel and quality ideas and products.
  • A schizophrenic's abnormal behaviour and communication styles may in fact lead to incredible and unique creativity,
  • over-inclusive thinking, would facilitate originality which, in optimum circumstances, would lead to creativity.
  • Nancy Andreasen (2006) and Kay Redfield Jamison (1994) have done, finding high levels of mood disturbance and disorder in their samples of creative writers and artists, supporting this link between psychosis and creativity
  • claims to link genius with madness.
  • DARPP-32
  • Three quarters of all people inherit a version of this gene; it then enhances the brain’s ability to think by improving the information processing in the prefrontal cortex.
  • his gene also shapes and controls the nerve circuit closely involved with schizophrenia, hence the connection between genius and madness.
  • This also suggests that schizophrenia may be the downside to an evolutionary change that improved our chances of survival and our fitness, by improving our intelligence and creativity.
  • He found that first-degree relatives of psychotic patients are found to be more successful in attaining recognition in several fields of intellectual endeavour than the general population of the area in which he studied: Iceland. He also found that the fields in which they attained recognition were areas of creative and scholarly excellence.
  • It could be perhaps that although psychosis can cause enhanced creativity, the patient is too inhibited by their condition to use it to their advantage.
  • The importance of creativity for mankind is undeniable
  • Meyer-Lindenberg and colleagues in the NIMH Genes, Cognition and Psychosis program
  •  
    link between schizophrenia and creativity - may be evolutionary
Marie-Lise Pagé

Addicts' Brains May Be Wired At Birth For Less Self-Control : Shots - Health Blog : NPR - 2 views

  • inherit a brain that has trouble
  • ocaine addicts have abnormalities in areas of the brain involved in self-control.
    • Marie-Lise Pagé
       
      It's the part in the brain that controls self-control that causes addiction.
  • predate
  • ...13 more annotations...
  • both siblings had brains unlike those of typical people
  • longer for a "stop" message to get through.
    • Marie-Lise Pagé
       
      Maybe that's why it takes time for people to get over their addiction or they easily give in to peer pressure.
  • different parts of the brain were less efficient in both,"
  • took longer than a typical person to respond to a signal telling them to stop performing a task.
  • less self-control.
  • siblings without drug problems also had impaired self-control offers strong evidence that these brain abnormalities are inherited,
  • "How do they manage with an abnormal brain without taking drugs?"
    • Marie-Lise Pagé
       
      That's the part i don't understand to the study... try research more on this.
  • Self-control and the ability to regulate your emotions
  • allows us to succeed,
  • the part of the brain that decides whether to take a drug is also the part that helps us decide whether to speed through a yellow light or drop out of school,
    • Marie-Lise Pagé
       
      Maybe that's the answer to the question in green, instead of being drugs it's minor decisions like that.
  • mpulse control is also central to behaviors like compulsive gambling and compulsive eating, she says.
    • Marie-Lise Pagé
       
      Other examples of addiction behaviours.
  • help researchers figure out how to help susceptible people strengthen their self-control,
  • Predetermination is not predestination,
    • Marie-Lise Pagé
       
      ** Research the meaning of this quote.
  •  
    This site explains what the brain looks like when someone is addicted.
jordana levine

Blame the Brain for Typical Teenage Behavior - 0 views

  •  
    This articles explains how the teenage brain functions and develops and the ways that brain activity often manifests itself. It explains how teenagers rely primarily on the "amygdala" and the consequences of this fact. It also gives advice to parents on how to deal with their teenagers' irrational behaviour due to the stage that their brain is at.
Catherine Delisle

The Childhood Psychopath: Bad Seed or Bad Parents? by Katherine Ramsland - Bad Seed: Th... - 2 views

    • Catherine Delisle
       
      This website is very interesting because it is a detailed article on the origins of psychopathy. The author of this article, Katherine Ramsland, obviously believes that bad parents are the source for psychopathy because she often brings up real stories where psychopathic children had bad environments and she talks about theories such as the attatchement theory, which states the importance of the bond between parents and children. She hardly talks about the role of the brain in psychopathy. Ramsland often talks about the symptoms of psychopathic children and the interventions that need to be done in order for this behaviour to stop.
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    Did you use Sweet Search to find this article? The source seems questionable..."trutv"`?
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    I used Sweet Search for all my sources. Would you like me to find another source?
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