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Dayna Rabin

Promising Practices Network | Programs that Work | The Abecedarian Project - 0 views

    • Dayna Rabin
       
      founded in 1975 by Craig Ramey
    • Dayna Rabin
       
      Main goal for this program:  -Targeted disadvantaged kids  -To prevent problems before they develop --Mostly kids from a lower economic background
  • to create an educational, stimulating, and structured environment to promote growth and learning and to enhance school readiness.
  • ...29 more annotations...
  • hild Care / Preschool       Home Visiting
  • early education program for young children at risk for developmental delays and school failure.
  • 1972 and 1985
  • wo components
  • a preschool intervention and a school-age intervention.
  • home activities
  • as designed to enhance cognitive and linguistic development
  • enriched language environment that was responsive to children's needs and interests.
  • six weeks and three months of age,
  • ttended the day care center six to eight hours per day,
  • Early Childhood (0-8)
  • began at kindergarten
  • first three years of elementary school.
  • a staff member,
  • aught parents
  • hese activities with their children
  • tutored
  • reading and math,
  • advocated
  • 15 home visits per year for each child
  • 17 school visits and approximatel
  • t-risk families with infants up to six months of age.
  • xplained the program to them and determined whether or not they met certain selection criteria
    • Dayna Rabin
       
      -There were in-class activities to help the child understand better. -For example: Asking questions like who, what, where, why and how. -Also there were at home activities, that the parents can do with the child as well
  • two-part intervention
  • 1972 to 1977
  • five-year period
  • Early childhood outcomes
  • A follow-up at age 15
alicia waid

Teens who smoke pot at risk for later schizophrenia, psychosis - Harvard Health Publica... - 0 views

    • alicia waid
       
      Regular marijuana use increases a teenagers chance to develop psychosis*, and developing schizophrenia*.
    • alicia waid
       
      *Psychosis: A temporary state filled with intense anxiety and hallucinations.
    • alicia waid
       
      *Schizophrenia: Disabling brain disorder that not only causes psychosis, but also problems concentrating and loss of emotional expression.
    • alicia waid
       
      In a study following 2,000 tenns as they start to develop into young adults, it was proven that young people who smoke marijuana at least 5 times were twice as likely to develop psychosis over the next 10 years of their lives compared to those who didn't smoke.
    • alicia waid
       
      It was also proven that early marijuana use could increase the speed of the onset of psychosis by three years. (Those most at risk are youths who might have some family member that is dealing with schizophrenia, or any other psychotic disorder). 
  • ...34 more annotations...
    • alicia waid
       
      These people who have family members affected by psychosis have approximately a 1 in 10 chance of developing the same condition themselves (even if they've never smoked pot).  However, if smoking marijuana, this doubles their risk (1 in 5 chance).
    • alicia waid
       
      People who are not affected by psychosis have a 7 in 1,000 chance of developing a mental disorder.
    • alicia waid
       
      People who are not affected by psychosis but smoke marijuana double their risk: 14 in 1,000.
    • alicia waid
       
      A very popular study (nearly 50,000 young Swedish soldiers were followed for 15 years) showed that those who smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked marijuana.  
    • alicia waid
       
      It was shown that the heaviest users (used more than 50 times) were 6 times more likely to become schizophrenic than the nonsmokers.  
    • alicia waid
       
      Research on the association of marijuana and the brain is in a very early stage (much is still unknown).  THC* contributes to marijuana's psychological and physical effects.
    • alicia waid
       
      *THC: One of the active compounds in marijuana.
    • alicia waid
       
      One of the many things that are still unknown is how marijuana might lead to psychosis.  There is a theory that marijuana interferes with brain development during adolescence and young adulthood, but this theory is yet to be determined.
    • alicia waid
       
      Although many things are still unknown about the relation between the adolescent brain and marijuana, one this is certain: As a teen, by smoking marijuana, you are increasing your vulnerability to psychotic thinking.
  • regular marijuana use increases the chance that a teenager will develop psychosis
  • risk for later schizophrenia, psychosis
  • increases the risk of developing schizophrenia
  • five times were twice as likely to have developed psychosis over the next 10 years
  • smoked marijuana at least
  • hasten the onset of psychosis by three years
  • already have a mother, father, or sibling with schizophrenia
  • most at risk are youths
  • some other psychotic disorde
  • one in 10 chance of developing the condition
  • even if they never smoke pot
  • one in five chance
  • doubles their risk
  • 7 in 1,000 chance
  • 14 in 1,000.
  • possible link between marijuana use and psychosis
  • smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked pot
  • marijuana use might lead to psychosis
  • cigarette smoking and lung cancer
  • marijuana and the brain
  • six times as likely to develop schizophrenia as the nonsmokers
  • stimulates the brain and triggers other chemical reactions that contribute to the drug’s psychological and physical effects
  • not clear
  • theory
  • marijuana may interfere with normal brain development during the teenage years
  • young adulthood.
  • increase a young person’s vulnerability to psychotic thinking
  • reward of a short-time high isn’t worth the long-term risk of psychosis or a disabling disorder like schizophrenia.
Daryl Bambic

Take The ACE Quiz - And Learn What It Does And Doesn't Mean : Shots - Health News : NPR - 0 views

  • Remember this, too: ACE scores don't tally the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say
  • Resilience, he says, builds throughout life, and close relationships are key
  • nightmares
  • ...6 more annotations...
  • recurring thoughts
  • re-enact the trauma
  • distracted or withdrawn.
  • ometimes misdiagnosed as symptoms of attention deficit hyperactivity disorder,
  • difficulty in regulating emotions and behavior,"
  • secure attachments with caring adults.
Mason Brenhouse

HMS Press Release - Deciphering the teenage brain - 0 views

  • “Teens are in a discovery mode,” says Frances Jensen, MD, an HMS professor of neurology. “They’re experiencing new things, and their brains are developing accordingly. There’s simply a lot going on in their brains.”
  • The teenage brain matures from back to front. The posterior regions, especially those above the spinal column, are largely responsible for motor control. Their earlier maturation helps account for the quick acquisition of locomotion and other movement skills by young people. Maturation of many sensory regions also occurs early, enabling a growing person to learn from the surrounding world. The maturing of the forward regions of the brain, particularly the frontal lobe, doesn’t occur until late adolescence or early adulthood; some researchers say the region’s maturation may not be complete until age 30.
  • The ease of learning that most teens enjoy, however, can carry a steep cost: addiction. “The brain builds itself as it responds to experiences,” Jensen says. “With teens who experiment with drugs, this can result in addiction. It’s the same pattern as learning—we want more, more, more.”
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  • The challenge for parents, educators, clinicians and others who deal with teenagers is to determine whether their exasperating behavior is just the stuff of growing up or whether their moodiness and lack of judgment are indicative of a larger, perhaps pathological, problem. Many mental disorders begin to manifest during adolescence, including schizophrenia, anxiety, depression, eating disorders, and drug and alcohol abuse. “The key,” says Jensen, “is to be aware of what’s going on with your kids. Teens today are exposed to more stress than ever before, including drugs, alcohol, and violence. We all have to be mindful.”
  •  
    This article was written by Scott Edwards of Harvard Medical School on the intricacies of the teen brain and what exactly is going on pertaining to the brain during adolescence. It states that throughout adolescence teens go through many drastic changes. Consequently, this development of the brain may not even be completely finished until the age of 30 in certain cases. It essentially gives the how and why to the volatile behavior that most teenagers acquire. 
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. 
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  • 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.
alicia waid

Milgram's Experiment on Obedience to Authority - 4 views

    • alicia waid
       
      Excellent site for summary of Milgram's experiment.
    • alicia waid
       
      Important to note the different kinds of studies that were made. (2 variations talked about.)
    • alicia waid
       
      Results: Important to note the 3 different outcomes. State brief explanations of how they're different.
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    • alicia waid
       
      Milgram expected what the majority of us expected: Teachers to react to the students' suffering and telling the experimenter that he/she cannot continue the experiment.
    • alicia waid
       
      Important to note the 3 types of results found.  Interesting to see the contrast. 1) Obeyed orders from experimenter, yet blamed everything on the experimenter. 2) Obeyed orders from experimenter, yet blamed self in the end. 3) Stopped during experiment.  (What most people would have expected the highest percentage of results to be, but that is not the case).
    • alicia waid
       
      The "teachers" were happy to see that no harm was done to the "students", however when they were doing the experiment, they continued to use a higher voltage like asked.  Important to note that, although they're happy to see no harm was done, they were willing to do that harm for the experiment (and because the experimenter had asked for them to continue even if they didn't necessarily want to).
    • alicia waid
       
      The whole concept of "Obedience to Authority".  A high percentage of people will do things even if they don't necessarily want to. If someone tells them to do it, they will.
    • alicia waid
       
      Once put in a position with such power, some people don't know how to use it.  With such power, a person may result in changing completely and doing things they might not have necessarily done before all they've received so much power.
    • alicia waid
       
      Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to.  (Example of man being pressured to continue the experiment).
    • alicia waid
       
      Basic information of experiment.
    • alicia waid
       
      The "student's" sound effects adds depth to the experiment.  When hearing screams and cries, will people really be able to go through with the experiment? We later find out that many do.
  • out of fear or out of a desire to appear cooperative
  • "Teachers" were asked to administer increasingly severe electric shocks to the "learner" when questions were answered incorrectly.
  • illustrates people's reluctance to confront those who abuse power
  • the experiment would study the effects of punishment on learning ability
  • 45-volt shock samples
  • 2.5 percent of participants used the full 450 volts available.
  • grunt at 75 volts; complain at 120 volts; ask to be released at 150 volts; plead with increasing vigor, next; and let out agonized screams at 285 volts.
  • yell loudly and complain of heart pain.
  • actor would refuse to answer any more questions
  • 330 volts the actor would be totally silent
  • treat silence as an incorrect answer and apply the next shock level to the student.
  • hesitated to inflict the shocks, the experimenter would pressure him to proceed
  • Some teachers refused to continue with the shocks early on, despite urging from the experimenter.
  • expected as the norm
  • (65%) of the teachers were willing to progress to the maximum voltage level
  • participants continued to obey
  • he proceeded, repeating to himself, "It’s got to go on, it’s got to go on."
  • visible but teachers were asked to force the learner’s hand to the shock plate so they could deliver the punishment
  • Less obedience was extracted from subjects in this case.
  • teachers were instructed to apply whatever voltage they desired to incorrect answers.
  • 15 to 450 volts
  • averaged 83 volts
  • most participants were good, average people, not evil individuals. They obeyed only under coercion.
  • authority figure was in close proximity
  • teachers felt they could pass on responsibility to others
  • experiments took place under the auspices of a respected organization
  • Rebelled.
  • gave up responsibility for their actions, blaming the experimenter
  • Obeyed but blamed themselves.
  • harsh on themselves
  • Obeyed but justified themselves.
  • was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter.
alicia waid

The Man Who Shocked The World | Psychology Today - 4 views

    • alicia waid
       
      Brief summary of Stanley Milgram's life.
    • alicia waid
       
      Explanation of Stanley Milgram's experiment on Obedience to Authority.
  • try to expose the external social forces that, though subtle, have surprisingly powerful effects on our behavior.
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    • alicia waid
       
      Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to. 
    • alicia waid
       
      Milgram's experiment left everyone, even today, shocked.  It makes you think who people really are when put in different types of situations, and what kind of a world we live in too.
    • alicia waid
       
      More brief information about Milgram's studies and his early life.
    • alicia waid
       
      *Dissertation: A long essay on a particular subject, esp. one written as a requirement for the Doctor of Philosophy degree.
    • alicia waid
       
      Important to note Milgram's interests here.  He shows more and more interest in conformity.
    • alicia waid
       
      *Conformity: Behavior in accordance with socially accepted conventions or standards.
    • alicia waid
       
      More information on Milgram's studies and achievements. 
    • alicia waid
       
      Stanley was very interested in the Holocaust: How could people do such horrible things?  Because they were told?  The idea intrigued him which led to experiments.  These experiments consisted of how changing aspects of an experimental situation might alter subjects' willingness to obey.
    • alicia waid
       
      Milgram's marriage and more information about his life and studies.
    • alicia waid
       
      Milgram's experiment has opened so many of our eyes'.  Although we knew we have a tendency to obey orders, we did not know to what depth we would go in order to obey those orders.  His experiment has forever enlightened us with a disturbing and harsh truth.  
    • alicia waid
       
      People, such as the U.S. Army have taken Milgram's experiment and has learnt from it.  The U.S. Army are making sure that anyone who is apart of their leadership team are leaders that will be aware of their authority and also their responsibilities (to make good decisions).
Daryl Bambic

The two kinds of stories we tell about ourselves | - 0 views

  • Our identities and experiences are constantly shifting
  • disparate pieces of our lives and placing them together into a narrative, we create a unified whole that allows us to understand our lives as coherent — and coherence, psychologists say, is a key source of meaning
  • narrative identity as an internalized story you create about yourself
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  • divide their lives into chapters and to recount key scenes, such as a high point, a low point, a turning point or an early memory
  • interesting patterns
  • driven to contribute to society and to future generations, he found, are more likely to tell redemptive stories about their lives, or stories that transition from bad to good.
  • contamination story
  • less “generative,” or less driven to contribute to society and younger generations. They also tend to be more anxious and depressed
  • defined by growth, communion and agency.
  • edit, revise and interpret the stories we tell about our lives even as we are constrained by the facts
  • psychotherapist’s job is to work with patients to rewrite their stories in a more positive way.
  • this form of therapy is as effective as antidepressants or cognitive behavioral therapy.
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"
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
  • • Irrational beliefs
  • Impulsivity and the gambling environment.
  • 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.
  • • Immediate gratification.
  • 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.
Alex Weinstein

Parkinson's Disease Stages, Symptoms, Causes, and Prognosis by MedicineNet.com - 0 views

  • Parkinson's disease is the second most common neurodegenerative disorder and the most common movement disorder.
  • loss of muscle contro
  • live long productive lives
  • ...4 more annotations...
  • disabled much more quickly.
  • Most individuals who develop Parkinson's disease are 60 years of age or older
  • early-onset Parkinson's disease (onset between 21-40 years)
  • uvenile-onset Parkinson's disease (onset before age 21)
  •  
    This website has everything question i wanted to be answered and more.I learnt a lot from this site. Its very useful for my psychology project, and it really catches the importance of Parkinson's.
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