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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.
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  • 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.
Chrissy Le

Love and Addiction: 4. "Love" as an Addiction - 0 views

  • a human relationship can be equivalent psychologically to a drug addiction.
  • Chein, Winick, and other observers interpret drugs to be a kind of substitute for human ties. In this sense, addictive love is even more directly linked to what are recognized to be the sources of addiction than is drug dependency.
  • Freud noted important parallels between love and another psychologically compelling process—hypnotism.
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  • From being in love to hypnosis is evidently only a short step.
  • Love is an ideal vehicle for addiction because it can so exclusively claim a person's consciousness.
  • Someone who is dissatisfied with himself or his situation can discover in such a relationship the most encompassing substitute for self-contentment and the effort required to attain it.
  • When a constant exposure to something as necessary in order to make life bearable, an addiction has been brought about, however romantic the trappings. The ever-present danger of withdrawal creates an ever-present craving.
  • Since the person who addicts himself to a lover has essentially the same feelings of inadequacy as the drug addict, why should such an individual choose another person, rather than a drug, for the object of his addiction
  • found that sexual relationships in the lower class tend not to involve as great a degree of life-sharing.
  • "The lower class person . . . is less dependent on people, and more oriented toward those gratifications which can be achieved without complicated cooperation of other human beings."
  • The latter can be defined as the need to cling to one human object for love and support. That object may not even be a true person, but only a conception of a person.
  • When people are economically comfortable but still sense a large deficiency in their lives, their yearnings are bound to be more existential than material. That is, these yearnings are tied into their basic conception of and feelings about themselves
  • A person feeling this inner emptiness must strive to fill it. In relationships, this can only be done by subsuming someone else's being inside yourself, or by allowing someone else to subsume you.
  • The result is a full-fledged addiction, where each partner draws the other back at any sign of a loosening of the bonds that hold them together.
  • The relationship was an addiction. F. Scott Fitzgerald and Sheilah Graham sealed themselves off from the outside world by neglecting their work and by dropping all their other personal relationships in Hollywood.
  • The belief which underlay this feeling—and all of the relationship—was expressed by Graham when she said that "my living began when he arrived." If there is a need to participate in every aspect of another's life, its conclusive form is the complete control of or reliance on another, so that one person does not exist without the other's being there, too. This is the essential similarity to drug addiction, where a person feels he is living only when he is on the drug. The ultimate statement of the desire to be consumed by love is in the last passage quoted from Graham, where she wanted to crawl into Scott's mind, lose her consciousness in his, and form one human entity out of two incomplete beings.
  • The sadistic person is as dependent on the submissive person as the latter is on the former;
  • The difference is only that the sadistic person commands, exploits, hurts, humiliates, and that the masochistic person is commanded, exploited, hurt, humiliated. This is a considerable difference in a realistic sense; in a deeper emotional sense, the difference is not so great as that which they both have in common: fusion without integrity.
  • Above all else, these extreme emotional reactions conclusively establish that the relationship was an addiction. All along, the lovers' actions toward each other were dictated by their own needs. Therefore, when their connection was severed—even temporarily—they had no basis on which to relate. Each was incapable of respecting, or even conceiving of, the other in his or her own terms, as continuing to live his or her own life. It was impossible for either to be concerned about the other's well-being; if the one lover wasn't there to satisfy the other's needs, then he or she ceased to exist.
  • Because an addiction is sought only for the total experience it provides, it can only be accepted emotionally in that form.
  • Love is the opposite of interpersonal addiction. A love relationship is based on a desire to grow and to expand oneself through living, and a desire for one's partner to do the same.
  • Anything which contributes positively to a loved one's experience is welcomed, partly because it enriches the loved one for his own sake, and partly because it makes him a more stimulating companion in life.
  • If two people hope to realize fully their potential as human beings—both together and apart—then they create an intimacy which includes, along with trust and sharing, hope, independence, openness, adventurousness, and love.
  • If a person loves only one other person and is indifferent to the rest of his fellow men, his love is not love but a symbiotic attachment, or an enlarged egotism.
  • the tendency to regard social partners as commodities. People who show this orientation "fall in love when they feel they have found the best object available on the market, considering the limitations of their own exchange values."
  • Fromm therefore stresses that the respect inherent in all love requires a lover to think, "I want the loved person to grow and unfold for his own sake, and in his own ways, and not for the purpose of serving me."
  • An independent, open person exploring life seriously will instinctively (if not consciously) consider whether someone has anything of substance to add to his or her existence.
  • Criteria For Love Vs. Addiction
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

The Secret of Self-Esteem | Psychology Today - 0 views

  • In the absence of confidence, courage takes over.
  • courage, on the other hand, operates in the realm of the unknown
  • Courage is more noble than confidence
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  • it cannot offer a secure foundation for our self-esteem.
  • People with healthy self-esteem are able to take risks and to give their all to a project or ambition, because, although failure may hurt or upset them, it is not going to damage or diminish them.
  • It is instructive to compare healthy self-esteem with pride and also with arrogance. If self-confidence is “I can” and self-esteem is “I am”, then pride is “I did”. To feel proud is to take pleasure from the goodness of our past actions and achievements.
  • arrogance stems from hunger and emptiness.
  • so there can be no such thing as excessive self-esteem. Instead, it betrays all the opposite.
  • Whenever we live up to our dreams and promises, we can feel ourself growing. Whenever we fail but know that we have given our best, we can feel ourself growing. Whenever we stand up for our values and face the consequences, we can feel ourself growing. Whenever we come to terms with a difficult truth, we can feel ourself growing. Whenever we bravely live up to our ideals, we can feel ourself growing. That is what growth depends on. Growth depends on bravely living up to our ideals, not on the ideals of the bank that we work for, or our parents’ praise, or our children’s successes, or anything else that is not truly our own but, instead, a betrayal of ourself.
  • Nor is he someone who ever betrayed knowledge and integrity in favour of deception and unconsciousness.
  • More than a great philosopher, Socrates was the living embodiment of the dream that philosophy might one day set us free.
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
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  • 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.
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.
Jordyn Shell

Psychopaths aren't just mentally different - their brains are physically deformed to pr... - 0 views

  • anti-social and sometimes violent
  • incapable of feeling empathy or guilt
  • Many lead 'normal' - even successful - lives
  • ...2 more annotations...
  • 25 business leaders may be psychopaths
  • The disorder prevents people feeling 'empathy' towards other people, or guilt for offences
  •  
    MailOnline, a website from the UK, has had 10 years of experience marketing leading online recruitment services. They are a part of the Associated New Media since 2004. After they joined with the Associated New Media, they had access to new resources in order to further their website. The Associated New Media is a part of the Associated Newspapers Northcliffe Media A&N International Media. This association includes Daily Mail, Mail on a Sunday, etc. All those newspapers/websites have been around for a long time and they are used by many professionals. Therefore, if professionals and specialists use this website/newspaper, so can we.
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.
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. 
Raghav Mohan

Exercising Benefits - 0 views

  •  
    This site is another educational site i discovered during my TFAD assignment. It really digs deep into MANY benefits of exercise. If you are wondering what exercise can do for YOU then this is the site to go to for information. It gives you history, examples, the present. All the basic information.
  • ...4 more comments...
  •  
    *sticky note* Your muscles activate your brain receptors. So knowing that your brain is more active with your muscles, exercising them would be a huge benefit and aid to a better lifestyle
  •  
    *sticky note* Mental exercise for the brain: on an everyday basis our brain is learning a new skill. This uses a lot of power from our brain which requires us EXERCISING our brain physically and mentally ***Example of an exercise you can do whenever you are on the computer: switch the hand you are using to move your mouse. It must feel pretty awkward but it's alright you are exercising movement AND learning a new skill at the same time.
  •  
    *sticky note* If you think sitting behind your computer or TV screen is going to get you smarter... Think again! It really doesn't in fact it affects us in a bad way. Weakens our eyes, and uses so much energy from our brain. Where on the other hand, just walking can benefit us a ton. It helps our blood circulation and the oxygen/glucose that reaches our brain.
  •  
    *sticky note* Exercise improves our memory, helps us remember our studies, wakes up our brain in the morning. Enhances our brain cells, creates higher brain functions. These are just the *few things that exercising does for us. It is quite amazing
  •  
    *sticky note* Exercising also helps our aging process. Exercise fools our brain into thinking we are younger when we begin exercising on a daily basis which could be great for you. Who wouldn't want to feel 40 when they're really 50? I know i would
  •  
    *sticky note* Physical exercise protects our brain as we age, it creates endurance and a motivated/confident mindset which obviously can aid us in a huge way in the future.
Ally Talarico

Oedipal trajectory/Oedipal complex - 0 views

    • Ally Talarico
       
      exactly what you were looking for. To summarize, men love their mother but subconsciously feel threatened by their father therefore they always feel that they need to prove themselves to their father and marrying a woman that reminded him of his repressed desire, his mother. 
vince chatigny-barbosa

The Psychology Of Success - Forbes.com - 0 views

  • To psychologists, their stories raise fascinating questions. In what ways are the two men, born generations apart and raised in completely different surroundings, alike? More importantly, what makes them different from the great majority of people who never started a business, watched it succeed and become incredibly rich?
    • vince chatigny-barbosa
       
      Some of the questions I will seek to explain during my project 
  • The venture capitalists of the future may use psychological profiles to pick entrepreneurs who are more likely to create winning companies.
  • they simply did not feel risk, or weigh consequences, in the same way as other people.
    • vince chatigny-barbosa
       
      Which part of the brain controls risk-taking? The frontal lobe deals with reasoning so is it fair to say that this part of their brain is adapted differently?
  • ...4 more annotations...
  • entrepreneurs are risk takers
  • Robert Baron, a psychologist at Rensselaer Polytechnic Institute, has shown that entrepreneurs are more successful when they are persuasive and have strong social skills--in other words, that being a charismatic salesman is a big help.
  • For instance, entrepreneurs and normal people seem to worry equally about financial autonomy and/or a feeling of being motivated in their jobs.
  • They have trouble imagining failure, and they don't care what you think.
    • vince chatigny-barbosa
       
      What makes them less scared of failure?
  •  
    Here is a site that seeks to explain the questions I sometimes ask myself. It further proves that the topic of success is in fact discussed by psychologist who seek answers. 
Chanelle Miller

What is stress? - 0 views

  • Survival Stress
    • Chanelle Miller
       
      Survival Stress is when your body reacts to danger by pumping adrenaline so you can fight off the dangerous moment. For example, if you were in a forest fire, your body would pump adrenaline so that you can run at intense speeds.
  • Internal Stress
    • Chanelle Miller
       
      Internal Stress is when your body stresses about situation that you have no control over. This is a very dangerous kind of stress! Most mothers deal with this kind. For example, if their son or daughter were on a school trip and they were stressed about their safety and health but yet they can't do anything to help the situation.
  • Environmental Stress
    • Chanelle Miller
       
      Environmental Stress is when your body reacts to the people around you, the noise or the amount of pressure you're under from either friends, work or family. For example, a student has a lot of work and their mom and dad have high expectations of their grades.
  • ...28 more annotations...
  • can become tired, sick, and unable to concentrate or think clearly. Sometimes, they even suffer mental breakdowns.
    • Chanelle Miller
       
      effects of stress: fatigue, lack of concentration, sickness and even mental breakdowns
  • Fatigue and Overwork
    • Chanelle Miller
       
      Fatigue and Overwork stress is one of the hardest stresses to deal with. It happens when your body is over working and not knowing how to mange your time well. It's important that you take some time out of your day to relax. Often students and parents that have an intense job deal with this kind of stress.
  • react by releasing chemi
  • way of responding to any kind of demand.
  • cals into the blood.
  • chemicals
  • bad thing, if their stress is in response to something emotional and there is no outlet for this extra energy and strength
  • physical danger
  • energy and strength
  • things can cause stress
  • response to danger
  • physical
  • emotional
  • . When
  • your body naturally responds with a burst of energy so that you will be better able to survive the dangerous situation (fight) or escape it all together (flight). This is survi
  • you are afraid
  • val stress.
  • worrying about things you can do nothing about or worrying for no reason at all?
  • one of the
  • most important kinds of stress to understand and manage.
  • we can't contro
  • become addicted to the kind of hurried, tense, lifestyle
  • feel stress about things that aren't stressful.
  • response to things around you that cause stress, such as noise, crowding, and pressure from work or family.
  • caused by working too much or too hard at your job(s), school, or home.
  • not knowing how to manage your time well
  • take time out for rest and relaxation
  • one of the hardest kinds of stress
alicia waid

Cannabis and mental health - 0 views

    • alicia waid
       
      Cannabis is too easy to access (become more and more easy to access, as well).  People are under the influence that smoking cannabis is not bad for you, and that it is, in fact, better than smoking tobacco.  However, this is not the case, as researchers are starting to see that cannabis might actually be causing mental illnesses. 
  • most drug users take other drugs in addition to cannabis create methodological problems and explain the dearth of reliable evidence
    • alicia waid
       
      It is believed that cannabis triggers the onset or relapse of schizophrenia in predisposed people, however this cannot be certain, because many of the people being researched on have taken other drugs, which makes it hard to determine wether the triggers are from the cannabis or from any of the other drugs.
  • ...34 more annotations...
    • alicia waid
       
      During a test (that occurred over 15 years), it was discovered that by smoking marijuana during adolescence, you are increasing your risk of developing schizophrenia.  However, they are not certain that marijuana is the only cause: Other drugs might be a factor too, and a few other concepts. 
    • alicia waid
       
      In addition, research is showing that cannabis also has a relation with depression.  It was studied over a period of 15 years, and results show that by smoking cannabis, you are increasing your risk of developing a major depression.  It was also showed that the use of cannabis also increases the idea of suicide and inability to feel pleasure.  
    • alicia waid
       
      Although only few studies were talked about in the National institution of Health, they are enough to prove that cannabis increases ones rist of developing schizophrenia AND depression.  The studies also provide very little support to prove that there is also a link between marijuana and mental health problems that are largely due to self medication (harder to prove).  These studies are not trying to say that if you smoke cannabis you will develop schizophrenia or depression, however it is saying that those who are more vulnerable will.  
    • alicia waid
       
      It is important to note that those who use cannabis must reduce their usage if they want their risk of developing schizophrenia or depression to decrease.  It was estimated that if you were to have reduced your exposure to cannabis, the incidence of psychosis would have reduced treatment by as much as 50% (Dutch study).
    • alicia waid
       
      In a Swedish study, it was proved that the use of cannabis increases your chances of developing schizophrenia by 30%.  
    • alicia waid
       
      Even more people are anticipating that cannabis will continue to contribute to even more cases of mental illnesses in the future.
    • alicia waid
       
      With further analysis, it has been discovered that cannabis is the drug associated with the possibility of developing schizophrenia (and not the impact of other drugs).  
    • alicia waid
       
      During another experiment, it was found that 59 people with a basic diagnosis of a psychotic disorder show a strong association with the use of cannabis and psychosis.  It is evident that the longer you've been smoking the drug, the more your symtoms will worsen(there is a higher chance), just like with any other drug.  
    • alicia waid
       
      In New Zealand, it was discovered that people who smoke marijuana are three times more likely to develop schizophrenia, by the age of 15 or 18.  
    • alicia waid
       
      An Australian study was also made that shows the more you smoke cannabis, the higher your rates of anxiety or depression might be.  It was proven that this link is more prone to young women than young men, however this was not proved in any other study (except the australian one).  
    • alicia waid
       
      It was proven, however, that any young human being that has used cannabis three times or more by the age of 18 is more likely to have some sort of depressive disorder by the age of 26! (And unfortunately, this was proved even to those that stopped smoking cannabis and got themselves under control.  After the first 3 times, it was too late).
  • 1990s
  • The link between cannabis and psychosis is well established
  • link between use of marijuana and depression
  • triggers the onset or relapse of schizophrenia in predisposed people and also exacerbates the symptoms generally
  • use of marijuana during adolescence increased the risk of schizophrenia in a dose-response relation
  • possible causal role of other drugs, and prodromal symptoms of schizophrenia
  • led to the use of cannabis, rather than cannabis triggering the psychosis.
  • is associated with later schizophrenia and that this is not explained by prodromal symptoms
  • cannabis
  • relation between
  • strong association between use of cannabis and psychosis
  • Participants who showed psychotic symptoms at baseline and used cannabis had a worse outcome
  • used cannabis three times or more by age 15 or 18
  • more likely to have schizophreniform disorder at age 26
  • cannabis increased the risk of major depression
  • increase in suicidal ideation and anhedonia
  • the use of cannabis and anxiety or depression in a large cohort of 14-15 year olds followed for seven years
  • Length of exposure to use of cannabis predicted the severity of the psychosis
  • higher rates of anxiety or depression
  • frequency
  • study in the New Zealand
  • did not find an association between cannabis use at age 15 and depressive disorder at age 26
  • that young people who had used cannabis three times or more by age 18 were more likely to have a depressive disorder at age 26
  • findings strengthen the argument that use of cannabis increases the risk of schizophrenia and depression
  • importance of reducing the use of cannabis in people who use it
  • exposure to cannabis would have reduced the incidence of psychosis requiring treatment by as much as 50%
  • showing that the use of cannabis increased the risk of schizophrenia by 30%
  • cannabis will contribute to more episodes or new cases of the illness
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

  • The use of ID numbers was a way to make prisoners feel anonymous. Each prisoner had to be called only by his ID number and could only refer to himself and the other prisoners by number.
    • Seb Potvin
       
      Prisonners where assigned a number. They where not called upon by their names but by their numbers and there heads where shaved to express equality amongst prisonners and loss on identity
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

  • The prisoner was then issued a uniform. The main part of this uniform was a dress, or smock, which each prisoner wore at all times with no underclothes. On the smock, in front and in back, was his prison ID number. On each prisoner's right ankle was a heavy chain, bolted on and worn at all times. Rubber sandals were the footwear, and each prisoner covered his hair with a stocking cap made from a woman's nylon stocking.
    • Seb Potvin
       
      Prisoners and guards where given uniforms to play their roles in the experiment. Chains where put on the prisonners so they could really feel like they where stuck in prison.
  • functional simulation
Anthony Baloukas

The Highly Sensitive Person - 2 views

    • Anthony Baloukas
       
      Useful information because it can help me research more on what aspects of the brain work differently than others.
    • Anthony Baloukas
       
      It is, to a certain extent, deviant because it is not very common within our population. It still needs to be understood. 
    • Anthony Baloukas
       
      Because the brain of a highly sensitive person functions differently, processing information and being more observant is a common factor. 
  • ...9 more annotations...
    • Anthony Baloukas
       
      Because highly sensitive individuals are more observant, they tend to get bothered or stressed when things get too intense. 
    • Anthony Baloukas
       
      I still need to research whether it is a good trait or a bad trait in some cultures.
  • It is found in 15 to 20% of the population
  • biologists have found it to be in most or all animals
  • This trait reflects a certain type of survival strategy, being observant before acting.
  • The brains of highly sensitive persons (HSPs) actually work a little differently than others'.
  • This is mainly because your brain processes information and reflects on it more deeply.
  • You are also more easily overwhelmed.
  • Sensitivity is valued differently in different cultures.
Dayna Rabin

The Science of Storytelling: Why Telling a Story is the Most Powerful Way to Activate O... - 1 views

  • A good story can make or break a presentation, article, or conversation. But why is that?
  • When Buffer co-founder Leo Widrich
  • are very likely to never forget the story of who invented the sandwich ever again
  • ...42 more annotations...
  • For over 27,000 years
  • stories has been one of our most fundamental communication methods.
  • Our brain on stories: How our brains become more active when we tell stories
  • We all enjoy a good story,
  • why do we feel so much more engaged when we hear a narrative about events?
  • we listen to a powerpoint presentation with boring bullet points, a certain part in the brain gets activated.
  • It's in fact quite simple. I
  • Broca's area and Wernicke's area
  • language processing parts in the brain, where we decode words into meaning.
  • things change dramatically.
  • how delicious certain foods were, our sensory cortex lights up. If it's about motion, our motor cortex gets active:
  • but any other area in our brain that we would use when experiencing the events of the story are too.
  • A story can put your whole brain to work.
  • can have the same effect on them too.
  • The brains of the person telling a story and listening to it can synchronize, says Uri Hasson from Princeton:
  • By simply telling a story, the woman could plant ideas, thoughts and emotions into the listeners' brains."
  • Evolution has wired our brains for storytelling—how to make use of it
  • hy does the format of a story, where events unfold one after the other, have such a profound impact on our learning?
  • We are wired that way.
  • While we are busy searching for a similar experience in our brains, we activate a part called insula, which helps us relate to that same experience of pain, joy, or disgust.
  • We think in narratives all day long,
  • We make up (short) stories in our heads for every action and conversation.
  • In fact, Jeremy Hsu found [that] "personal stories and gossip make up 65% of our conversations."
  • henever we hear a story, we want to relate it to one of our existing experiences.
  • metaphors work so well with us.
  • story, if broken down into the simplest form, is a connection of cause and effect.
  • John Bargh
  • We link up metaphors and literal happenings automatically. Everything in our brain is looking for the cause and effect relationship of something we've previously experienced.
  • ou mention the same story to him, as if it was your idea?
  • According to Uri Hasson from Princeton, a story is the only way to activate parts in the brain so that a listener turns the story into their own idea and experience.
  • tell them a story,
  • According to Princeton researcher Hasson, storytelling is the only way to plant ideas into other people's minds.
  • Write more persuasively—bring in stories from yourself or an expert
  • multitasking is so hard for us.
  • ask for quotes from the top folks in the industry or simply find great passages they had written online.
  • The simple story is more successful than the complicated one
  • easy to convince ourselves that they have to be complex and detailed to be interesting.
  • the simpler a story, the more likely it will stick.
  • Using simple language as well as low complexity is the best way to activate the brain regions that make us truly relate to the happenings of a story.
  • xchanging stories with those of experts.
  • educe the number of adjectives or complicated nouns in a presentation or article
  • Our brain learns to ignore certain overused words and phrases that used to make stories awesome.
Dayna Rabin

Our brains are wired for storytelling | Socialgrrrl World - 1 views

  • it is part of the human experience to want to communicate and share with each other through stories.
  • Even in a digital age, oral stories continue to be committed to memory and passed from generation to generation – fairytales, mythology, legends tie us to our history and give us a sense of belonging.
  • eople can only hold attention for 10 minutes at a time before they tune out
  • ...16 more annotations...
  • we as marketers need to understand how we can adapt it to social media and digital technology.
  • The brain is so fascinating. It has been the focus of science and mystery alike trying to understand how it works including why it seems so wired for storytelling.
  • One thing we know is that large amounts of data or information with no context cannot be easily remembered;
  • The human brain can only hold about seven pieces of information for less than 30 seconds, which means, your brain can only handle a 7-digit phone number
  • omething interesting and relevant needs to happen in a lecture or presentation every 10 minutes so that the audience pays attention and remembers what you say
  • Hearing information told in the narrative from another person helps to reach the old brain, triggering emotion as we imagine ourselves in the story reacting and feeling.
  • Repeat to remember
  • ure data with no context is extremely difficult for the brain to put into long term memory –
  • thinking about fantasy first prepares us for situations that may come up in real life, narrative provides context.
  • The ‘old brain’ in humans is driven by basic primitive instincts such as hunger, sex and fight-or-flight are also intrinsically tied to emotion. 
  • The old brain does not understand numbers or abstract terms, like “integrated approach” or “comprehensive solution” which are an evolutionary part of our new brain
  • he old brain is influenced by beginnings and endings like in a simple story structure with patterns we can recogniz
  • It is important to not only recognize the history behind storytelling but explore why it is so prevalent across centuries, cultures and mediums
  • hearing a story in narrative about a specific situation actually helps us prepare for when this situation potentially happens to us.
  • share information with each other and will continue no matter what the medium.
  • We want stories to be memorable so they can easily be shared with others creating word of mouth.
Raghav Mohan

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

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    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.
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    what is stress? Stress is a normal physical response to events that make you feel threatened or upset your balance in some way.
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    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
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    Stress signs/symptoms are physical, emotional, cognitive and behavioural.
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