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Daryl Bambic

NIMH · Negative Valence Systems: Workshop Proceedings - 0 views

  • Responses to acute threat (Fear): Activation of the brain’s defensive motivational system to promote behaviors that protect the organism from perceived danger. Normal fear involves a pattern of adaptive responses to conditioned or unconditioned threat stimuli (exteroceptive or interoceptive). Fear can involve internal representations and cognitive processing, and can be modulated by a variety of factors.Responses to potential harm (Anxiety): Activation of a brain system in which harm may potentially occur but is distant, ambiguous, or low/uncertain in probability, characterized by a pattern of responses such as enhanced risk assessment (vigilance). These responses to low imminence threats are qualitatively different than the high imminence threat behaviors that characterize fear.Responses to sustained threat: An aversive emotional state caused by prolonged (i.e., weeks to months) exposure to internal and/or external condition(s), state(s), or stimuli that are adaptive to escape or avoid. The exposure may be actual or anticipated; the changes in affect, cognition, physiology, and behavior caused by sustained threat persist in the absence of the threat, and can be differentiated from those changes evoked by acute threat.Frustrative non-reward: Reactions elicited in response to withdrawal/prevention of reward, i.e., by the inability to obtain positive rewards following repeated or sustained efforts.Loss: A state of deprivation of a motivationally significant con-specific, object, or situation. Loss may be social or non-social and may include permanent or sustained loss of shelter, behavioral control, status, loved ones, or relationships. The response to loss may be episodic (e.g., grief) or sustained.
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.
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. 
mira ahmad

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

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

NIMH · Schizophrenia - 0 views

    • courtney galli
       
      Negative symptoms, more commonly found in women
    • courtney galli
       
      Cases in adolescence.  Lots go unrecognized because of symptoms 
    • courtney galli
       
      Biological predisposition can have an effect
  •  
    This is credible because it is a government site.  Government websites usually give correct statistics and tend to not be bias when giving information like this.    This site gives lots of new information that could have been used and lots of information that was already used.
Anthony Baloukas

Comfort Zone | Article - 1 views

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

THE PSYCHOLOGY OF THE CULT EXPERIENCE - NYTimes.com - 0 views

  • negative characteristics exhibited by the former cult members studied, said Dr. Clark, are depression, guilt, fear, paranoia, slow speech, rigidity of facial expression and body posture, indifference to physical appearance, passivity and memory impairment.
  • The techniques of many cults fall under the general rubric of brainwashing
  • Dr. Singer, ''cult leaders and their trainers exert a systematic social influence that can produce great behavioral changes.''
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  • 'have taken techniques from the human-potential movement, from the encounter, sensitivitytraining and humanistic-psychology movements, and combined them with cult ideology and persuasive sales methods - and packaged them in various combinations.''
  • nationally is variously estimated at 300,000 to three million.
  • Dr. Singer estimates that there are 2,500 to 3,000 cults in the United States
  • United
  • Dr. Singer estimates that there are 2,500 to 3,000 cults in the United States
  • Whether or not a cult is destructive is determined by the morality of the cult leader and the nature of the leader's charismatic dream,
  • Not all cults are destructive, the researchers said, and many of those who join and remain in cults do so out of a sincere quest for religious connection.
  • Dr. Cath defined a cult as a group of people joined together by a common ideological system fostered by a charismatic leader
    • courtney galli
       
      Temporal lobe epilepsy is a form of focal epilepsy, a chronic neurological condition characterized by recurrent seizures.
  • ''the expectation is that they can transcend the imperfections and finitude of life.''
  • ''Often they set up a we-they philosophy: We have the truth and you do not.
  • ''Under the force of the conversion experience, people disappeared from their families and changed, sometimes after only a few days.''
  • More are male than female.
  • involves a vulnerable person
  • ''Cult recruiters frequent bus stations, airports, campuses, libraries, rallies, anywhere that unattached persons are likely to be passing through,''
  • Dr. Cath defined a cult as a group of people joined together by a common ideological system fostered by a charismatic leader
  • The symptoms of temporal lobe epilepsy,'' said Dr. Clark, ''are similar to those seen or reported as resulting from cult conversions: increased irritability, loss of libido or altered sexual interest; ritualism, compulsive attention to detail, mystical states, humorlessness and sobriety, heightened paranoia.''
  • Dr. Cath said: ''Keeping devotees constantly fatigued, deprived of sensory input and suffering protein deprivation, working extremely long hours in street solicitation or in cult-owned businesses, engaging in monotonous chanting and rhythmical singing, may induce psychophysiological changes in the brain. The rhythmical movement of the body can lead to altered states of consciousness, and changes in the pressure or vibration pattern of the brain may affect the temporal lobe.''
  • ''cult-conversion syndrome'' represents an overload of the brain's ability to process information.
Zach Fenlon

Post-traumatic stress disorder - TheFamily Health Guide - 1 views

  • Post-traumatic stress disorder
    • Zach Fenlon
       
      This link is credible because it is from studies conducted by the well known University Harvard
  • Under the current official definition, PTSD is diagnosed only if you have been exposed to actual or threatened death or serious injury and responded with fear, helplessness, or horror.
  • The point in a person’s life when a trauma occurs may also predict her likelihood of developing the disorder.
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  • some women develop PTSD after a traumatic childbirth.
    • Zach Fenlon
       
      I find this very interesting, i was completely unaware that a milestone this common could lead to PTSD. 
  • PTSD may also occur following a heart attack or diagnosis of cancer.
    • Zach Fenlon
       
      More examples that i never even considered possible. 
  • Avoidance: Avoiding thoughts, feelings, activities, places, and people associated with the trauma. This may result in social withdrawal and becoming numb to positive as well as negative emotions.
    • Zach Fenlon
       
      I did not know this to be a symptom. I wonder how easy it would be to identify. 
  • Symptoms lasting more than three months are considered chronic PTSD
  • Occasionally, someone develops “delayed PTSD” six months later or more, following a reminder of the event.
  • In the June 28, 2004, Archives of Internal Medicine, researchers from the Veterans Administration reported that women with PTSD have more medical conditions and worse physical health than non-traumatized women, even those with depression.
    • Zach Fenlon
       
      At first i only associated PTSD with causing suicide, but i didn't realize that it is also impacted the physical health or it's subjects. 
  • “The amygdala appears to be overreactive in PTSD. We’re currently examining whether it is already overreactive, making someone more vulnerable to PTSD, or becomes that way in response to trauma,”
    • Zach Fenlon
       
      This interests me because from what i understand, perhaps PTSD could be avoided in patients who are already more vulnerable. 
  • the hippocampus and the anterior cingulate cortex, appear not to function as well in those with PTSD.”
  • gradual and repeated exposure can reduce symptoms and help change how you respond to the triggering situations.
  • although not all clinical trials have shown them to work better than placebo.
    • Zach Fenlon
       
      I would like to read more on some of these studies. 
  • adrenaline acts to strengthen memories,
  • testing whether an adrenaline-reducing medication, the hypertension drug propranolol, might help block abnormal memory formation and prevent PTSD.
vince chatigny-barbosa

What Success Does for the Brain - 1 views

  • the brain appears to react more to success than failure, supporting previous evidence that we learn more from a positive outcome than a negative one.
  • Monkeys
  • family pets respond more to reward than punishment
  • ...6 more annotations...
  • the prefrontal cortex and the striatum—“keep track of recent successes and failures for many seconds, long enough for it to play a role in guiding the learning the next time an opportunity to learn comes up
  • monkeys’ brains are similar enough to humans
  • neural processing in the brain improves after a recent success and doesn't improve much after a recent failure
  • [T]he neurons themselves retained a memory of the correct action, paving the way for continued success
  • a study by psychology professor Mario Liotti. Liotti and his team examined magnetic resonance imaging (MRI) scans of the brains of swimmers who failed to qualify for the 2004 Olympic team. The scans were recorded while the swimmers watched videos of their failed qualifying races. Liotti “found that a region of the brain that plans future actions (the pre-motor cortex) appeared inhibited when the elite athletes saw themselves “lose,”
  • But endorphins, which are “stimulated by exercise alone and heightened when accompanied by experiences like winning or a spectacular performance,” create “ephemeral” reactions in the brain
Julian Posteraro

The addicted brain - Harvard Health Publications - 0 views

    • Julian Posteraro
       
      Statistics to give general idea of the severeness of addiction.
    • Julian Posteraro
       
      Many people try hard drugs for example and do not get addicted. Why are some more vulnerable to these addictions than others? 
    • Julian Posteraro
       
      The future of research on addiction is both positive and negative. We are finding more and more reasons about why we all get addicted to certain things.
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