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Seb Potvin

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

  • rebellion which broke out on the morning of the second day. The prisoners removed their stocking caps, ripped off their numbers, and barricaded themselves inside the cells by putting their beds against the door.
    • Seb Potvin
       
      Prisoners rebelled to try and show the injustice of the guards and the mistreatment towards them
Seb Potvin

BBC News - Stanford prison experiment continues to shock - 0 views

  • Forty years ago a group of students hoping to make a bit of holiday money turned up at a basement in Stanford University, California, for what was to become one of the most notorious experiments in the study of human psychology.
    • Seb Potvin
       
      The experiment took place in California and college students participated to make extra money
  • The Stanford prison experiment was supposed to last two weeks but was ended abruptly just six days later
    • Seb Potvin
       
      The experiment was done in six days because of mental breakdown and dropouts
    • Seb Potvin
       
      Prisoners no-longer wanted to partake in this experiment
  • Despite their uniforms and mirrored sunglasses, the guards struggled to get into character and at first Prof Zimbardo's team thought they might have to abandon the project.
    • Seb Potvin
       
      It took guards and prisoners she time to fully get into their roles and because of that, Zimardo was worried the experiment would be done before it even started
  • ...4 more annotations...
  • At the same time the prisoners, referred to only by their numbers and treated harshly, rebelled and blockaded themselves inside their cells.
    • Seb Potvin
       
      Prisoners where harshly treated, punished, embarrassed and is one of the main reason why the experiment concluded after 6 days
    • Seb Potvin
       
      Prisoners gave up because they found conditions to be bad and found no point in this experiment.
  • "Suddenly, the whole dynamic changed as they believed they were dealing with dangerous prisoners, and at that point it was no longer an experiment,"
    • Seb Potvin
       
      Guards took their roles too strictly and  Zimbardo even said at the end that these people where not like that in their outside lives, and that their roles changed them for the course of the experiment.
  • "What was demanded of me physically was way too much and I also felt that there was really nobody rational at the wheel of this thing so I started refusing food."
    • Seb Potvin
       
      Prisoners no-longer ate out of hatred towards the guards and to hopefully get out.
    • Seb Potvin
       
      This site is credible because it is a news website viewed by millions so their information is constantly being reviewed.
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.
alicia waid

Milgram's Experiment on Obedience to Authority - 4 views

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