Skip to main content

Home/ wicpsycho/ Group items tagged to

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Chrissy Le

Harvard Education Letter - 2 views

www.hepg.org/524

leadership research 21stCenturySkills

shared by Chrissy Le on 03 Feb 12 - No Cached
  • 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
      Daryl Bambic on 03 Feb 12
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
      Emilie L on 07 Feb 12
       
      (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
      Julian Pendenza on 07 Feb 12
       
      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
      Marie-Lise Pagé on 08 Feb 12
       
      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
      Matthew Schaffer on 08 Feb 12
       
      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
      Ally Talarico on 08 Feb 12
       
      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
      mauromongiat on 08 Feb 12
       
      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
      Camil Darwiche on 08 Feb 12
       
      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
      michelle tappert on 08 Feb 12
       
      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
      Lauren Ganze on 08 Feb 12
       
      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
      Julian Posteraro on 08 Feb 12
       
      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
      Eli Michon on 08 Feb 12
       
      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
      Giuliano Musacchio on 08 Feb 12
       
      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
      kelsey sazant on 08 Feb 12
       
      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
      Chrissy Le on 08 Feb 12
       
      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
      Jordyn Shell on 04 Feb 12
       
      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
      Joe Inhaber on 08 Feb 12
       
      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
      vanessa parent on 08 Feb 12
       
       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. 
Emilie L

The Mind of the Narcissist - 0 views

malignantselflove.tripod.com/msla.html

shared by Emilie L on 02 Apr 12 - No Cached
    • Emilie L
      Emilie L on 02 Apr 12
       
      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
      Emilie L on 02 Apr 12
       
      * keyword: distinct mental constitution (that differs from all the different kinds of confidence kinda brain traits)
  • 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.
  • ...40 more annotations...
  • Narcissus is not in love with himself. He is in love with his reflection
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic).
  • the narcissist is preoccupied with projecting a loveable image, albeit compatible with his self-image (the way he "sees" himself).
  • If he cannot love himself – he must love his reflection
  • ut to love his reflection – it must be loveable
  • they direct their love to other people's impressions of them. He who loves only impressions is incapable of loving people, himself included.
  • 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
      Emilie L on 02 Apr 12
       
      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
      Emilie L on 02 Apr 12
       
      * 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
      Emilie L on 02 Apr 12
       
      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
  • Clinical data show that there is rarely any realistic basis for these grandiose notions of greatness and uniqueness.
    • Emilie L
      Emilie L on 02 Apr 12
       
      meaning there is nothing really extravagant or particular about them that they should (or could even be really driven!!) to be narcissistic 
  • 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
  • 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
      Emilie L on 02 Apr 12
       
      bases his own happiness on what others are doing around him + their reflection of him
  • He is a habitual "people-junkie"
  • The narcissist is forced to use other people in order to feel that he exists
  • 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.
  • 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
      Emilie L on 02 Apr 12
       
      * big point
  • 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 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
      Emilie L on 02 Apr 12
       
      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
  • He sees them only through this lens.
  • 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
      Emilie L on 02 Apr 12
       
      1977 Criteria to Narcissistics * very interesting, gives personality traits + actions 
  • 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
      Emilie L on 02 Apr 12
       
      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
      Emilie L on 02 Apr 12
       
      * 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).
  • 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.
  • 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
      Emilie L on 02 Apr 12
       
      ouuuu
  • 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
      Emilie L on 02 Apr 12
       
      What makes a narcissistic (i.e., triggers it?)
  • Overweening, smothering, spoiling, overvaluing, and idolising the child – are also forms of parental abuse.
    • Emilie L
      Emilie L on 02 Apr 12
       
      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
      Emilie L on 02 Apr 12
       
      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
      Emilie L on 02 Apr 12
       
      * 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
      Emilie L on 02 Apr 12
       
      child-like ego problems: strong dependence on parents creates a super vulnerable child
  • Emilie L on 02 Apr 12
     
    "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"
alicia waid

Milgram's Experiment on Obedience to Authority - 4 views

nature.berkeley.edu/...article35.htm

Milgram stanley experiment obedience authority results evil good humans power

shared by alicia waid on 01 May 13 - No Cached
    • alicia waid
      alicia waid on 01 May 13
       
      Excellent site for summary of Milgram's experiment.
    • alicia waid
      alicia waid on 01 May 13
       
      Important to note the different kinds of studies that were made. (2 variations talked about.)
    • alicia waid
      alicia waid on 01 May 13
       
      Results: Important to note the 3 different outcomes. State brief explanations of how they're different.
  • ...40 more annotations...
    • alicia waid
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      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
      alicia waid on 01 May 13
       
      Basic information of experiment.
    • alicia waid
      alicia waid on 01 May 13
       
      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.
Chrissy Le

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

www.peele.net/laa4.html

addiction love relationship ego feeling

shared by Chrissy Le on 09 Apr 12 - No Cached
  • 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.
  • ...25 more annotations...
  • 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
Erin Waxman

Military uses war simulations to help prevent PTSD in soldiers | PRI.ORG - 1 views

www.pri.org/...nt-ptsd-in-soldiers-13189.html

military war simulations help ptsd soldiers

shared by Erin Waxman on 01 May 13 - No Cached
  • War simulations are being used by the military to mentally prepare and test soldiers for the stressful conditions they could face during war. Researchers hope to prevent future cases of PTSD among combat veterans through new initiatives they're testing now.
  • the U.S. has had about 2.5 million soldiers in Iraq and Afghanistan, and an estimated 300,000 have been diagnosed with PTSD.
  • The Department of Defense is spending millions of dollars to figure out effective ways to treat and, hopefully, prevent PTSD, Noonan said.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      very important investment. PTSD is a horrible illness and with so many soldiers developing it, we need to find a way to prevent it.
  • ...5 more annotations...
  • "These (simulations) are intended to expose the recruits to combat conditions to teach them that they can trust their training, that they can actually do their jobs, perform first aid, execute whatever orders they're supposed to be executing, under combat condition," he said. "It also introduces them to fear and stress under combat conditions."
  • who tosses volunteers out of airplanes with sensors all over their bodies to try and understand why combat veterans develop PTSD.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      i'd be interested to read more about this
  • Parodi has found that some people possess an optimal fear response, which she calls the "warrior brain" — meaning they think clearly during a stressful period and once the stressful period ends, their fear response returns back to normal.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      I wonder how much this has to do with the sympathetic and parasympathetic parts of the nervous system.
  • "As far as to the application to preventing PTSD, I think what the military ultimately wants to do is to be able to develop and incorporate into their training program, similar to what the SEALS are doing, where you can expose recruits to stressful situations," he said. "But you also want to arm them with the psychological tools — that they need to recognize, that they need to function at maximum capacity during the stressful situation. And when it ends, they need to put it behind them and move on."
  • But the current treatment has a success rate of just 40 percent.
  • Erin Waxman on 01 May 13
     
    PRI Public Radio International article talks about the use of war simulators BEFORE going into the war for soldiers to hopefully prevent them from getting PTSD in the future. Very interesting to see that doctors are trying to stop this illness even before the soldiers go into war.
Daryl Bambic

Nine Steps to Achieving Flow in Your Work | Greater Good - 0 views

greatergood.berkeley.edu/...to_achieving_flow_in_your_work

flow

shared by Daryl Bambic on 23 May 12 - No Cached
  • Put simply, it’s a state of mind you achieve when you’re fully immersed in a task, forgetting about the outside world. It’s a concept proposed by positive psychologist Mihály Csíkszentmihályi, and these days you’re likely to read about it on blogs and in all kinds of magazines.
  • e the ability to single-task (as opposed to multi-task) is one of the keys to true productivity.
    • Daryl Bambic
      Daryl Bambic on 23 May 12
       
      Why would "unitasking" as opposed to multitasking help produce more 'flow' experiences?  Answer in response to this sticky note and remember to bookmark it to the wicpsycho group.
    • Jordyn Shell
      Jordyn Shell on 23 May 12
       
      I believe it would produced a flow in experience because your mind would be concentrated on one task at hand rather than trying to do a million little things at once. It also allows you to focus more and to have a better understanding of your work when you are doing one thing at a time.
    • Matthew Schaffer
      Matthew Schaffer on 23 May 12
       
      Uni-Tasking will produce more flow because when you focus on one task only, there are no distractions from other activities. While uni-tasking, you are able to focus on a single task, which then allows you to get it done without any stress. 
    • Chrissy Le
      Chrissy Le on 23 May 12
       
      Uni-tasking can help produce more "flow" because it means that your brain is concentrating on one single thing as opposed to being scattered everywhere. When you multitask your attention is cut short every time you switch over to your next activity, this will prevent you from completing your true ideas and will stop you from thinking them through.
    • Joe Inhaber
      Joe Inhaber on 23 May 12
       
      Unitasking as opposed to multitasking would help produce more flow experience because when you are unitasking, you are focusing on only one thing, and you wouldnt be distracted by anything else. This would keep you on task making it more of a flow like experience
    • Emilie L
      Emilie L on 23 May 12
       
      Like this article suggests, "quality over quantity". When you're so focused on getting several things done, it becomes harder to focus because your main objective is to get it done-it doesn't matter to what degree or quality it is, just do it. What uni tasking allows is the utter focus on "doing" something, singular, without the hassle of trying to get one thing done after another. Unitasking allows your entire mind, and heart too, to go into this one task- hence, zen.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 23 May 12
       
      Unitasking will help to produce the flow experience becaue you only focus on one thing so your mind will not be thinking about other things while you are working. When you focus on one thing it can be done faster.
    • mauromongiat
      mauromongiat on 23 May 12
       
      It is because when unitasking your mind is focused on only a single task. So when you focus on a single task the brain does not need to think about other tasks as in the case of multitasking. We get more flow unitasking because we are not distracted by the other task in multitasking.
    • kelsey sazant
      kelsey sazant on 23 May 12
       
      Unitasking would be more productive and create flow because we can manage to concentrate on only that one thing. When we multitask, we cannot achieve flow because we are trying to concentrate on more than just one thing. Flow can only be centred around one thing at a time, not a multitude of things at once. 
    • vince chatigny-barbosa
      vince chatigny-barbosa on 23 May 12
       
      By focusing on one activity at a time, you not only produce better quality work, but it gives the illusion that your work load is not so great. When you try and multi-task, it seems as if the work is overwhelming. Doing one thing at a time seems more organized and realistic.
    • Lauren Ganze
      Lauren Ganze on 23 May 12
       
      Unitasking allows the brain to focus on one thing, blocking out exterior noises and such. Concentrating on a single task would greatly reduce the number of things that successfully distract you, allowing you to achieve Flow and successfully completing a difficult task. Also, doing a single thing instead of switching between many the whole day will encourage actual important work.
    • Julian Pendenza
      Julian Pendenza on 23 May 12
       
      I believe that unitasking helps produce more flow because it allows you to focus more on just one task. By doing this, you put more effort in that one task and it allows you to perform better. By focusing on just one task, its easier to block off everything around you and you are distracted as easily as you would be while multitasking.
    • Eli Michon
      Eli Michon on 23 May 12
       
      When you focus on one thing, you can do that one thing better and not "half-assed" (pardon my french) As they say, Jack of all trades, master of none. If you are trying to do many things at once, each of those things is gonna be less well done than if you were just working towards one goal.
    • Giuliano Musacchio
      Giuliano Musacchio on 23 May 12
       
      In my opinion unitasking would produce more flow because instead of focusing on many different situations, one will be more concentrated on a specific activity. It allows one to clear away from distractions, be satisfied with their work and helps us with our understanding
alicia waid

Cannabis and mental health - 0 views

www.ncbi.nlm.nih.gov/...PMC1124674

schizophrenia cannabis mental health psychosis studies statistics depression

shared by alicia waid on 06 Apr 13 - No Cached
    • alicia waid
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      In a Swedish study, it was proved that the use of cannabis increases your chances of developing schizophrenia by 30%.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Even more people are anticipating that cannabis will continue to contribute to even more cases of mental illnesses in the future.
    • alicia waid
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
      alicia waid on 06 Apr 13
       
      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
Daryl Bambic

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

academic.oup.com/...233998

emotions animal

shared by Daryl Bambic on 22 Oct 21 - No Cached
  • because emotions have evolved in specific contexts.
  • Categorically denying emotions to animals because they cannot be studied directly does not constitute a reasonable argument against their existence.
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      To deny that something is real without first investigating its existence is not good science.
  • Field research
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      meaning in nature and not in a lab
  • ...48 more annotations...
  • phenotypes
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      This means a type of behaviour related to a species, like mating behaviour for example.
  • My goal is to convince skeptics that a combination of “hard” and “soft” interdisciplinary research is necessary to advance the study of animal emotions.
  • broadly defined as psychological phenomena that help in behavioral management and control
  • Likewise, no single theory of emotions captures the complexity of the phenomena called emotions
  • It is important to extend our research beyond the underlying physiological mechanisms that mask the richness of the emotional lives of many animals and learn more about how emotions serve them as they go about their daily activities
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Ignore the previous sentence because this one explains it: the study of emotions needs to focus more on how they help us in life and less on the biology of them.
  • emotions are real and that they are extremely important,
  • René Descartes
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      The philosopher who said, "I think therefore I am". He divided humans into mind/body.
  • B. F. Skinner
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Skinner was a pioneer in behaviour conditioning. He taught that emotions, because we can't measure them, are not important to understanding behaviour.
  • Why then are there competing views on the nature of animal emotions? In part, this is because some people view humans as unique animals, created in the image of God
  • researchers studying animal behavior came to realize that there was too little in studies of animal emotions and minds that was directly observable, measurable, and verifiable, and chose instead to concentrate on behavior because overt actions could be seen, measured objectively, and verified
  • Most researchers now believe that emotions are not simply the result of some bodily state that leads to an action
  • William James and Carl Lange
  • James and Lange argued that fear, for example, results from an awareness of the bodily changes (heart rate, temperature) that were stimulated by a fearful stimulus.
  • Walter Cannon's criticisms
  • there is a mental component that does not have to follow a bodily reaction
  • drugs producing bodily changes like those accompanying an emotional experience
  • do not produce the same type of conscious experience of fear
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      The textbook spoke of this.
  • Primary emotions, considered to be basic inborn emotions
  • Natural selection has resulted in innate reactions that are crucial to individual survival.
  • are wired into the evolutionary old limbic system (especially the amygdala), the “emotional” part of the brain
  • substrate
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Substitue 'circuit' for this word
  • . Each is connected to the other two but each also has its own capacities
  • current research (LeDoux 1996) indicates that all emotions are not necessarily packaged into a single system, and there may be more than one emotional system in the brain.
  • Secondary emotions are those that are experienced or felt, evaluated, and reflected on. Secondary emotions involve higher brain centers in the cerebral cortex.
  • ethologists
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Ethology is the study of animal behaviour and mind
  • cognitive ethologists want to know what it is like to be another animal.
  • concerns how emotions and cognition are linked
  • A sense of self in the act of knowing is created,
  • various brain structures map both the organism and external objects
  • I am inclined merely to delete it [the mental realm] from biological explanation, because it is an entirely private phenomenon, and biology must deal with the publicly demonstrable.”
  • abanac postulated that the first mental event to emerge into consciousness was the ability of an individual to experience the sensations of pleasure and displeasure
  • Examples of animal emotions
  • Social play
  • Studies of the chemistry of play support the idea that play is enjoyable.
  • dopamine (and perhaps serotonin and norepinephrine)
  • rats enjoy being playfully tickled.
  • grief in geese
  • grief and depression in orphan elephants is a real phenomeno
  • It is unlikely that romantic love (or any emotion) first appeared in humans with no evolutionary precursors in animals
  • common brain systems and homologous chemicals underlying love that are shared among humans and animals
  • No one discipline will be able to answer all of the important questions that still need to be dealt with in the study of animal emotions
  • However, research that reduces and minimizes animal behavior and animal emotions to neural firings, muscle movements, and hormonal effects will not likely lead us significantly closer to an understanding of animal emotions.
  • All research involves leaps of faith from available data to the conclusions
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      What do you think about this sentence?
  • studies of the behavior of captive animals
  • Field work also can be problematic. It can be too uncontrolled to allow for reliable conclusions to be drawn.
  • behavior is primary; neural systems subserve behavior
  • Emotions are an integral part of human life, so why not for other animals?
  • in many instances, differences in degree rather than differences in kind.
Chanelle Miller

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

sas.calpoly.edu/...stressmanagement.html

stress

shared by Chanelle Miller on 06 Apr 13 - No Cached
  • How Does Stress Affect You?
    • Chanelle Miller
      Chanelle Miller on 06 Apr 13
       
      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
      Chanelle Miller on 06 Apr 13
       
      Psychological: -Lack of interaction and good decision making. -Stress can cause anxiety and depression
    • Chanelle Miller
      Chanelle Miller on 06 Apr 13
       
      Behavioural: -Causes you to be excited or annoyed. -Takes part in the reason why people smoke, drink and laziness
  • What Causes Stress?
  • Academics
  • ...76 more annotations...
  • Dating
  • Environment
  • Extracurricular
  • Peers
  • Time Management
  • Money
  • Parents
  • pressure of not failing.
  • relationship problems may add to the pressure/stress of academics.
  • viewing heated topics, slow moving traffic, trying to find a parking spot, etc.
  • extracurricular activities a part of their daily routine
  • pressure that is negatively influenced.
  • peer pressure
  • not knowing how to plan and execute daily activities
  • Money is a huge stressor that college students face.
  • Pressure from parents to succeed
  • Method for Identifying the Causes of Stress
    • Chanelle Miller
      Chanelle Miller on 06 Apr 13
       
      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.
Daryl Bambic

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

www.abc.net.au/...4392444

cults psychology

shared by Daryl Bambic on 02 Jun 13 - No Cached
  • 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.
  • charismatic, he did have that capacity to have a group of people in front of him and hold their attention.
  • 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
  • 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.
  • 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
  • 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.
  • 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.
  • staying as connected
  • 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.
Dayna Rabin

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

lifehacker.com/...ful-way-to-activate-our-brains

Storytelling brain learning story research

shared by Dayna Rabin on 30 Apr 13 - No Cached
  • 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.
  • but any other area in our brain that we would use when experiencing the events of the story are too.
  • how delicious certain foods were, our sensory cortex lights up. If it's about motion, our motor cortex gets active:
  • 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.
  • story, if broken down into the simplest form, is a connection of cause and effect.
  • 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.
  • 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.
  • 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.
  • xchanging stories with those of experts.
  • 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.
  • ask for quotes from the top folks in the industry or simply find great passages they had written online.
  • 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.
Daryl Bambic

The teenage brain | Science News for Students - 1 views

www.sciencenewsforstudents.org/...teenage-brain

brain teenage

shared by Daryl Bambic on 13 Jan 17 - No Cached
  • dopamine.
  • Dopamine levels in general peak during adolescence.
  • increased activity in the ventral striatum
  • ...27 more annotations...
  • prefrontal cortex’s ability to boss the brain increases with age.
  • reward system can outmuscle the master planner.
  • adolescent brain specifically evolved to respond to rewards so teens would leave behind the protection provided by their parents and start exploring their environment — a necessary step toward the independence they will need in adulthood.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 17
       
      Evolutionary reward...the teen phase of development is what has pushed us forward with the new discoveries
  • So that’s why you have parents to act as your prefrontal cortex,” Frank jokes. Then, all too often, he says, “you reach adolescence and you don’t listen to your parents anymore.”
  • brain acts as the sculptor and chops away excess synapses. Scientists refer to this process as synaptic pruning.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 17
       
      Great image of pruning as sculpting
  • If you have ever thought that the choices teenagers make are all about exploring and pushing limits, you are on to something
  • necessary phase in teen development
  • exploratory period.
  • Even laboratory mice experience a similar phase during their development.
  • Young mice that explore most tend to live longest
  • magnetic resonance imaging (MRI) scanner. The scanner relies on a powerful magnet and radio waves to create detailed images of the brains
  • Teens also can play games that require them to make choices,
  • observing and measuring which parts of the teens’ brains are most active
  • During the risk-taking and rewards-based tests, one region deep inside the brain shows more activity in adolescents than it does in children or adults, Crone says. This region, known as the ventral striatum, is often referred to as the “reward center”
  • Adolescents are particularly sensitive and responsive to influence by friends, desires and emotions, researchers say. It’s one of the hallmarks of this stage in life.
  • eel good” response helps explain why they often give in to impulsive desires.
  • to be shouting louder” between the ages of 13 and 17 than at any other time during human development.
  • prefrontal cortex, it’s the brain’s master planner.
  • brain is locked in a tug-of-war between the logical pull of the prefrontal cortex and the impulsive pull of the ventral striatum.
  • toward years of serious risk-taking
  • prefrontal cortex seems to lag in developing. It turns out this delay serves an important evolutionary function,
  • So it’s important that the master planner not be too rigid or restrictive during adolescence. Instead, it stays open to learning.
  • One of the processes involves axons, or fibers that connect nerve cells. From infancy, these fibers allow one nerve cell to talk to another. Throughout the teen years, fatty tissue starts to insulate the axons from interfering signals — it is a bit like the plastic that coats electrical cables.
  • In axons, the insulating tissue allows information to zip back and forth between brain cells much more quickly. It also helps build networks that link the prefrontal cortex with other brain regions, allowing them to work together more efficiently.
  • The second key process involves synapses. A synapse is like a dock between nerve cells. Nerve cells communicate by transmitting chemical and electrical signals. Those signals move through the synapses.
  • brain starts discarding many of these connections
  • So the brain strengthens the synapses it really needs and eliminates those that either slow things down or aren’t useful.
Daryl Bambic

Behaviorism - 4 views

www.simplypsychology.org/behaviorism.html

behaviourism psychology

shared by Daryl Bambic on 26 Apr 12 - No Cached
  • Psychology should be seen as a science. 
  • Its theoretical goal is … prediction and control” (1913, p. 158).
  • concerned with observable behavior,
  • ...17 more annotations...
  • a person’s environment determines their behavior
  • 'tabula rasa' (a blank slate).
  • There is little difference between the learning that takes place in humans and that in other animals.  Therefore research can be carried out on animals as well as humans.
  • Behavior is the result of stimulus – response
  • no matter how complex,
  • All behavior is learnt from the environment
  • Limitations
  • Strengths
  • The psychodynamic approach (Freud) criticizes behaviorism as it does not take into account the unconscious mind’s influence on behavior, and instead focuses on external observable behavior.
  • (tabula rasa)
  • Humanism also rejects the nomothetic approach
  • humans have free will (personal agency
  • Chromosomes and hormones
  • Mediation processes occur between stimulus and response, such as memory, thinking, problem solving etc.
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      What are the three main objections of the Behaviourism?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 27 Apr 12
       
      The three main objections is that human cannot be compare to animals, human have free will and they make their own decisions and it doesn't take into account the unconscious mind.
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      1) Humans have free will and are able to make their own decisions. This is objected because our actions are made based on our surroundings. 2) Animals and humans are not comparable. They are however because they can both be controlled by a stimulus for example. 3) People are born with a blank slate in their mind. Freud believed that they were actually born with instincts.  
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      The three main objections of the Behaviourism is that humans cannot be accurately represented by animals because we have a different and more complex mind we also have free will and a different decision making process. Hormones also have a huge influence on our behaviour, this does not effect animals as drastically. 
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      We are born with a "blank slate" therefore we are not born with a unconscious mind. Behavior isn't determined by our unconscious mind but by our environment. If it's not measurable, it's not a good theory. Also, we can't test on animals and just accept that they are the same as humans. They aren't. We are a lot more advanced and complex than most animals. We have free will and we make decisions differently than they do. 
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      What are the strengths of Behaviourism?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 26 Apr 12
       
      The strengths are that it's scientific so the experements done can support the theories. It helps us understand certain behaviours we have. Also, it can help us compare ourselves to animals since most of the experements are done on animals. 
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      Behaviourism is beneficial because knowing that a simple or complex stimulas can trigger a certain reaction, we can learn how to better control other people or animals. For example, a stimulas can be used to train your pet animal or to calm your energetic child down. Knowing that behaviourism is predictable, we can have a certain amount of subtle control over others when needed, in therapy for example. There are also many experiments that help support the theories of Behaviourism. This is also something that is common between animals and humans. We both can react a certain way based on our environment. 
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      It's scientific, it's highly applicable through therapy, it emphasizes objective measurement. There are many experiments to support theories as well. 
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      The main strengths of Behaviourism are that it is scientific and therefore can test and approve or reject falsifiable theories. It can also be used as therapy or treatment if used or understood properly. It also helps us understand our behaviours by comparing them to animals, this helps us further understand our own species through the observation of another. 
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      Why is Behaviourism primarily concerned with observable behaviour? How is that different from Freudian psychoanalytic theory?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 26 Apr 12
       
      Behaviourism is primarily concerned with observable  behaviour because it wants to have data and the only way to get it is by seeing something happen. It is different than the Freudian psychoanalytic because Freud's theory was that you can't change the behaviour, but in behaviourism we can change the reaction.  Behaviourism says that internal events like thinking will be explained with olur behaviour.
    • Jordyn Shell
      Jordyn Shell on 27 Apr 12
       
      Behaviourism is primarily concerned with observable  behaviour because the only way to know if something is occurring is to OBSERVE IT, hence 'observable behaviour' (behaviours which are required to be seen, like MLP said). It's different than Freud's theory because he believed that behaviour was permanent, no matter what the behaviour was. However you acted and such wasn't controllable or changeable.
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      Behaviorism is proven by observation. Also, the theory explains that we can change the reaction of certain other actions. Freudian theory believes that behavior or permanent. Although we believe that we are being rational when making decisions, we really aren't.
    • Eli Michon
      Eli Michon on 27 Apr 12
       
      Behaviorism need observation to be justified because you cant know what is happening unless it's witnessed. when thinking about this, i think of how a person under arrest is innocent until proven guilty. Freudian theory however presumed that behavior was a permanent thing and that every psychological advance you made would be determined and preset.
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      Behaviourism is concerned with observable behaviour because our environment determines our behaviour. Technically, people have no free will because every action made is a reaction to another. Freud doesn't take into consideration the unconscious mind and disregards behaviourism. He also believes that we are born with instincts and not with "tabula rasa". These two theories are different because if our surroundings can predetermine our behaviour, then our behaviour isn't permanent unless our environment is.  
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      Behaviorism is primarily concerned with observable behaviour because the only way to be certain that a change is occurring is to see it. This is quite different than Freud's theory because he believed that the behaviours that humans have cannot be altered. However, although our behaviours are believed to be set in stone, some things like routines and environments can change our reactions and perspectives. 
    • Emilie L
      Emilie L on 27 Apr 12
       
      'Because the study of behavior(ism) relies on the things we do visually (thus observable behavior). Like the text mentions, its an external and measurable study, instead of "average" physcology which is passed off on internal oberservaton (thoughts). It's different because Freudian theory suggest that everything is done mentally: our decisions, reactions. Happens through the brain; behaviorism suggests that we can study something that is said to be in our minds, based off of our actions (externally)
Daryl Bambic

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

opentextbc.ca/...1-1-psychology-as-a-science

shared by Daryl Bambic on 03 Dec 16 - No Cached
  • Because values cannot be considered to be either true or false, science cannot prove or disprove them.
    • Daryl Bambic
      Daryl Bambic on 03 Dec 16
       
      Falsifiability + Popper
    • Daryl Bambic
      Daryl Bambic on 20 Aug 21
       
      See Popper and why it is important to be able to prove something false.
  • This factual information can and should be made available to help people formulate their values about abortion and incarceration, as well as to enable governments to articulate appropriate policies
  • Although scientists use research to help establish facts, the distinction between values and facts is not always clear-cut. Sometimes statements that scientists consider to be factual turn out later, on the basis of further research, to be partially or even entirely incorrect
  • ...24 more annotations...
  • A major goal of psychology is to predict behaviour by understanding its causes. Making predictions is difficult, in part because people vary and respond differently in different situations.
  • differences in extraversion, intelligence, self-esteem, anxiety, aggression, and conformity.
  • we cannot always predict who will become aggressive or who will perform best in graduate school or on the job.
  • predictions made by psychologists (and most other scientists) are only probabilistic.
  • behaviour is that almost all behaviour is multiply determined, or produced by many factors.
  • depression is caused by lower-level genetic factors, by medium-level personal factors, and by higher-level social and cultural factors.
  • single cause.
  • are not independent of one another
  • much human behaviour is caused by factors that are outside our conscious awareness,
  • Sigmund Freud (1856-1939), who argued that many psychological disorders were caused by memories that we have repressed and thus remain outside our consciousness.
  • Research demonstrates that individuals who are exposed to highly stressful situations over long periods of time develop more health problems than those who are not
    • Daryl Bambic
      Daryl Bambic on 20 Aug 21
       
      "Research demonstrates"...what is wrong with this? Can we know how this study was conducted? What were the variables? Was it correlation or causation?
  • Although science is not perfect, the requirements of empiricism and objectivity result in a much greater chance of producing an accurate understanding of human behaviour than is available through other approaches.
    • Daryl Bambic
      Daryl Bambic on 20 Aug 21
       
      Great psychologists have not used the scientific method and contributed important insights into human behaviour. What role does the unconscious mind play in behaviour?
  • biological influences
  • abilities and characteristics of individual people
  • social groups,
  • cognitive and motivational biases
    • Daryl Bambic
      Daryl Bambic on 20 Aug 21
       
      Leave a sticky note for yourself or others with whom you share this page.
  • Research psychologists use scientific methods to create new knowledge about the causes of behaviour, whereas psychologist-practitioners, such as clinical, counselling, industrial-organizational, and school psychologists, use existing research to enhance the everyday life of others.
  • collect and interpret data in their everyday lives
  • accepting explanations for events without testing them thoroughly may lead us to think that we know the causes of things when we really do not.
  • Empirical methods include the processes of collecting and organizing data and drawing conclusions about those data
  • scientific method as the set of assumptions, rules, and procedures that scientists use to conduct empirical research.
  • Statements that cannot be objectively measured or objectively determined to be true or false are not within the domain of scientific inquiry
  • Values are personal statements such as “Abortion should not be permitted in this country,” “I will go to heaven when I die,”
Dayna Rabin

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

itsrocketscience.ca/?p=605

Storytelling brain story learning research

shared by Dayna Rabin on 30 Apr 13 - No Cached
  • 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.
alicia waid

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

www.health.harvard.edu/...phrenia-psychosis-201103071676

schizophrenia marijuana teens smoke pot psychosis harvard health

shared by alicia waid on 06 Apr 13 - No Cached
    • alicia waid
      alicia waid on 06 Apr 13
       
      Regular marijuana use increases a teenagers chance to develop psychosis*, and developing schizophrenia*.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Psychosis: A temporary state filled with intense anxiety and hallucinations.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *Schizophrenia: Disabling brain disorder that not only causes psychosis, but also problems concentrating and loss of emotional expression.
    • alicia waid
      alicia waid on 06 Apr 13
       
      In a study following 2,000 tenns as they start to develop into young adults, it was proven that young people who smoke marijuana at least 5 times were twice as likely to develop psychosis over the next 10 years of their lives compared to those who didn't smoke.
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was also proven that early marijuana use could increase the speed of the onset of psychosis by three years. (Those most at risk are youths who might have some family member that is dealing with schizophrenia, or any other psychotic disorder). 
  • ...34 more annotations...
    • alicia waid
      alicia waid on 06 Apr 13
       
      These people who have family members affected by psychosis have approximately a 1 in 10 chance of developing the same condition themselves (even if they've never smoked pot).  However, if smoking marijuana, this doubles their risk (1 in 5 chance).
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis have a 7 in 1,000 chance of developing a mental disorder.
    • alicia waid
      alicia waid on 06 Apr 13
       
      People who are not affected by psychosis but smoke marijuana double their risk: 14 in 1,000.
    • alicia waid
      alicia waid on 06 Apr 13
       
      A very popular study (nearly 50,000 young Swedish soldiers were followed for 15 years) showed that those who smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked marijuana.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was shown that the heaviest users (used more than 50 times) were 6 times more likely to become schizophrenic than the nonsmokers.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Research on the association of marijuana and the brain is in a very early stage (much is still unknown).  THC* contributes to marijuana's psychological and physical effects.
    • alicia waid
      alicia waid on 06 Apr 13
       
      *THC: One of the active compounds in marijuana.
    • alicia waid
      alicia waid on 06 Apr 13
       
      One of the many things that are still unknown is how marijuana might lead to psychosis.  There is a theory that marijuana interferes with brain development during adolescence and young adulthood, but this theory is yet to be determined.
    • alicia waid
      alicia waid on 06 Apr 13
       
      Although many things are still unknown about the relation between the adolescent brain and marijuana, one this is certain: As a teen, by smoking marijuana, you are increasing your vulnerability to psychotic thinking.
  • risk for later schizophrenia, psychosis
  • regular marijuana use increases the chance that a teenager will develop psychosis
  • increases the risk of developing schizophrenia
  • five times were twice as likely to have developed psychosis over the next 10 years
  • smoked marijuana at least
  • hasten the onset of psychosis by three years
  • already have a mother, father, or sibling with schizophrenia
  • most at risk are youths
  • some other psychotic disorde
  • one in five chance
  • even if they never smoke pot
  • one in 10 chance of developing the condition
  • doubles their risk
  • 7 in 1,000 chance
  • 14 in 1,000.
  • possible link between marijuana use and psychosis
  • smoked marijuana at least once were more than twice as likely to develop schizophrenia as those who had never smoked pot
  • marijuana use might lead to psychosis
  • cigarette smoking and lung cancer
  • marijuana and the brain
  • stimulates the brain and triggers other chemical reactions that contribute to the drug’s psychological and physical effects
  • six times as likely to develop schizophrenia as the nonsmokers
  • not clear
  • theory
  • marijuana may interfere with normal brain development during the teenage years
  • young adulthood.
  • increase a young person’s vulnerability to psychotic thinking
  • reward of a short-time high isn’t worth the long-term risk of psychosis or a disabling disorder like schizophrenia.
Erin Waxman

Postpartum Depression | Canadian Mental Health Association - 0 views

www.cmha.ca/...postpartum-depression

#postpartum #help #symptoms #mothers #children

shared by Erin Waxman on 05 Apr 13 - No Cached
  • 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
      Erin Waxman on 05 Apr 13
       
      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
      Erin Waxman on 05 Apr 13
       
      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
      Erin Waxman on 05 Apr 13
       
      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
      Erin Waxman on 05 Apr 13
       
      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.
Chanelle Miller

What is stress? - 0 views

www.mtstcil.org/...stress-definition-1.html

stress

shared by Chanelle Miller on 06 Apr 13 - Cached
  • Survival Stress
    • Chanelle Miller
      Chanelle Miller on 06 Apr 13
       
      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
      Chanelle Miller on 06 Apr 13
       
      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
      Chanelle Miller on 06 Apr 13
       
      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
      Chanelle Miller on 06 Apr 13
       
      effects of stress: fatigue, lack of concentration, sickness and even mental breakdowns
  • Fatigue and Overwork
    • Chanelle Miller
      Chanelle Miller on 06 Apr 13
       
      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.
  • way of responding to any kind of demand.
  • react by releasing chemi
  • 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
  • physical
  • response to danger
  • take time out for rest and relaxation
  • . 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
  • emotional
  • one of the hardest kinds of stress
Daryl Bambic

Is Anybody in There? Searching for Consciousness in an Injured Brain | Wired Science | ... - 2 views

www.wired.com/...all

brain neuroscience consciousness

shared by Daryl Bambic on 13 Feb 13 - No Cached
  • eft to languish in nursing homes where no one bothers with physical therapy or even to check for glimmers of regained consciousness
  • many patients with no outward signs of awareness retain some degree of consciousness
  • In Wallis’ case, brain scans revealed evidence that his brain had rewired itself to some extent to compensate for the injury
  • ...13 more annotations...
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      Brains re-wiring themselves is called brain plasticity.  
  • y rare, a 2009 study by Belgian researchers found that 41 percent of hospital and rehab patients with a vegetative state diagnosis were actually minimally conscious
  • ike a flickering light, and you’re going to miss it unless you systematically look for it,” Fins said.
  • n a few cases, this technology has enabled rudimentary communication with patients trapped inside an unresponsive body. In the future, some scientists believe, it may be possible to directly decode these patients’ thoughts.
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      For an explanation of how this decoding might work, go to the end of the article.
  • Getting these methods right is crucial, as pressure mounts to use them in medical decisions, including whether or not to terminate life support, and in the legal battles that sometimes ensue. There are a number of ongoing legal cases in Canada that involve vegetative or minimally conscious patients and end of life decisions, says Adrian Owen, a neuroscientist at the University of Western Ontario. “I’m absolutely sure fMRI is going to play a role in one or more of these cases in the next 12 months.”
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      The role of technology in ethical decision making.
  • technology that created these disorders in the first place.
  • ut a badly damaged brain is not necessarily unconscious. The recent research tells us quite clearly that human consciousness is not binary. It can exist in degrees, fade in and out, even when the body is unresponsive.
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      Consciousness is not binary but a question of degrees.
  • wen also described a new way to assess mental function in unresponsive patients. It involves scanning someone’s brain as they watch an 8 minute clip of an Alfred Hitchcock film. When healthy people do this, various parts of the brain synchronize their activity at certain times in the clip. Owen argues that if brain injury patients exhibit similar patterns, it could be a telltale sign of residual cognitive function.
  • imple yes-no communication probably isn’t enough to allow patients to participate in decisions about their care.
  • Gallant’s lab has shown that it’s possible to reconstruct still images and video clips from the patterns of activity elicited in the brain of the person viewing them. If Gallant can see what your visual cortex is doing, he can tell you, more or less, what you’re looking at.
Marie-Lise Pagé

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

www.npr.org/...at-birth-for-less-self-control

addiction brains

shared by Marie-Lise Pagé on 05 Mar 12 - No Cached
  • inherit a brain that has trouble
  • ocaine addicts have abnormalities in areas of the brain involved in self-control.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      It's the part in the brain that controls self-control that causes addiction.
  • predate
  • ...13 more annotations...
  • both siblings had brains unlike those of typical people
  • longer for a "stop" message to get through.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Maybe that's why it takes time for people to get over their addiction or they easily give in to peer pressure.
  • different parts of the brain were less efficient in both,"
  • took longer than a typical person to respond to a signal telling them to stop performing a task.
  • less self-control.
  • siblings without drug problems also had impaired self-control offers strong evidence that these brain abnormalities are inherited,
  • "How do they manage with an abnormal brain without taking drugs?"
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      That's the part i don't understand to the study... try research more on this.
  • Self-control and the ability to regulate your emotions
  • allows us to succeed,
  • the part of the brain that decides whether to take a drug is also the part that helps us decide whether to speed through a yellow light or drop out of school,
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Maybe that's the answer to the question in green, instead of being drugs it's minor decisions like that.
  • mpulse control is also central to behaviors like compulsive gambling and compulsive eating, she says.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      Other examples of addiction behaviours.
  • help researchers figure out how to help susceptible people strengthen their self-control,
  • Predetermination is not predestination,
    • Marie-Lise Pagé
      Marie-Lise Pagé on 05 Mar 12
       
      ** Research the meaning of this quote.
  • Marie-Lise Pagé on 05 Mar 12
     
    This site explains what the brain looks like when someone is addicted.
1 - 20 of 172 Next › Last »
Showing 20▼ items per page