Sunday, October 9, 2022

The Cognive Model


Problems in our thinking lead to abnormal behavior
CogniAve distorAons (irraAonal, inaccurate thoughts about events)
Aaron Beck suggests that a disorder may result if one has negaAve
views of oneself (“I’m worthless”), others (“Everyone is out to get
me”), and the future (“Nothing will ever change”)
» OCen come in form of arbitrary inferences (conclusion based on liIle evidence)
E.g., Not gehng along with one coworker & believing everyone dislikes you
Can also be based on personaliza5on (wrongly blaming oneself for events)
E.g., believing you were the cause of your parents’ divorce

Basic principles- Slide

 Basic principles
Childhood experiences shape adult personality
Causes & purposes of human behavior are not always obvious
but partly unconscious
People use defense mechanisms to control anxiety or stress
Most can adapt to challenges by using healthy ones
E.g., sublimaAon-­‐instead of physically aggressing towards one’s boss, one
goes to the boxing gym & punches a bag, effecAvely releasing her aggression
While others overly rely on less effecAve ones or they don’t work well
for them
E.g., regression-­‐ A 25-­‐year old student throws a temper tantrum when he
does not receive the grade he wants
Everything we do has meaning and purpose & is goal-­‐directed
(known as psychic determinism)
E.g., dreams, slips of the tongue


 Mindfulness Meditation Directions
Introduction
    Breathing is something that we all do, all of the time yet we are often not aware of how it feels in the moment. By bringing our focus intentionally onto the breath we can ground ourselves in what is happening right now. We can practice observing without reacting, experiencing each breath as it happens without feeling a need to change it.
You can do this exercise for just a few minutes, or for longer periods. Although the
intention is to focus on the breath, you will begin to experience how unfocused our minds
can be! You may find that your mind wanders a hundred times, or just a few. It is okay for this to happen and it doesn't mean that you are doing anything wrong. When you notice your mind has wandered, gently but firmly bring your attention back to the breath.
Preparation 

Sit in a comfortable position. You may choose to close your eyes or keep them open, if
you are feeling tired it may be useful to let just a little bit of light in to keep you alert.
The Breath Begin by gently moving your attention onto the process of breathing. Notice the sensations of each breath as it happens, whether you focus on the rise and fall of your chest or abdomen, or on the feeling of the breath at the nostrils. Really feel what it is like to breath, just observing it as it happens.
As you engage in this exercise you may find that your mind wanders, caught by thoughts or by noises in the room, or bodily sensations. When you notice that this happens, know that this is okay, and simply notice the distraction but gently bring your attention back to the breath.
             Ending the exercise
Take a few moments to yourself, connecting with your experience in the present moment.
            Expand your awareness from the breath into the space around you, and as you feel comfortable to do so, opening your eyes and bringing the exercise to a close.

 
Free Guided Meditations can be found here: http://marc.ucla.edu/mindful-meditation

Saturday, October 8, 2022

demonic

 

de·mon

  (dē′mən)

n.
1. An evil supernatural being; a devil.
2. persistently tormenting person, force, or passion: the demon of drug addiction.
3. One who is extremely zealous, skillful, or diligent: worked away like a demon; a real demon at math.
4. Variant of daimon.

[Middle English, from Late Latin daemōnfrom Latin, spiritfrom Greek daimōndivine powersee dā- in Indo-European roots.]

de·mon′ic (-mŏn′ĭk) adj.
de·mon′i·cal·ly adv.
American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

demonic

 (dɪˈmɒnɪkor 

demonical

adj
1. of, relating to, or characteristic of a demon; fiendish
2. inspired or possessed by a demon, or seemingly so: demonic laughter.
deˈmonically adv
Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014

de•mon•ic

 

or dae•mon•ic

 (dɪˈmɒn ɪk) 

also de•mon′i•cal,



adj.
1. inspired as if by a demon, indwelling spirit, or genius.
[1655–65; < Late Latin daemonicus < Greek daimonikós]
Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.

Introduction chapter 2.

 If Mariella had lived centuries ago, demonic possession might have been a common explanation for her problems. Scientists and mental health professionals today, however, focus on a person’s biology, environment, and other factors to help people like Mariella. Scientists and mental health professionals develop perspectives or models—ways of looking at things—to piece together why someone like Mariella has problems. Perspectives or models are systematic ways of viewing and explaining what we see in the world. When you try to explain high prices for an item, you might think about the economic model of supply and demand to conclude everyone wants the item, but supplies are limited. Or if a friend of yours is sick, you might think about the disease model of germ theory to ask whether she was around a sick person or if she ate spoiled food.

Mental health professionals use models to help explain unusual behavior or mental disorders in people like Mariella. Five main models to explain mental disorders are described in this chapter: • The biological model focuses on genetics, neurotransmitters, brain changes, and other physical factors. • The psychodynamic model focuses on internal personality characteristics. • The humanistic model focuses on personal growth, choice, and responsibility. • The cognitive-behavioral model focuses on specific thoughts and learning experiences. • The sociocultural model focuses on external environmental events and includes the family systems perspective.

These models dominate the mental health profession today and influence the way we think about, assess, and treat mental disorders (see Figure 2.1). Each model has strengths and weaknesses, but each provides mental health professionals with ways of understanding what is happening to someone like Mariella. In this chapter, we show how each model could be used to explain Mariella’s problems and help her. Many mental health professionals also integrate these models to study and explain mental disorders .

The Biological Model The biological model rests on the assumption that mental states, emotions, and behaviors arise from brain function and other physical processes. This model has been in use for centuries and is stronger than ever today. Read a newspaper or magazine, watch television, or go online—countless articles, documentaries, and advertisements are available about medications and other substances to treat mental conditions. Some drug or herb always seems available to cure depression, anxiety, or sexual dysfunction. Despite the incessant advertising, however, the biological model of mental disorder, including the use of medications, is supported by scientific research that links genetics, neurochemistry, and brain changes to various psychological problems. The biological model of mental disorder was pioneered by Emil Kraepelin (1856–1926), who noticed various syndromes or clusters of symptoms in people. Mariella had a cluster of symptoms that included concentration problems, oversleeping, sadness, and weight loss. Her symptom are commonly described within the syndrome of depression (Chapter 7). Kraepelin believed, as do many psychiatrists and other mental health professionals today, that syndromes and symptoms have biological causes. Kraepelin proposed two major types of mental disorders, each with different biological causes: dementia praecox (similar to schizophrenia, discussed in Chapter 12) and manic-depressive psychosis (similar to bipolar disorder, discussed in Chapter 7). Kraepelin also believed syndromes to be separate from one another, like mumps and measles, and that each syndrome has unique causes, symptoms, and outcomes. In Mariella’s case, her symptom of sadness seemed partly caused by her separation from home and led to outcomes such as poor grades. Kraepelin and many psychiatrists also believe each syndrome has its own biological cause. A psychiatrist may feel Mariella’s sadness was caused by depression that ran in her family (genetics), by a chemical (neurotransmitter) imbalance, or by some brain change. We discuss these biological causes next. Genetics Do you think Mariella’s sadness may have been present as well in some of her family members? Many mental disorders such as depression do seem to run in families. Genetic material may be involved when symptoms of a mental disorder are passed from parents to children. Genetic material refers to molecular “codes” contained in the nucleus of every human cell (Ahuja, 2014). Genes are the smallest units of inheritance that carry information about how a person will appear and behave. Genes carry information about hair and eye color, weight and height, and even vulnerability to diseases such as lung cancer or mental disorders such as depression. Human genes are located on 46 chromosomes or threadlike structures arranged in 23 pairs. A person’s chromosomes come half from the biological mother and half from the biological father. The genetic composition of a person is known as a genotype and is fixed at birth. Genotypes produce characteristics such as eye color that do not change over time. An observable characteristic of a person is known as a phenotype, which can change over time. Observable characteristics can include intelligence, as well as symptoms of a mental disorder such as difficulty concentrating. Phenotypes can change because they result from genetic and environmental influences. Your intelligence is partly determined by genetics from your parents but also by the type of education you received as a child. Scientists are interested in knowing which genetic and environmental influences impact the development of emotions, cognitions, and behavior (O’Connor, 2014). This research specialty is known as behavior genetics. Behavior geneticists are interested in the degree to which a mental disorder is determined by genetics. Heritability refers to the amount of variation in a phenotype attributed to genetic factors, often expressed as a number ranging from 0 to 1. Some mental disorders such as anxiety-related disorders have modest heritability, but many major mental disorders have more substantial genetic influences in their development (see Figure 2.2). Disorders with particularly high heritability include bipolar disorder and schizophrenia (Pearlson, 2015). Behavior geneticists also focus on what specific genes are inherited and how these genes help produce a mental disorder. Researchers in the field of molecular genetics analyze deoxytribonucleic acid (DNA)—the molecular basis of genes—to identify associations between specific genes and mental disorders. Molecular genetics is quite challenging for several reasons. First, most mental disorders are influenced by multiple genes, not just one. When you hear a media report that researchers found a gene for Alzheimer’s disease, keep in mind they likely found only one of many genes. Second, the same symptoms of a mental disorder may be caused by different genes in different people. Third, it is estimated that there are about 20,000 to 25,000 human protein-coding genes, so finding specific ones related to a certain disorder is like finding a needle in a haystack. Despite these challenges, advances in molecular genetics will likely lead to findings that help scientists determine how and if disorders are genetically distinct from one another. Knowledge of specific genes can also help researchers determine how genes influence physical changes in the body, which we discuss next.

Friday, October 7, 2022

Chapter 2 - Mericella Case

 Mariella, a 19-year-old college freshman, has been repeatedly asking herself, “What’s going on?” and “What should I do?” Something was not right. Mariella was outgoing, bright, and cheery in high school but was now fatigued, blue, and pessimistic in college. She was starting her second semester and thought the tough college adjustment period her friends and family talked about should be over by now. Were her feelings of fatigue and discontent just a temporary “funk,” or was something seriously wrong? Mariella’s fatigue and discontent began early in her First semester and worsened toward finals week. She enrolled in Five courses and was soon overwhelmed by extensive reading assignments, large classes, and fast-approaching deadlines. She struggled to Finish her work, often seemed isolated from others, and felt unimportant in the huge academic setting. Mariella believed no one cared whether she was in class, and she longed for days in high school when she interacted with a close-knit group of teachers and friends. Her college professors seemed to treat her like a number and not a student, and her classmates always seemed to be rushing about with little time to talk. Mariella was an “A” student in high school but was now struggling to get Cs in her college classes. She had great trouble concentrating on what she read, which led to low test scores. Mariella did talk to her friends and family members back home about her troubles, but no one truly understood what she was going through. Instead, they thought Mariella was experiencing simple, normal homesickness that would soon end. Mariella began spending more time alone as her first semester approached mid-November. She often slept, watched television, listened to music, and went online. She no longer found much enjoyment doing things that used to appeal to her, such as going to the movies and playing the guitar. Mariella declined invitations from others to go out, and her roommate noticed that Mariella seemed sad and lonely. Unfortunately, no one took the time to ask Mariella if something serious might be wrong. Mariella also lost significant weight her first semester. When she went home for Thanksgiving, her family members were surprised at how she looked. Mariella had noticed no major change except for occasional hunger, but in fact she had lost 10 pounds from her 120-pound frame. Unfortunately, she received flattering comments on how she looked, so the larger problem of her sad mood went undetected. Her concentration and eating problems continued when she returned to school to finish her first semester, and Mariella struggled to finish her final examinations and receive passing grades. Mariella was happy to return home for the winter break and hoped her feelings of fatigue and discontent were simply related to school. Unfortunately, she remained sad, did not regain lost weight from the previous semester, and continued to sleep much of the day. She dreaded returning to school but felt pressure from others to do so. Mariella became quite despondent when she returned to school in mid-January. She knew something would have to change to endure this second semester, but she felt confused and unsure. Once again, she was asking, 

 “What’s going on?” and “What should I do?” What Do You Think?

fatigue

weight loss

unable to concentrate on her studies.

deviate the daily norm did not go out, did not do any activities.

sleep too much


 1. Why do you think Mariella feels the way she does?

 2. What should Mariella do? What would you do if in her situation?

 3. Which aspects of Mariella’s story concern you most? 

4. Do you know people who have had similar experiences? What did they do? 

5. What should Mariella’s friends and family do to help?

Family and friend should ask her to seek psychiatric evaluation and counselling.

Psychology group work assignment 1

https://docs.google.com/document/d/1eqZyphfmYhgXshhFkmD45ka8Wlsg2dvgYkl0FYHsniU/edit 

Wednesday, October 5, 2022

What's so funny about mental illness? - Ruby Wax

asylum

 the board fired the employee 

the damage is 

Board of visitors- their job are act as eye and ear of the public to watch out for abuses.

one evening the superintendent discuss the case of ----- the asylum patient killed by blow to the head 

The news paper says the Humbered was struck by the attendant.

But the attendant claimed the patient was slipped and banged his head over bathtub.

The board already fired the attendent but the damage was already done.


the asylum reputation is sinking

in the histry of institution 

the first generation quite well 

second generation distorting it

courtesy 

extraordinary rigid 


first open 

we are coming to the idea 

very few people get well 

late 19 century 

which they were no known therapy 

some of them are 3rd stage 

humane care 

from this gathering 



Sunday, October 2, 2022

chapter 1 quizz 5 point

  Correct answers will be available Oct 3 at 8pm - Oct 3 at 11pm.

Score for this quiz: 4.17 out of 5
Submitted Oct 2 at 10:12pm
This attempt took 7 minutes.
 
Question 1
1 / 1 pts
Griselda has difficulty sleeping most nights and staying focused in classes because of her intrusive thoughts about whether or not she locked her front door. As a result her grades are slipping drastically. According to the definition of abnormality, her intrusive thoughts are causing her:
 
 
 
 
 
PartialQuestion 2
0.5 / 1 pts
Which of the following supports the psychogenic perspective:
 
 
 
 
 
PartialQuestion 3
0.67 / 1 pts
What is moral treatment?
 
 
 
 
 
Question 4
1 / 1 pts
Which of the following historical treatments was believed to rid the body of evil spirits?
 
 
 
 
 
Question 5
1 / 1 pts
Who is most attributed to making human care a public & political concern in the U.S.?
 
 
 
 

Introduction to Abnormal Psychology

You and your classmates chose to take this course for many reasons. The course might be required, or perhaps you thought learning about abnormal, deviant, or unusual behavior was intriguing. Or you might be interested in becoming a mental health professional and thought this course could help prepare you for such a career. Whatever the reason, you have likely known or will eventually know someone with a mental disorder. A mental disorder is a group of emotional (feelings), cognitive (thinking), or behavioral symptoms that cause distress or signicant problems. About 29.2 percent of adults worldwide have had a mental disorder in their lifetime (Steel et al., 2014). Students in our abnormal psychology classes often tell us that they know at least one person with a mental disorder. These students often say that they or an immediate family member— such as a parent, sibling, or child—had a disorder. A commonly reported disorder is depression, a problem that Travis seemed to be experiencing. Abnormal psychology is the scientific study of problematic feelings, thoughts, and behaviors associated with mental disorders. This area of science is designed to evaluate, understand, predict, and prevent mental disorders and help those who are in distress. Abnormal psychology has implications for all of us. Everyone has feelings, thoughts, and behaviors, and occasionally these become a problem for us or for someone we know. Travis’s situation at the beginning of the chapter represents some daily experiences people have with mental disorders.

Renaissance (1490-1541)

 Renaissance (1490-1541) • Paracelsus (Swiss doc)- psychic or mental causes – Treatment: bodily magne=sm (hypnosis) • Asylums –originally just removed people from population but not much treatment – Led to overcrowding and inhumane treatment

 

 Renaissance A rebirth of natural and scientificc approaches to health and human behavior occurred at the end of the Middle Ages and beginning of the Renaissance. Once again, physicians focused on bodily functioning and medical treatments. In addition, Paracelsus (1490–1541), a Swiss physician, introduced the notion of psychic or mental causes for abnormal behavior and proposed a treatment initially referred to as bodily magnetism and later called hypnosis. Another new approach to treating mental disorders during the Renaissance involved special institutions known as asylums. Asylums were places set aside for people with mental disorder. Unfortunately, asylums were originally created simply to remove people with mental disorder from the general population because they were not able to care for themselves. As such, early asylums did not provide much treatment, and living conditions for residents were usually poor

 

 

rebirth
Renaissance is a French word meaning “rebirth.” It refers to a period in European civilization that was marked by a revival of Classical learning and wisdom.Aug 12, 2022
 
Psychic =>relating to the soul or mind.

Middle Ages--AD 500-1350

Demonology Returns

 • Incidence of abnormality increased dramatically; outbreaks of mass madness occurred (group of individuals afflicted at same time with same abnormal behavior--shared hallucinations & delusions • E.g., tarantism—dancing mania • Treatment: exorcisms re-emerged, confinement, prayer

Saturday, October 1, 2022

Hippocrates – Imbalance of 4 fluids (humors)

 Hippocrates – Imbalance of 4 fluids (humors): yellow bile, black bile, blood & phlegm



 » Excess of yellow bile -> mania

 » Excess of black bile-> melancholia    

» Treatment: fluids Could be balanced by a quiet life, a vegetable diet, temperance (practice of moderation), exercise, celibacy, bleeding   


CHAPTER ONE STUDY GUIDE

  

Prehistoric views
Evil spirits
Ø Cures: to force the demons from the vic=m’s body through:
Ø Trephina=on: stone instrument was used to cut a circular
sec=on of the skull to release the evil spirits
Ø Exorcism: coax the evil spirit out or to make the person’s
body uncomfortable in which to live

Early Greek-­‐-­‐460-­‐377 BC
Illnesses had internal physical causes (brain
pathology)
Hippocrates
Imbalance of 4 fluids (humors): yellow bile, black bile, blood &
phlegm
» Excess of yellow bileàmania
» Excess of black bileàmelancholia
» Treatment: fluids Could be balanced by a quiet life, a vegetable
diet, temperance (prac=ce of modera=on), exercise, celibacy,
bleeding

Friday, September 30, 2022

Psychology Group work instruction

 Introduction: You have now been assigned to a group on Canvas (found under Assignment #1).
This is your group for the quarter for the group assignments. In order to earn these points, you
must contribute to the team (no solo assignments). No changing groups, please. The goals are
1) to form a community within this class where you interact on a regular basis to provide
support and encouragement to your teammates, 

 2) form study groups to prepare for exams,

 3)make learning fun! Please read the attachment. It is on Canvas as well under “Course Information/Resources”. It explains the overall group assignment details.
Team Captains’ Duties:

Team Captains will be awarded 4 bonus points at the end of the quarter for their additional
duties, which include: 

1) arranging a time when you can all “meet” (can be through Google
Docs, where you just introduce yourself, e-mail or “Collaborations” on Canvas);  

2) setting specific deadlines for your team, in order to turn assignments in on time; 

3) checking in weekly with each teammate to make sure they’re feeling connected and participating; 

4) contacting
your mentor if one of the teammates isn’t participating, responding; 5) keeping track of each
teammate’s contribution to each assignment (each teammate will e-mail or include in Google
Doc documentation of their participation, such as a link to research for example); 6) e-mailing
this information to your mentor and identifying any teammate that did not participate; 7)
submitting your assignment to the mentor for feedback prior to submitting the assignment on
Canvas; 8) submitting the assignment on Canvas

Mentors:

Each team will be assigned a mentor. This is a student who took this course and excelled. The
mentor’s jobs will be: 1) to regularly check in with the team captains and teammates of their
assigned groups; 2) provide feedback on assignments; 3) be your point of contact if you have
any concerns regarding any teammate (this includes the team captain); 4) respond to your e-mails that you send them directly regarding questions over course material; 

5) facilitate study groups as needed General Assignment Guidelines:

 
1) For each of the 4 assignments, there will be specific prompts and instructions you need to follow

2) Each teammate must contribute in order to receive a grade (out of 10 points; each teammate receives an individual grade out of 10)

a. Each teammate must document their contribution and provide their contribution
and documentation to the team captain by the deadline the team captain sets

b. As a team you decide on the contribution of each member (it could be research,
writing, editing for example)

3) As a team you decide how you want to do the assignment (how it is presented on the
discussion forum)

a. Here are some suggestions (but please be creative and come up with your own ideas
too):

i. Power Point presentation

ii. A video presentation

iii. Acting it out and recording it (could be a short play, dance, song, artwork,
etc.)

b. Make sure that links to your work are easily assessible (don’t require a separate log
in)

c. Make sure you include citations when appropriate (research you include or based
on)

d. Make sure you include a description of your work if it is artwork, song, dance, other
visual

4) Each assignment will be graded on the following:

a. The submitted assignment addressed everything in the prompt

b. The team went beyond what is presented in class (notes, power points, videos, text)

c. If you plagiarize, the assignment will receive a 0 (please refer to syllabus for more
details)

d. The creativity put into the assignment (did you just cover the basics without adding
anything additional or did you make it interesting, engaging, fun?)

e. It was submitted appropriately (into the discussion forum)

f. Mentors and I will vote on the best assignment and that group will receive “tokens”

i. The group with the most tokens at the end of the quarter will be awarded 6
bonus points!

PSYC4 Fall Quarter Syllabus & Canvas Instructions

 PSYC4 Fall Quarter Syllabus & Canvas Instructions Dear Students, Please read this entire e-mail for complete instructions on how to acc...