Psychology Test Notes PDF

Psychology Test Notes What is Psychology? ➔​ It began in the late 1800s ➔​ Most advances have happened over the past 150 years ➔​ Scientific study of behaviour, mental processes, sensation, memory, and thought ➔​ Explores how we think, feel, and act History of Psychology ➔...

Psychology Test Notes What is Psychology? ➔​ It began in the late 1800s ➔​ Most advances have happened over the past 150 years ➔​ Scientific study of behaviour, mental processes, sensation, memory, and thought ➔​ Explores how we think, feel, and act History of Psychology ➔​ The Ancient Greeks wondered why people had personalities ➔​ Believed every person had four fluids in their blood ◆​ Sanguine (Blood) ◆​ Phlegmatic (Phlegm) ◆​ Melancholy (Black Bile) ◆​ Choleric (Yellow Bile) ➔​ Hippocrates (460 BCE) ◆​ Noted that people with brain injuries acted differently ◆​ Believed the brain was a source of pleasures, joys, laughter, pain, and sorrow ➔​ John Locke (17th Century) ◆​ Said the mind was like a blank sheet of paper and lives by experience ➔​ William Wundt ◆​ The “Father of Psychology” ◆​ Opened the first experimental psychology lab in Leipzig in 1879 ◆​ Believed the mind refers to the part that was capable of thought ​ Important bc there was a distinction between the mind and brain ​ Phrenology: a study of the structure of the skull to determine a person's character and mental capacity Parts of the Brain Parietal Lobe: sensory information Frontal Lobe: controls voluntary movement/high cognitive functions Temporal Lobe: hearing, memory, processing auditory information Occipital Lobe: visual information Spinal Cord: communication channel between brain and body Cerebellum: balance, posture, precise muscle movements Left Hemisphere Right Hemisphere ➔​ logical/ analytical ➔​ Creative and intuitive ➔​ Controls the right side of the body ➔​ Controls the left side of the body ➔​ Cautious ➔​ Express emotions ➔​ Language skills ➔​ Reads faces/body language Sigmund Freud ➔​ Neurologist ➔​ Founder of psychoanalysis ➔​ Born in 1856, worked in the late 19th century and early 20th century Psychosexual Stages 1.​ Oral Stage (0-1 years) ➔​ Focus on mouth ➔​ Infants find pleasure in oral activities ➔​ Fixation in this stage can lead to behaviours such as smoking, overeating, nail-biting etc. ➔​ 2.​ Anal Stage (1-3 years) ➔​ Anus (bowel and bladder movements) ➔​ Toddlers begin to gain control of bodily functions ➔​ A fixation in this stage can lead to an anal-retentive personality (obsessive and organized)or an anal-expulsive personality (disorganized, messy and rebellious) 3.​ Phallic Stage (3-6 years) ➔​ Genitals ➔​ Aware of sexual differences/begin to focus on their genitals ➔​ Fixations in this stage can lead to issues with authority, relationships, or problems with identity 4.​ Latency Stage (6 years to puberty) ➔​ Sexual feelings are dormant ➔​ Focus on developing social and intellectual skills ➔​ Freud believed that no fixations develop in this stage 5.​ Genital Stage (puberty onwards) ➔​ Genitals (mature sexual intimacy) ➔​ Capable of mature intimacy ➔​ Successful resolution of earlier stages leads to a well-adjusted, mature individual The Id, Ego and Superego The Id (Instincts) ➔​ Born with our Id ➔​ It allows us to get our basic needs(survival) ➔​ The instinctual part of the mind ➔​ Pleasure principle ➔​ Doesn’t care about reality, only their satisfaction The ego (reality) ➔​ As you grow your ego begins to develop ➔​ Reality principle ➔​ Job is to meet the needs of the Id, while considering reality  ➔​ Meets needs in a practical, ethical, and socially acceptable way The Superego (morality) ➔​ By age 5, the superego develops ➔​ Moral part of us ➔​ Discusses right from wrong Defense Mechanisms ➔​ Repression ➔​ Denial ➔​ Projection ➔​ Displacement ➔​ Rationalization Dream Analysis ➔​ Freud says dreams are wish fulfillments and that dreams show our repressed or frustrated sexual or aggressive desires Two parts of Dreams Manifest Latent ➔​ What a person remembers as soon as ➔​ True meaning of the dream they wake up ➔​ Needs psychoanalysis in order to get ➔​ Dream had little meaning true thoughts Alfred Adler & Carl Jung Both Alfred Alder and Carl Jung are Psychoanalytic theorists. They were both inspired by Freud. Alfred Adler (1870-1937) ➔​ Worked with Freud from 1902-1911 ➔​ Rejected Freud's theory that sexuality was the key to understanding personality ➔​ He believed it was power Examples of Power ➔​ Fear/Intimidation - having the ability to scare or threaten people ➔​ Authority - having privileges and dominance ➔​ Superiority - being better than others ➔​ Demands - ability to express needs ➔​ Independence - no need to rely on other ➔​ Money - having mobility in society ➔​ Control - having power in a situation Difference of Approach Freud Adler ➔​ Believed people were motivated by ➔​ Believed people were aware of their  their unconscious mind goals and values that guided them ➔​ Dreams represented sexual ➔​ Dreams were important to repression and frustration understanding personality, rejected the idea that they were more about sexuality Power is fundamental to personality ➔​ People are motivated by power, not sexuality ➔​ People are maladjusted (they pursue goals that are useless to themselves/ society) ◆​ Because they lack self-esteem. If they gained self esteem then they would pursue worthwhile goals and become well-adjusted Main Theories Individual psychology ➔​ Each person is unique ➔​ When we try to describe a person's personality it is unique ➔​ Get to know the person before we can understand their personality Inferiority Complex ➔​ Inferiority complex: low self-esteem, is a feeling of insecurity, inferiority, or of not measuring up ➔​ Belief: People feel inferior at some point and try to not compensate by seeking experiences that give them a feeling of power Birth order ➔​ Only children often get pampered (inferior) ➔​ First borns get all attention at first, but feel neglected after second child (superior/inferior) ➔​ The middle child will be competitive (superior) ➔​ The youngest child will be pampered (inferior) First borns Middle borns Last borns The only child ➔​ Perfectionist ➔​ Social ➔​ Social ➔​ Center of ➔​ Bossy ➔​ Feels left out ➔​ Charming attention ➔​ Leader ➔​ Adaptable ➔​ Outgoing ➔​ Mature ➔​ Achiever ➔​ Independent ➔​ uncomplicated ➔​ Confident Personality 4 different psychological types ➔​ Ruling type  ◆​ This type refers to those who will push others to gain superiority. They have a lot of energy which causes them to push others out of their way. This type contains bullies, sadists, alcoholics, etc. ➔​ Learning Type ◆​ Those who fall under this type are sensitive and build a shell around themselves. They have low energy levels. They are dependent on others to help them with life difficulties. When overwhelmed they develop phobias, obsessions, anxiety, etc ➔​ Avoiding type ◆​ These people are people who survive by avoiding life. They have the lowest energy levels. They usually become psychotic, living in their worlds (extreme) ➔​ Socially Useful Type ◆​ This is a healthy person. They have the right amount of energy and take an interest in others. Problems with Adler's theories ➔​ Not very scientific ➔​ Does not explain every personality of every human Carl Jung (1875-1961) ➔​ Worked with Freud in 1907, but later split from him because of his disagreement over the importance of sexuality as central to understanding a person’s personality. He developed ‘Analytical Psychology’ Methodology ➔​ Similar to Freud - examined past experiences, dreams, and fantasies (unconscious self) ➔​ During therapy sessions, allowed patients to produce creative projects FREUD - Free association - letting patients ramble during talk therapy, go from idea to idea Understanding Mind and Personality The mind is broken up into two parts : ➔​ Personal: unique to the individual ➔​ Collective: memories of ancestors Personality is divided into four psychological functions : 1.​ Sensation 2.​ Intuition 3.​ Thinking 4.​ Feeling ➔​ Personality depended on which type dominated individuals thoughts and actions Biography ➔​ Swiss psychologist ➔​ Founder of ‘Analytical Psychology’  ➔​ Jung proposed and developed the concepts of the extraverted and the introverted personality, archetypes, and the collection unconscious/conscious Two Basic Personality Types Introvert Extrovert Some people used their psychological power Some people used their psychological power to look inward to look outward People who are emotionally self serving. Do People who are outgoing and more not need many close personal relationships comfortable in large group of friends to give them reassurance and confidence Jung believed: 1.​ The ego - the conscious mind 2.​ Personal unconscious 3.​ Collective unconscious 4.​ Personality The ego is largely responsible for feelings of identity and continuity Jung also proposed 2 layers of the unconscious mind Personal Unconscious Collective Unconscious ➔​ All information that is present within ➔​ A level of unconscious shared with an individual's mind, but not really other members of the human species available to conscious recall. comprising latent memories from our ◆​ Ex: Memories that have been ancestral and evolutionary past. forgotten or repressed. ➔​ Jung suggested that there are archetypes (images and memories of important human experiences) that are passed down from generation to generation ◆​ Ex: getting dressed in winter when its cold out Personality: an individual’s characteristic pattern of thinking, feeling, and acting ➔​ Introvert vs. Extrovert ➔​ Functional Types: thinking (uses reason), feeling, (uses emotions), sensation (uses five senses), and intuition (uses perception) Jung theorized that we consciously gravitate to one functional type while our unconscious gravitates to the opposite type. Free Association (Freud) ➔​ Allowed patients to ramble on and on and on (talking about anything and everything)  ➔​ Allowed patients to talk as much as the wanted about whatever they wanted ➔​ Analyzed the way they went through topics ➔​ Would let patients drop any inhibitions/defences ➔​ Would usually prompt with a question and let them continue Word Association (Carl Jung) ➔​ Would say a word from a specific set of words, and analyze how patients replied ➔​ He analyzed ◆​ Heart rate ◆​ Amount of time it took to respond ◆​ What the word was ◆​ What the response was Classical Conditioning Ivan Pavlov (1849 - 1936) ➔​ Father of behaviourism ➔​ Known for his dog experiment ➔​ The man behind classical conditioning Behaviourism ➔​ Based on the belief that psychologists need empirical evidence obtained through experimentation to understand and change human behaviour ➔​ Believes that psychologists can predict or control human behaviour ◆​ How? By identifying what motivates behaviour in the first place ➔​ Importance of observable behaviour Clever Hans ➔​ Was a horse that seemed to perform complex tasks like solving math problems ◆​ Owned by Wilhelm von Osten, a German schoolteacher ➔​ Later discovered that he was responding to subtle, unconscious cues from his owner or the audience, not actually performing calculations ➔​ This behaviour demonstrated behaviourism - the idea that behaviourism can be explained by external stimuli and response ➔​ Was Hans really doing math, or was there something else involved? Conditioning ➔​ The process of training a person or animal to behave a certain way or to accept certain circumstances. The Two types of Conditioning Classical conditioning ➔​ A type of learning where a once neutral stimulus comes to produce a particular response after pairing with a conditioned stimulus. ➔​ Ivan Pavlov: Father of behaviourism, known for his dog experiment, the man behind classical conditioning  Conditioned vs Unconditioned Conditioned Unconditioned ➔​ A learned behaviour ➔​ A natural response ➔​ Ie. scared of cats ➔​ Ie. touching a hot stove STIMULUS: the cause RESPONSE: the effect Unconditioned Stimulus ("The Cause") ➔​ An unconditioned stimulus CREATES ➔​ A stimulus that triggers an unconditioned response ➔​ Examples: ​ Feather tickling nose, makes you sneeze ​ A bee stings you and you scream ​ Heart beats fast when you see someone you like Neutral Stimulus ("The Standby") ➔​ A stimulus that is just there ➔​ No response on its own ➔​ Eventually becomes associated to something Conditioned Stimulus ("The Effect") ➔​ A conditioned stimulus CREATES conditioned response ➔​ A learned response to a conditioned stimulus (once neutral stimulus) ➔​ Examples: ◆​ training dog to high five ◆​ Screaming at a spider ◆​ Alarm associated with waking up ➔​ Paired with an unconditioned stimulus and eventually becomes a conditioned stimulus ➔​ THEN CREATING A CONDITIONED RESPONSE (a learned response ➔​ John Watson (1878 - 1958 ) ➔​ Known for the Baby Albert experiment ➔​ We are born with a tabula rasa (blank slate) ➔​ Conditioned an infant to fear a white rat ➔​ Child died at 6 (hydrocephalus)  Operant Conditioning Operant Conditioning: A type of learning that uses reward or punishment to achieve a behaviour B.F Skinner (1904 - 1990) ➔​ American psychologist ➔​ Father of Operant Conditioning Positive vs Negative Reinforcement Positive Reinforcement (++) Negative Reinforcement(-+) An event, situation or condition that An event, situation or condition that increases likelihood that good behaviour will decreases the likelihood that good behaviour occur will occur ​ Adds (+) something desirable to ​ Takes away (-) something undesirable reinforce good behaviour to reinforce good behaviour ○​ Ex. give a child another candy ○​ Ex: give a child one less chore Positive vs Negative Punishment Positive Punishment(+-) Negative Punishment(--) Decreases behaviour by adding something Decreases behaviour by taking away aversive. something preferred. ​ Adds (+) something undesirable to ​ Takes away (-) something desirable to punish bad behaviour punish bad behaviour ○​ Ex. give a child one extra ○​ Ex. take a candy away from a chore child Benjamin Spock ➔​ Known for his work on child care (The Common Sense Book of Baby and Child Care) ➔​ Emphasised a more child-centred and empathetic style of parenting. Relation to Behaviourism ➔​ Parental Influence on Behaviour: Behaviourists like B.F. Skinner and John Watson emphasised that reinforcement and punishment shape behaviour, and Spock recognized the importance of consistent and thoughtful responses to children's actions. ➔​ Encouraging Positive Reinforcement: Although Spock did not advocate strict behaviourist techniques, he supported the idea of reinforcing positive behaviours with affection and attention. Summary  ➔​ Pavlov and Watson's Work: showed that associations between stimuli can be made through classical conditioning. ➔​ Skinner's Work: took this idea a step further by showing that behaviour can be controlled by both negative and positive stimuli. Operant Conditioning Erik Erikson and Jean Piaget Observational Learning ➔​ Behaviorists believe that much of what we learn is the result of shaping through conditioning, however much of what we learn how to perform a task comes from watching others do it ➔​ Albert Bandura identified four processes crucial to observational learning ➔​ Observational learning is particularly important in children. Most of our early learning skills are learned through observation 4 processes : ➔​ Attention: To learn through observation, you pay attention to the behaviours of others ◆​ Ex: to play a musical instrument, you listen carefully to those who play it well. ➔​ Retention: To store a mental representation of what you observe in your memory. ◆​ You note how a person performed a task, what worked well and what results were produced by the behavior. ➔​ Reproduction: You convert your stored memory into action. You may need practice to do this well, whether it's playing a guitar or driving a car. ◆​ You have to return to the attention or retention process in order to clarify your mental representation. ➔​ Motivation: You must be motivated in order to practice the skill. You will have to believe that the skill is useful or important to you. ◆​ Sometimes the motivation comes from the outside, from an event or another person; sometimes you can develop your own motivation. ➔​ Observational learning is particularly important in children ➔​ Most of our early skills are learned through observation Developmental Psychology ➔​ Concerned with explaining how we change and offer a variety of theories to help us understand what we can expect and what is happening to us at different times in our life Erik Erikson’s 8 Stages of Development: ➔​ A series of eight stages in which an individual's identity emerges and matures.  ➔​ Each stage presents a dilemma that must be overcome or the person might face difficulties later in life. ➔​ He believes that if you don't overcome the dilemma and move past it, you will have difficulty in life. ➔​ Erikson defines identity as an individual's stable awareness of who he or she is, and what he or she does and believes 8 Stages Of Development Age Nature of Important Stage Conflict Events Infancy Trust vs. Feeding A child is dependent on others and, it is hoped, Birth to 18 Mistrust learns that those others will not harm him/her. months Can I trust my caregiver? Early Autonomy vs. Toilet Training A child develops a sense of autonomy or Childhood Shame or independence of mind. The knowledge that 18 months to Doubt certain actions can be taken independently 4 years should develop at this stage. Can I learn to do things for myself? Preschool Initiative vs. Exploration At this stage, the child has power to begin 4 to 7 years Guilt projects independently. Can I do things that will win approval? School Age Industry vs. School Now at school, the child can learn industry and 7 to 13 years Conformity or competence. If failure occurs, it can limit the Inferiority child’s future horizons How can I learn what is expected of me? Adolescence Identity vs. School This is the key stage in the development of 13-18 years Role relationships identity. The question “who am I?” is important. Confusion Imitation of others may occur. Should the behaviors imitated be conflicting, the adolescent many face an identity crisis Which role is best suited to my nature? Young Intimacy vs. Relationships This is the time when a person can integrate Adulthood Isolation her/his life with someone else’s. An example of 18-30 years this is marriage. How can I form an emotional bond with another person? Middle Generativity Work and The person at this stage is concerned with being Adulthood vs. Stagnation parenthood productive and providing an example to the 30-65 years next generation. How can I continue to be energetic and learn  new things? Maturity Integrity vs. Reflection on The person needs to realize that he/she has to 65 years + Despair life accept life as it has been with all its joys and disappointments. How can I continue to be a productive member of society? Jean Piaget (1896 - 1980) ➔​ Swiss psychologist ➔​ Believed that children think differently than adults ➔​ Influential in the field of education ➔​ Genetic epistemologist: how genetics impact thought/knowledge ➔​ Observed that children go through a series of chronological developmental stages - believed that the self emerged step by step as the person mastered each stage ➔​ Theorized that babies come into the world incapable of surviving on their own-they acquire the ability to survive independently by adapting to new situations as they grow and develop Stage 1 - Sensorimotor Birth to 2 years old -​ Infant is like a scientist -​ In this stage, children learn about the world through their sense and body movement -​ Egocentric - they are the center of the universe -​ Understand that something exists only when they see it Stage 2 - Preoperational 2 - 7 years old -​Language development -​Understand symbols (ie. role play) -​Understands that something exists even if they cannot see it (ie. dog/cat) -​Egocentrism - cannot appreciate that the other child may have been right and they are wrong -​ Understands concepts such as past and future -​ Conservation: children have difficulty with the conservation of number, length, mass, weight, volume, and quantity. Stage 3 - Concrete Operational 8-11 years old -​ Learn to solve more complex problems using basic logic  -​ However , they cannot think in abstract ways -​ Understand conversation - understands that two glasses of different shape can contain the same amount of water -​ Perfect understanding of reversibility- things can return to their original condition after being changed -​ Perfect multiple classification and seriation (size, colour, shape, type) Stage 4- Formal operational 11+ years old -​ Can think through very complex problems, find several solutions, and choose the most logical one -​ Can think in abstract ways -​ Understand loyalty and freedom -​ Can see that the other person may have been right and they may have been wrong -​ Understand the rights and opinions of others Examples of drawings at a certain age 1-2 years - scribbling 2-3 years - shapes (circles, lines) 3-4 years - symbolic shapes (a stick figure) 5-7 years - shapes come together to give a story (house and person standing beside house) (size is not taken into account (person is as big as a house in drawing)) In summary: 1.​ Children learn to master one skill before another 2.​ Children learn in their own ways 3.​ Children do not learn as adults do Identify the stage (practice): # Example Stage 1 A child who can recognize a smoky smell, but not Sensorimotor know there is a fire 2 A child who abandons his/her dependence on Concrete his/her senses and uses logic instead operational 3 A boy is starting to understand symbols such as a Pre operational stop sign and a traffic light 4 Rachel understands that the math textbook is on the Concrete  # Example Stage right side of the desk operational 5 Christine is beginning to learn new words such as hat Sensorimotor and apple 6 LIttle isabelle can recognize a duck from her picture Pre operational books 7 Christian is fascinated with pens. When he sees one Sensorimotor he picks it up and it goes right into his mouth 8 Joe knows that yesterday was Monday and Pre operational tomorrow is Wednesday 9 Nicole can tell the difference between a basketball Pre operational and a baseball. 10 John can add three apples to a basket of five apples Concrete and knows that the basket contains eight in total operational 11 Gina cries because she looks at her glass of juice and Pre operational thinks that her sister has more even though it is the same amount, just a different glass 12 Chris understands that a book is heavier than a Concrete feather Operational Abnormal Psychology Serial Killers What are Serial Killers? A person who commits a series of murders often with no apparent motives A serial killer often follows a characteristic, predictable behaviour patterns Who are Serial Killers? ➔​ The average serial killer is: white males from a lower-to-middleclass background, usually in his 20s or 30s ➔​ Some are intelligent and showed promise in being successful ➔​ Many are fascinated by the police and authority The FBI defines a serial murder as: ➔​ Usually a stranger to the victim  ➔​ Kills rarely for profit - motive is psychological, not material ➔​ Victim may have symbolic value for the killer ➔​ Killers choose victims who are vulnerable Why are Serial Killers hard to find? ➔​ They hide behind a carefully contructed facade of normalcy ➔​ They learn to simulate normal behaviour by observing others Serial Killer Nicknames Modius Operandi (M.O.) Crimes Commites John Wayne The Killer Victim Selection: Targeted Victim Count: 33 Gacy Clown (due to young men and teenage boys, confirmed murders his persona as often runaways or individuals between 1972-1978 “Pogo the seeking work Clown”) Killing Method: Victims were sexually assaulted, then strangled with a rope or suffocated Ted Bundy The Lady Victim Selection: Targeted Victim Count: Killer/ The young, attractive women Confessed to 30 Campus Killer (typically college students) murders across with long dark hair parted in seven states the middle between Killing Method: Knocked 1974-1978, but the victims unconscious with a true number may blunt object and abducted be higher them to secluded locations Jeffrey The Victim Selection: Targeted Victim Count: 17 Dahmer Milwaukee young men, typically of confirmed murders Cannibal/ The minority backgrounds, whom between 1978-1991 Milwaukee he lured to his apartment Monster Killing Method: Drugged victims using sedatives and strangled them while unconscious and made “zombies” Richard The Night Victim Selection: Targeted a Victim Count: 13 Ramirez Stalker/ The wide range of victims, aged confirmed murders, Walk-in Killer 6-83 5 attempted Killing Method: Used a variety murders, 11 sexual of weapons to physically assaults, and 14 assaulted victims. Often killed burglaries between  victims but occasionly left 1984-1985 survivors to spread fear The Zodiac The Zodiac Victim Selection: targeted Victim Count: Killer killer (named young couples in secluded confirmed to have after cryptic areas 5 murders and 2 messages/sym Killing Method: Initially used attempted bols sent to firearms; later adopted a knife murders. He police) for more personal attacks claimed responsibility for 37 killings, but only some are verified. Nature vs. Nurture Nature: genetic and hereditary factors that contribute to a person's physical appearance, personality, and physiology Nurture: the environmental factors that affect a person, including their experiences, family and social relationships, culture, and community The Nature Perspective: What makes a Serial Killers Act? Extra Chromosome: Convicted serial killers have blamed additional chromosomes for their behaviour ➔​ Scientists have found no relation between having an extra chromosome and being a serial killer Testosterone: High testosterone is associated with the need for dominance ➔​ High levels of testosterone and low levels of serotonin can lead to aggressive, even sadistic behaviour. Brain Defects: Researchers say brain defects and injuries have a link to violent behaviour ➔​ When the hypothalamus or limbic system are damaged, it may account for uncontrollable aggression Heavy Metals: Research shows that some violent offenders have traces of toxic heavy metals in their system ➔​ Some toxic metals reduce levels of serotonin - aggression increases ➔​ Heavy metals can be passed from mother while she is pregnant The Nurture Perspective: What Makes a Serial Killer Act? Child Abuse: Some parents believed that being hard disciplinarians would “toughen” their child, but it often created a lack of love between the parent and the child - potentially have disastrous results Adoption: Finding out that one was adopted may undermine a child's sense of identity, and may make the child prone to fantasizing and identifying their “true parents” - either good or bad ➔​ If a child actually meets their biological parents and is again rejected, the damage could become even worse Peer Rejection: Many serial killers are isolated as children - as isolation grows more severe, the reliance on fantasies, especially destructive ones, can grow ➔​ These fantasies of violence often reveal themselves through one or two “triads” of predicting criminal behavior - fire starting and animal cruelty Diathesis-Stress Model Suggests that genetic tendency for violence may remain dormant until triggered by environmental stressors Psychopath vs. Sociopath Antisocial Personality Disorder: mental health condition that causes harmful behaviour without remorse Not all diagnosed with this kill Psychopath: person affected by chronic mental disorder with abnormal or violent social behaviour ➔​ Traits are linked to genetic or biological factors ➔​ Considered more “nature” than “nurture” Psychopath Characteristics ➔​ Restlessness ➔​ Lack of remorse ➔​ Shallow emotions ➔​ Manipulative ➔​ Superficial charm Sociopath: Person with a personality disorder manifesting itself in extreme antisocial attitudes ➔​ Traits influenced by environmental factors ➔​ Considered more “nurture” than nature Sociopath Characteristics ➔​ Emotional instability/ impulsivity ➔​ Reckless behaviour ➔​ Struggles with maintaining relationships ➔​ Prone to spontaneous actions The Similarities ➔​ Both suffer from antisocial personality disorder ➔​ Both lack empathy ➔​ Both disregard social rules and behavioural standards  ➔​ Both fail to feel remorse or guilt Sociopath Psychopaths Origins and Development ➔​ Product of ➔​ Genetics (linked to environment (trauma, brain defects) neglect, or abuse as ➔​ Intentional and children) calculated ➔​ Act impulsively Emotional/Behavioural ➔​ Prone to emotional ➔​ Emotionless outbursts ➔​ Callous yet charming ➔​ nervous/ easily ➔​ Narcissistic agitated ➔​ Mimics emotions to manipulate others Relationship with others ➔​ Difficulty maintaining ➔​ Incapable of forming relationships genuine emotional bonds Risk Taking and Crime ➔​ Less organized and ➔​ Highly organized and more impulsive meticulous in their ➔​ Leaves behind actions evidence due to lack ➔​ Calm, calculated of planning demeanor allows them to commit crimes while avoiding detection ➔​ Occupation ➔​ Struggles to maintain ➔​ Often excels in steady employment high-stress jobs Mental Health and Mental Illness Abnormal Psychology: Branch of psychology that studies unusual patterns of behaviour, emotion, and thought Criteria for Abnormality 1.​ Statistical Rarity ➔​ Statistically uncommon or deviate significantly from average 2.​ Maladaptive Behaviour ➔​ Abnormal if it interferes with a person's ability to function effectively in daily life (maintaining relationships, jobs, or completing self-care tasks.) 3.​ Personal Distress ➔​ Abnormal if person experiences significant emotional distress or suffering due to their thoughts, feelings or behaviours  4.​ Violation of Social Norms ➔​ Abnormal if it goes against the cultural or societal expectations of acceptable conduct Mental Health vs. Mental Illness Mental Health Mental Illness Implies the ability to recognize the nature of A disorderly functioning of the mind. problems and how to deal with them before Causes: Stress they get out of hand. Psychological Factors Biological Factors The “Healthy” Mind The “Unhealthy” Mind ➔​ Observe and understand their ➔​ Irrationally surroundings ➔​ Personal suffering ➔​ Judge realistically ➔​ Persistent unhappiness ➔​ Can control their behaviour ➔​ Inability to function in society Categories of Mental Disorders ➔​ Anxiety Disorders ◆​ Phobias, panic disorders ➔​ Mood Disorders ◆​ Depression, bipolar disorder ➔​ Personality Disorders ◆​ Schizophrenia ➔​ Substance-Related Disorders ◆​ Opioid use Name Degree Specialization Education Clinical Doctor of Research therapy, Graduate education psychologist Philosophy (PhD) diagnostic testing in psychology Doctor of psychology (PhD) Psychologist Doctor of Psychotherapy, Residency training in Medicine (M.D) management of medicine, psychiatry electroconvulsive therapy Psychologist M.D PhD or PsyD Psychoanalysis Psychiatrist with additional training in  psychoanalysis Psychiatric social Master of Social Individual and family Graduate work in worker therapy and counseling psychology or community orientation education School Master of Arts, Counseling, or educational Graduate work in psychologist PhD, Doctor of testing psychology or Education education Counseling Same as school Counseling, therapy, Graduate work in psychologist psychologist vocational counseling , psychology or rehabilitation education Psychiatric nurse Registered Nurse Counseling, therapy, care Training in nursing of hospitalized mental and psychiatry patients Paraprofessional None Necessary Ability to communicate Short orientation in with people in own service facility community DSM: The Diagnostic and Statistical Manual of Mental Disorders ➔​ Handbook doctors use to diagnose mental disorders and psychiatric illnesses Neurosis vs. Psychosis Neurosis: mental illness that interferes with normal life and often people use an excessive or exaggerated defence mechanism to explain/justify the illness Neurotic Disorder: is a disorders involving anxiety and fear Symptoms of Neurosis ➔​ Chronic anxiety ➔​ Emotional instability ➔​ Obsessive thoughts or behaviours ➔​ Physical symptoms Neurosis Disorders ➔​ Anxiety ◆​ Feeling nervous, trembling, hyperventilation ➔​ Adjustment Disorder ◆​ States of distress or emotional disturbance arising from attempts to adapt to significant life events ◆​ Caused by life events ➔​ Obsessive Compulsive Disorder (OCD) ◆​ Obsessions are repetitive, intrusive ideas, images and thought ◆​ Associated with extreme anxiety  ◆​ May involve washing, counting or cleaning ➔​ Eating Disorders ◆​ Anorexia, Bulimia, Binge Eating, Compulsive overeating ➔​ ADD/ ADHD ◆​ Often an issue with children and is resolved by adolescence ◆​ May be causes by hormonal imbalance, brain dysfunction, diet, improper socialization ◆​ People with ADD find it difficult to focus on one thing for a period of time ◆​ People with ADHD try to focus on everything at once ➔​ Compulsions ◆​ May take form from addictions ◆​ Result of low self-esteem and unrealistic expectations being places on the person Phobias: Fall under the broader category of anxiety disorders ➔​ these fears lead to avoidance behaviours and can significantly impact a person’s daily life ➔​ Stem from excessive anxiety ➔​ A person with a phobia is aware it is irrational but feels powerless to control it Psychosis: the mental process involving the loss of contact with reality, causing the deterioration of normal social functioning. Including false beliefs, delusions, and hallucinations Symptom of Psychosis ➔​ Changes thinking patterns ➔​ Delusions ➔​ Hallucinations ➔​ Very disorganized behaviour Mental Health and Psychosis ➔​ Schizophrenia ◆​ Psychotic symptoms for 6 months with a decline in ability to function ➔​ Bipolar Disorder ◆​ Wide mood alterations, with periods of depression ➔​ Personality Disorder ◆​ Extreme distrust and suspicion of others ➔​ Dementia ◆​ Impairment in short and long term memory ➔​ Alzheimer's Disease ◆​ Gradual loss of brain cells, slowly destroying memory and thinking skills