...Outline & evaluate the biological explanation of phobic disorders: The biological explanation for the acquisition of phobic disorders establishes that phobias are caused by genetics, innate influences and the principles of biochemistry. This theory recognises that an oversensitive fear response may be inherited, causing abnormal levels of anxiety. This is illustrated in the basis of inheritance, particularly the adrenergic theory that convicts that those who have an acquisition to phobic disorders consequently show high levels of arousal in the automatic nervous system, which leads to increased amounts of adrenaline, thus causing high levels of anxiety. However this theory lacks evidence of cause and effect, causing it to be difficult to determine whether the levels of arousal lead to the anxiety or whether it is actually the developed anxiety, which leads to this arousal. This issue was present in Lader and St Matthews study which found that individuals who develop social phobia or panic disorders with agoraphobia have high levels of arousal. This causes a lack of validity to become apparent as there is an unawareness of what is being measured, as there is not a clear distinction between what aroused first, the reaction in the brain or the phobic disorder as it is not convicted whether the high arousal levels are the cause or in fact the consequence of the phobia. Furthermore, the basis of inheritance also distinguishes that dopamine pathways predispose individuals...
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...Health & Clinical Psychology Healthy Living Stress Dysfunctional Behaviour Disorders [pic] [pic] [pic] Contents • Objectives for the Health and Clinical Psychology module 6 • What is Health Psychology? Careers in Health Psychology 7 • Unit G543: Health and Clinical Psychology 8 • Exemplar exam paper 9 PART A – INFORMATION TO HELP EVALUATE STUDIES • Evaluation sheet for the theories/studies of Health Psychology 10 • Guide for answering part A & part B exam questions 11 PART B – HEALTHY LIVING • Introduction to Healthy Living 14 • Theories of Health Belief 17 • Compliance with a Medical Regime for Asthma (Becker 1978) 18 • Internal versus External Locus of Control (Rotter 1966) 21 • Analysis of Self-Efficacy Theory of Behavioural Change (Bandura and Adams 1977) 23 • Summary of the health belief theories 26 • Comprehension questions for theories of health belief 27 • Part A exam question 28 • Part B exam question 29 • Evaluation sheet of health belief theories/studies 30 Introduction to Health Promotion 31 • Theories of Health Promotion • Chip pan fire prevention (Cowpe 1983) 32 • Legislation-Bicycle helmet laws and educational campaigns (Dannenberg et al. 1993) 34 • Effects of Fear arousal (Janis & Feshbeck 1953) 37 • Summary of the health...
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...Phobias and Addictions PSY300 Phobias and Addictions Phobias and addictions are usually seen together because most people with an addition already had a phobia they may not have been aware of to begin with. To understand this they need to be broken down into both classical and operant conditioning and the effect each has on both phobias and addictions. Classical conditioning occurs when people learn to react to a stimulus in the environment whereas operant conditioning occurs when people react to a reward or punishment. The major difference between classical and operant conditioning lies in the nature of the response to a given stimulus. Addictions Addiction to anything comes from a persistent behavior that despite knowing it can have adverse consequences a person will continue this behavior. Most addictions start when someone has a pleasurable experience and wishes to continue or relive this experience. They will continue the behavior with little or no self-control even when it can become destructive. A person who is addicted will experience urges or cravings to engage in the behavior, which intensify until the he or she carries out the behavior again, usually experiencing relief, and elation (Grant, Potenza, Weinstein, &Gorelick, 2010). Addiction seeks immediate gratification of drives and impulses. Operant conditioning focuses on behavior that is voluntary such as gambling where this behavior is done for a reward. Sex addiction is a behavior...
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...Definitions of Abnormality Defining a person or behaviour as ‘abnormal’ implies something undesirable and requiring change Therefore, we must be careful how we use the term Psychologists need methods for distinguishing ‘normal’ from ‘abnormal’ Our definition of abnormality must be objective: * It must not depend on anyone’s opinion or point of view * It should produce the same results whoever applies it It must not be under or over-inclusive * It must not label as ‘abnormal’ or ‘normal’ behaviours or traits that aren’t Three definitions are used to define abnormality: * Deviation from social norms * Failure to function adequately * Deviation from ideal mental health Deviation from social norms Under this definition, a person’s thinking or behaviour is classified as abnormal if it violates the (unwritten) rules about what is expected or acceptable behaviour in a particular social group. Their behaviour may: * Be incomprehensible to others * Make others feel threatened or uncomfortable With this definition, it is necessary to consider: * The degree to which a norm is violated, the importance of that norm and the value attached by the social group to different sorts of violation. * E.g. is the violation rude, eccentric, abnormal or criminal? Abnormality is defined in terms of behavior which goes against societies accepted standards Different societies have different standards Standards change over time Strengths Should be easy...
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...PSYCH-205, Abnormal Psychology. PART 1: SCIENCE AND PRACTICE WHAT IS ABNORMAL? * It is behavior, specifically persistent behavior associated with cognitive, emotional, or perceptual distortions that are not socially acceptable, and are potentially dangerous. Many behaviors fit the criteria, but are not considered abnormal. Astronauts for example are not considered to be psychologically abnormal despite engaging in dangerous and persistently deviant behaviors. Legal insanity is different from a clinical diagnosis, although a clinical diagnosis will determine whether or not a person can be judged insane by a court. To define behavior as abnormal, it must meet the following standards. 1. Distressful – It is upsetting for self and others. 2. Dysfunctional – It is maladaptive, inhibits personal goals or ability to function on own. 3. Dangerous – Potentially to self or others. 4. Deviant – Is not tolerated by cultural norms and/or is statistically odd, keeping in mind context of behavior. (Religious practice gets a pass.) 5. *Duration – Behaviors, Affects and/or Cognitions are persistent regardless of circumstance over time. 6. *Detachment – Person holds beliefs or acts in ways that do not correspond to reality. (Religious practice gets a pass.) TYPES OF RESEARCH- One and two apply only to the social sciences, whereas three, four and five apply to both natural and social sciences, with exception to history, which relies solely on case studies and...
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...SAJ DEVSHI (C) AQA Psychology (A) Psya2 A* Students Model Essays The A* Students Handbook For More Psychology Resources visit: www.Loopa.co.uk C HAPTER 1 A little about me Firstly thank you for purchasing this book for AQA Psychology Psya2 (Paper 2). A bit about me: My name is Sajan Devshi and I was a private student that self-taught myself AQA Psychology from 2011-2012 and I received my certificate in January 2013 Achieving an A* Grade. The certificate you can view on my website http://www.loopa.co.uk - You can also get my other A* model essay answers from there too for the other topics I did. I achieved an A* grade overall scoring two A’s in Psya1 and Psya2 as well as 100% in both my A2 exams (Psya3 and Psya4) My final score was 373/400 ums points. (You only needed 90% in A2 and 320 for an A* grade). So basically I didn’t just beat the boundary - I absolutely smashed it. How did I do it? It wasn’t easy and I am by no means some savant genius. I made great notes and essays that simplified things for me as I had no teachers and it is these notes I share with you now for Psya2 and the essay questions that can be asked for it. If your curious to know more about me you can visit my website at http://www.loopa.co.uk There it tells you more about me, how I self-taught myself as well as contact me directly for help and advice as well as get my other essay answers there instantly. Theres also great resources there too with more added on a weekly basis...
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...schizophrenia other than the acknowledged role of medication as a treatment modality (Birchwood and Tarrier 1993). Developments in psychological theory have led to a number of innovative psychological treatments drawn from human experimental psychology such as behavioural and social psychology and cognitive science. Therapies based on cognitive behavioural theory have been rapidly developing, initially for the so called ‘neurotic disorders’ but in recent years evidence has accumulated to suggest that these cognitive behavioural approaches can be effective for those people suffering from psychosis ( Williams 1995). The aim of this assignment is to explore the basis of Cognitive Behavioural Therapy and review its’ therapeutic application to schizophrenia. Cognitive Behaviour Therapy (CBT) is an evolutionary paradigm that came about a from the merging of the established paradigm of behavioural therapy and contemporary cognitive therapy (Clarke and Fairburn 1997). Behavioural therapy historically focused on anxiety, phobic and obsessional disorders. Treatments were aligned to the learning theories of Pavlov and Skinner, anxieties and phobias were conceptualise to be conditioned fear responses, passively acquired and elicited by conditioned stimulii (Clarke and Fairburn 1997). A variety of techniques were employed to enable the client to ‘unlearn’ these acquired behaviours. These treatments regimes were concerned with maladaptive habits and behaviours; thought and emotional...
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...Disorder Specific Cognitive Behaviour Therapy Interventions – WHM-M-030 Introduction The purpose of the paper is to discuss the current theory and empirical literature for using a transdiagnostic approach in cognitive behaviour therapy and it’s relevance in current practice. I will discuss the theory and evidence for using a transdiagnostic approach and highlight the main processes. A discussion on the strengths and limitations of the approach will conclude the first part of the paper. The second part will be a review of personal clinical work discussing the transdiagnostic process and its hypothesised effectiveness. To conclude the author will provide a personal reflection. There has been a long widely accepted claim for the effectiveness of CBT with prolific amount of evidence for it’s effectiveness for Depression, Anxiety and Mood disorders (Roth & Fongy, 1995) Models such as cognitive therapy for depression (Beck, Rush, Shaw, & Emery, 1979), panic disorder (Clark, 1986,), posttraumatic stress disorder (Clark & Ehlers, 2004); and obsessive-compulsive disorder (Salkovskis, 1989) have led to disorder-specific interventions for treating common mental health problems. The benefits of devising a model on specific disorders is the high degree of research and comparable data involved; from that the therapist will be highly trained in the use of the model to deliver the approach for each disorder (Salkovskis 2002). Disorder specific models are seen to be easily delivered...
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...PYC4802/101/0/2015 Tutorial letter 101/0/2015 Psychopathology PYC4802 Year module Department of Psychology IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1. INTRODUCTION ..................................................................................................... 3 1.1 Turorial material ....................................................................................................... 4 2. PURPOSE OF AND OUTCOMES FOR THE MODULE ......................................... 4 2.1 Purpose ................................................................................................................... 4 2.2 Outcomes ................................................................................................................ 4 3. LECTURER(S) AND CONTACT DETAILS ............................................................ 6 3.1 Lecturer(s) ............................................................................................................... 6 3.2 Department .............................................................................................................. 7 3.3 University ................................................................................................................. 7 4. MODULE-RELATED RESOURCES ....................................................................... 7 4.1 Prescribed book.....
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...OF CONTENTS Front Matter 2-5 Preface 2 Learning Objectives 3 Scope of the Project 3 Methodology 4 Limitations 5 I. Introduction 6-12 Introduction to Personality Theory 6 What is a Theory 7 Why Different theories 11 II. Theories of Personality 12-116 Psychoanalytic Theory 12-25 Humanistic Theory 25-43 Trait and Factor Theories- Big Five Factors 43-57 Biological and Genetic Theories 58-62 Social Cognitive Theory 62-87 Holistic-Dynamic Theory 88-116 III. Conclusion 116-117 Final Thoughts 116 Summary 117 Back Matter 118 References 118 PREFACE What makes people behave as they do? Are people ordinarily aware of what they are doing, or are their behaviors the result of hidden, unconscious motives? Are some people naturally good and others basically evil? Is human conduct largely a product of nature, or is it shaped mostly by...
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...Study Guide Essentials of Psychology By Robert G. Turner Jr., Ph.D. About the Author Robert G. Turner Jr., Ph.D. has more than 20 years of teaching and education-related experience. He has taught seventh-grade science, worked as a curriculum developer for the Upward Bound Program, and taught sociology, social psychology, anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and magazine articles, novels, and stage plays. Contents Contents INSTRUCTIONS TO STUDENTS LESSON ASSIGNMENTS LESSON 1: PSYCHOLOGY: THE SCIENCE OF THE MIND LESSON 2: THE MIND AT WORK LESSON 3: MOTIVATION, EMOTION, DEVELOPMENT, AND PERSONALITY RESEARCH PROJECT LESSON 4: PSYCHOLOGICAL DISORDERS LESSON 5: PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its historical...
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...1 ESSAY WRITING SKILLS © Graham Davey WHAT DO I NEED TO DO TO WRITE A GOOD ESSAY? 1. 1.1 1.2 1.3 1.4 1.5 2. 2.1 2.2 2.3 2.4 2.5 3. 3.1 3.2 4. 4.1 4.2 4.3 4.4 4.5 4.6 5. WHAT TO DO BEFORE YOU START ANYTHING Am I familiar with the Assessment Guidelines? Am I certain that I know the Submission Deadline? How much does the mark for my essay contribute to the final mark for this course/module? Do I know what the word limit for this essay is? How many credits do I get for completing this particular course/module successfully? HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY What essay titles can I choose from? What references do I need to read? At what level am I writing the essay? What internet resources should I access and use? Can I use my lecture notes as a source of information for my essay? PLANNING YOUR ESSAY How much should I read and when should I begin writing? How can I get the most benefit from my reading? WRITING YOUR ESSAY How should I structure my essay? Am I sure I’m answering the question? How do I write a scholarly essay? How should I present my reference list or bibliography? How should I format my essay? How can I avoid plagiarism? THINGS TO REMMEBER AFTER YOU’VE FINISHED WRITING YOUR ESSAY Essays are arguably the most widely used form of assessment for psychology students. They allow an examiner to assess a student’s factual knowledge, as well as their ability to create logical arguments and critically...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...SCaring for Kids After Trauma, Disaster and Death: A GUIDE FOR PARENTS AND PROFESSIONALS SECOND EDITION The New York University Child Study Center is dedicated to the understanding, prevention and treatment of child and adolescent mental health problems. The Center offers expert psychiatric services for and intervention. The Center’s mission is to bridge training supported by the resources of the worldclass New York University School of Medicine. children and families with emphasis on early diagnosis the gap between science and practice, integrating the finest research with patient care and state-of-the-art For more information, visit www.AboutOurKids.org. Changing the Face of Child Mental Health Caring for Kids After Trauma, Disaster and Death: A GUIDE FOR PARENTS AND PROFESSIONALS SECOND EDITION DEVELOPED BY: The faculty and staff of the New York University Child Study Center Harold S. Koplewicz, M.D., Director & Founder Marylene Cloitre, Ph.D., Director of the Institute for Trauma and Stress REVISED SEPTEMBER 2006 under the direction of Joel McClough, Ph.D., Director of the Families Forward Program, Institute for Trauma and Stress by Anita Gurian, Ph.D. Dimitra Kamboukos, Ph.D. Eva Levine, Ph.D. Michelle Pearlman, Ph.D. Ronny Wasser, B.A. Permission is granted for reproduction of this document by parents and professionals © 2006 1 C A R I N G F O R K I D S A F T E R T R A U M A , D I S A S T E R A N D D E A T H ...
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...00_078973706x_fm.qxd 1/14/08 2:42 PM Page i NCLEX-PN ® SECOND EDITION Wilda Rinehart Diann Sloan Clara Hurd 00_078973706x_fm.qxd 1/14/08 2:42 PM Page ii NCLEX-PN® Exam Cram, Second Edition Copyright © 2008 by Pearson Education All rights reserved. No part of this book shall be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission from the publisher. No patent liability is assumed with respect to the use of the information contained herein. Although every precaution has been taken in the preparation of this book, the publisher and author assume no responsibility for errors or omissions. Nor is any liability assumed for damages resulting from the use of the information contained herein. ISBN-13:978-0-7897-2706-9 ISBN-10: 0-7897-3706-x Library of Congress Cataloging-in-Publication Data Rinehart, Wilda. NCLEX-PN exam cram / Wilda Rinehart, Diann Sloan, Clara Hurd. -- 2nd ed. p. cm. ISBN 978-0-7897-3706-9 (pbk. w/cd) 1. Practical nursing--Examinations, questions, etc. 2. Nursing--Examinations, questions, etc. 3. National Council Licensure Examination for Practical/Vocational Nurses--Study guides. I. Sloan, Diann. II. Hurd, Clara. III. Title. RT62.R55 2008 610.73'076--dc22 2008000133 Printed in the United States of America First Printing: February 2008 Trademarks All terms mentioned in this book that are known to be trademarks or service marks have been appropriately...
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