Written by: Kelly L. Hunter
Throughout the centuries, the philosophical theories concerning mind and body have brought about serious debate. Early philosophers believed that human bodies were simply Earth suits that housed one’s soul and humans were much more than just a physical form or body. The human brain is probably the most complex to understand; how it functions, how it communicates with the body, and how it can ultimately help the body heal or destroy itself. The mind (soul) has been said to be eternal; it has also been said to be comprised of energies beyond human comprehension. Olivia Sabuco de Nantes believed that the connection between the body and soul are linked by way of one’s brain (Moore & Bruder, 2005). However, some early philosophers did not believe that there was a connection between the mind and the physical body. Descartes was not among those philosophers and believed that the mind and body although separate entities, capable of survival without the other, are united in the form of human beings.
“The real distinction of mind and body based on their completely diverse natures is the root of the famous mind-body problem: how can these two substances with completely different natures causally interact so as to give rise to a human being capable of having voluntary bodily motions and sensations?” (Skirry, 2006). In other words, if these two entities are truly separate then it would be intelligibly impossible to explain voluntary bodily function and movement. Another issue with mind-body theories concern “body to mind causation” or sensations. For example, the visualization of a sunset is a production of the mind. This visual sensation could be explained by the motion of indiscernible bodies that cause the eye to move which leads to movement in the optic nerve, in turn various “animal spirits” would then move about in the brain causing the sensory perception of the sunset. “Therefore, the completely different natures of mind and body seem to render their causal interaction impossible” (Skirry, 2006).
The realm of mind and consciousness is classified as “New Psychology,” the study of the mind in a scientific form but linking the study of human behavior. According to some philosophical theories, the realm of the mind is limited to time and space; however, the realm of consciousness (awareness) is eternal and infinite. The mind was once thought to be a product of the brain. This theory according to Rheault (2008) is no longer the case and in fact, has brought about further exploration of what is mind and consciousness. Take for example, Alzheimer’s disease, over time, the brain loses partial of total function; however, consciousness is never altered. “The physical mind functions provide the opportunity for that non-physical entity to learn and survive in the physical world” (Morose, 2004). If consciousness is separate from the mind (brain) and is said to be infinite, then quite possibly consciousness is much like the soul in that it lives on after death.
Moore and Bruder (2005) state that “It is worth mentioning that Sabuco also believed that the intimate connection between soul and brain means there is a close relationship between psychological and physical health and between mortality and medicine” (p. 107). I agree with this theory because it is evident that the mind can heal or destroy one’s physical form simply by the thoughts they produce. Gary Zukav (1989) suggests that “In order to develop and nurture your mind and your body, it is necessary to realize that you have a mind and a body” (p. 194). In other words, one must make a conscious effort to acknowledge the fact they have a mind and physical body. Some philosophers believe that the happier one’s thoughts are, the healthier they will be and the longer they will live. Quite possibly, negative thoughts can lead to many different types of illnesses including death. With this being said one’s thoughts are very powerful and are capable of doing things that humans cannot begin to imagine. Without thought, the brain becomes lifeless and begins to deteriorate just as the body does when the brain dies.
There has been tremendous speculation over the years regarding whether or not there is such a thing as an independent mind that transcends the physical functions of one’s body through the central nervous system. This theory has yet to be proven or disproven and the only example of this phenomenon would be meditation. Meditation has been practiced by Tibetan and Buddhist Monks for centuries and over the ages has migrated throughout the world. “Buddhist feel the reality we live in is not the ultimate one” (Cromie, 2002). Through meditation, one can lower his or her metabolism, heart rate, breathing rate, and blood pressure. Few are capable of reaching the level of enlightenment experienced by Buddhist Monks; however, this is not impossible and can be achieved through hard work, dedication, and immense focus.
In conclusion, I believe humans are much more than just a physical body or shell that protects the soul. Humans are more than a mind controlling the body’s functions; they are a soul, a force greater than the body and mind alone. I believe souls live many lifetimes and one’s Karma from each life determines where his or her soul will travel after each death. In my opinion, the mind’s thoughts are signals from the universe that direct the brain and ultimately the body in the many directions that one’s soul journeys. As stated before, I believe that the mind and the body rely and depend on the other for survival; however, I do not believe that the soul depends on either of the two. In fact, I believe that the soul can survive anything on its own because the soul is an incarnate of god (the universe and nature) and is made of natural energies that flow through the cosmos eternally.
Reference(s)
Cromie, W.J. (2002). Meditation Changes Temperatures: Mind controls body in extreme experiments. The President and Fellows of Harvard College. Retrieved July 26, 2009. http://www.hno.harvard.edu/gazette/2002/04.18/09-tummo.html
Moore and Bruder. (2005). Philosophy: The Power of Ideas. (6th ed.) McGraw-Hill. Retrieved July 25, 2009.
Morose, R. (2004). The Separation of Mind and Consciousness. Presence. Retrieved July 23, 2009. http://www.buzzle.com/editorials/8-9-2004-57639.asp
Rheault, R. R. (2008). What is the Realm of Mind and Consciousness?. Retrieved July 26, 2009. http://ezinearticles.com/?What-is-the-Realm-of-Mind-and-Consciousness?&id=1251071
Skirry, J. (2006). Descartes: The Mind-Body Distinction. Encyclopedia of Philosophy. Retrieved July 24, 2009. http://www.iep.utm.edu/d/descmind.htm#H4
Zukav, G. (1989). The Seat of the Soul. Simon and Schuster, Inc. Retrieved July 26, 2009.
Sunday, July 26, 2009
Sunday, July 19, 2009
Social Influences on Human Behavior
Written by: Kelly L. Hunter
Human interaction and behaviors can be affected by many social influences but are not limited to parent/child interaction, culture, peer relationships, or society in general. Human development and interaction begin at birth and continue throughout and individual’s lifetime helping to shape his or her personality and behavioral expressions. Human being’s are continuously evolving in which case they are constantly changing, growing, and developing. This process is known as social development which is the continual change of interpersonal thoughts, feelings, and behaviors during an individual’s lifetime (Kowalski & Westen, 2005). Each phase of a person’s development is essential in their overall growth from child to adult. Through social cognition people form schemas in order to organize interpretations of how they feel in regards to other people, situations, and individual behaviors. Oftentimes individual’s will display abnormal behaviors that are not consistent or typical of their everyday personality depending on various social influences.
Attachment is the first phase of a child’s social development and is crucial in their developmental stages. During this phase, a child begins to bond with his or her caregiver creating a sense of affection towards them. “In the middle of the twentieth century, psychoanalysts observed that children reared in large institutional homes, with minimal stimulation and no consistent contact with a loving caretaker, often became emotionally unstable, lacking in conscience, or mentally retarded” (Kowalski & Westen, 2005). When a child has little or no human interaction they may be deficient in areas of sociability, language, and physical development. Children gain a sense of security from the presence of their caregiver and usually experience some form of distress when that person is absent. Separation anxiety seems to be relatively the same amongst cultures in which similar behaviors like tantrums and crying occur. Neglected or abused children on the other hand, tend to form a detachment and exhibit indifference to the absence of their attachment figure.
Psychologists have discovered that children’s responses to separation can vary and in most cases a child is either secure or insecure in their relationship with their attachment figure. Mary Ainsworth developed three styles of attachment to explain her theory regarding children’s responses to their mother’s absence and return: secure attachment, avoidant attachment, ambivalent attachment, and disorganized attachment (Kowalski & Westen, 2005). A child who exhibits welcoming behaviors is displaying secure attachment style. A child who ignores their mother upon her return is displaying avoidant attachment style. Children who are angry or rejecting of their mother while expressing a desire to be close to her are displaying ambivalent attachment style. However, children who have been mistreated are usually disoriented, engaging in unpredictable behaviors while exhibiting a desire to be close to their mother; they display what is known as disorganized attachment style. “Whereas the other attachment patterns seem organized and predictable, the disorganized child’s behavior is difficult to understand and typically comes in the context of parenting that is itself unpredictable, and hence difficult to understand from the infant’s point of view” (Kowalski & Westen, 2005).
Although secure attachment is the most common style observed worldwide, there are substantial differences of attachment styles experienced within certain cultures. Culture plays a large role in a person’s social development. “For example, infants reared on Israeli kibbutzim (collective living arrangements) are much more likely to have ambivalent attachments to their mothers than infants in the West” (Kowalski & Westen, 2005). In the Israeli culture, children spend most of their days with caregivers that are not their parents. This exposure to non-parental caregivers aids in the child’s social development which results in their ability to adjust to socialization as they age. A child who spends most of their time with their mother or a caregiver that provides them with a sense of security will develop a different internal working model than a child who is neglected. In which case the neglected child may exhibit unusual behaviors and have difficulty adjusting to social situations throughout their lifetime. Parenting styles also vary amongst cultures and in some instances; independence for the purpose of socialization is unheard of. “One of the most important ways parents vary across and within cultures is the extent to which they are accepting or rejecting of their children” (Kowalski & Westen, 2005).
Peer relationships are equally important in a child’s social development. For children who have experienced abuse or neglect, friends often have a positive influence in their lives and provide a sense of support. Although the level of friendship changes throughout each phase of a child’s life, these friendships help boost a child’s self-esteem, self-worth, and self-image. Children who are accepted by their peers tend to be more successful in school and in life than do children who are not accepted. Society in general is also a factor to consider in social development. If the majority of a society considers certain behaviors to be abnormal, some children may be alienated and made to feel inadequate. The way a society views social class or monetary ranking can single out children from low-income families causing them to question whether or not they are “good enough” which may also hinder their social development.
“Although human behavior is almost always a function of the interaction of person and situation, social psychologists have called attention to the attributional biases in much of psychology and among the general public that overestimates the importance of dispositional factors while underestimating situational factors” (APA, 2009). For example, a teenager who is an A student and does not use/abuse drugs or alcohol may be pressured by his or her friends at a party to do so. This behavior would not be typical of this individual; however, the social influence brought forth by their peers may outweigh good judgment causing them to behave in a way that they normally would not. If the teen decided to participate in such activities, they could find themselves in jail or worse yet, dead. In this particular case, I would not suggest therapeutic intervention unless the individual continued to engage in drug or alcohol use/abuse.
Another example of social influence on human behavior would be bullying. If a child enjoys participating in the mistreatment or abuse of other children while his or her friends are present, this could be considered a form of social facilitation. Social facilitation occurs when the presence of other people either help or hurt the individual performance of a person. In the case of bullying, I would recommend that some form of therapeutic intervention be put into place in order to deviate from this kind of negative behavior. Childhood bullying can oftentimes lead to other forms of criminal activity including by not limited to domestic violence and murder. Importantly, if warning signs are present, it is beneficial to the bullying child and possible future victims to receive treatment in order to break a possible reoccurring cycle that could land the child in a detention facility or prison.
In conclusion, human behavior is heavily influenced by our social surroundings. Parents, caregivers, culture, peers, and society are only some of the social influences that affect an individual’s behaviors. When a child’s social development is hindered by neglect or abuse, they will oftentimes have difficulty throughout their lives adapting to social settings and viewing them selves as being worthy of love. Some human behaviors may be considered abnormal to some societies and under certain circumstances; an individual may need some form of therapeutic intervention. Being able to understand why some individuals behave in the manners that they do can be beneficial in knowing whether or not that person may need medical attention. Depending on the social situation, a person’s personality and behaviors may stray from their everyday normal approach to life. In some cases, a person may have a psychological disorder and not be aware of it. Passing judgment and not having all the facts can be harmful to an individual’s wellbeing.
Reference(s)
“Demonstrating the Power of Social Situations via a Simulated Prison Experiment.” (2009). American Psychological Association. Retrieved July 16, 2009. http://www.psychologymatters.org/spe.html
Kowalski, R. and Westen, D. (2005) “Psychology.” (4th ed.). John Wise and Sons, Inc. Retrieved July 15, 2009.
Human interaction and behaviors can be affected by many social influences but are not limited to parent/child interaction, culture, peer relationships, or society in general. Human development and interaction begin at birth and continue throughout and individual’s lifetime helping to shape his or her personality and behavioral expressions. Human being’s are continuously evolving in which case they are constantly changing, growing, and developing. This process is known as social development which is the continual change of interpersonal thoughts, feelings, and behaviors during an individual’s lifetime (Kowalski & Westen, 2005). Each phase of a person’s development is essential in their overall growth from child to adult. Through social cognition people form schemas in order to organize interpretations of how they feel in regards to other people, situations, and individual behaviors. Oftentimes individual’s will display abnormal behaviors that are not consistent or typical of their everyday personality depending on various social influences.
Attachment is the first phase of a child’s social development and is crucial in their developmental stages. During this phase, a child begins to bond with his or her caregiver creating a sense of affection towards them. “In the middle of the twentieth century, psychoanalysts observed that children reared in large institutional homes, with minimal stimulation and no consistent contact with a loving caretaker, often became emotionally unstable, lacking in conscience, or mentally retarded” (Kowalski & Westen, 2005). When a child has little or no human interaction they may be deficient in areas of sociability, language, and physical development. Children gain a sense of security from the presence of their caregiver and usually experience some form of distress when that person is absent. Separation anxiety seems to be relatively the same amongst cultures in which similar behaviors like tantrums and crying occur. Neglected or abused children on the other hand, tend to form a detachment and exhibit indifference to the absence of their attachment figure.
Psychologists have discovered that children’s responses to separation can vary and in most cases a child is either secure or insecure in their relationship with their attachment figure. Mary Ainsworth developed three styles of attachment to explain her theory regarding children’s responses to their mother’s absence and return: secure attachment, avoidant attachment, ambivalent attachment, and disorganized attachment (Kowalski & Westen, 2005). A child who exhibits welcoming behaviors is displaying secure attachment style. A child who ignores their mother upon her return is displaying avoidant attachment style. Children who are angry or rejecting of their mother while expressing a desire to be close to her are displaying ambivalent attachment style. However, children who have been mistreated are usually disoriented, engaging in unpredictable behaviors while exhibiting a desire to be close to their mother; they display what is known as disorganized attachment style. “Whereas the other attachment patterns seem organized and predictable, the disorganized child’s behavior is difficult to understand and typically comes in the context of parenting that is itself unpredictable, and hence difficult to understand from the infant’s point of view” (Kowalski & Westen, 2005).
Although secure attachment is the most common style observed worldwide, there are substantial differences of attachment styles experienced within certain cultures. Culture plays a large role in a person’s social development. “For example, infants reared on Israeli kibbutzim (collective living arrangements) are much more likely to have ambivalent attachments to their mothers than infants in the West” (Kowalski & Westen, 2005). In the Israeli culture, children spend most of their days with caregivers that are not their parents. This exposure to non-parental caregivers aids in the child’s social development which results in their ability to adjust to socialization as they age. A child who spends most of their time with their mother or a caregiver that provides them with a sense of security will develop a different internal working model than a child who is neglected. In which case the neglected child may exhibit unusual behaviors and have difficulty adjusting to social situations throughout their lifetime. Parenting styles also vary amongst cultures and in some instances; independence for the purpose of socialization is unheard of. “One of the most important ways parents vary across and within cultures is the extent to which they are accepting or rejecting of their children” (Kowalski & Westen, 2005).
Peer relationships are equally important in a child’s social development. For children who have experienced abuse or neglect, friends often have a positive influence in their lives and provide a sense of support. Although the level of friendship changes throughout each phase of a child’s life, these friendships help boost a child’s self-esteem, self-worth, and self-image. Children who are accepted by their peers tend to be more successful in school and in life than do children who are not accepted. Society in general is also a factor to consider in social development. If the majority of a society considers certain behaviors to be abnormal, some children may be alienated and made to feel inadequate. The way a society views social class or monetary ranking can single out children from low-income families causing them to question whether or not they are “good enough” which may also hinder their social development.
“Although human behavior is almost always a function of the interaction of person and situation, social psychologists have called attention to the attributional biases in much of psychology and among the general public that overestimates the importance of dispositional factors while underestimating situational factors” (APA, 2009). For example, a teenager who is an A student and does not use/abuse drugs or alcohol may be pressured by his or her friends at a party to do so. This behavior would not be typical of this individual; however, the social influence brought forth by their peers may outweigh good judgment causing them to behave in a way that they normally would not. If the teen decided to participate in such activities, they could find themselves in jail or worse yet, dead. In this particular case, I would not suggest therapeutic intervention unless the individual continued to engage in drug or alcohol use/abuse.
Another example of social influence on human behavior would be bullying. If a child enjoys participating in the mistreatment or abuse of other children while his or her friends are present, this could be considered a form of social facilitation. Social facilitation occurs when the presence of other people either help or hurt the individual performance of a person. In the case of bullying, I would recommend that some form of therapeutic intervention be put into place in order to deviate from this kind of negative behavior. Childhood bullying can oftentimes lead to other forms of criminal activity including by not limited to domestic violence and murder. Importantly, if warning signs are present, it is beneficial to the bullying child and possible future victims to receive treatment in order to break a possible reoccurring cycle that could land the child in a detention facility or prison.
In conclusion, human behavior is heavily influenced by our social surroundings. Parents, caregivers, culture, peers, and society are only some of the social influences that affect an individual’s behaviors. When a child’s social development is hindered by neglect or abuse, they will oftentimes have difficulty throughout their lives adapting to social settings and viewing them selves as being worthy of love. Some human behaviors may be considered abnormal to some societies and under certain circumstances; an individual may need some form of therapeutic intervention. Being able to understand why some individuals behave in the manners that they do can be beneficial in knowing whether or not that person may need medical attention. Depending on the social situation, a person’s personality and behaviors may stray from their everyday normal approach to life. In some cases, a person may have a psychological disorder and not be aware of it. Passing judgment and not having all the facts can be harmful to an individual’s wellbeing.
Reference(s)
“Demonstrating the Power of Social Situations via a Simulated Prison Experiment.” (2009). American Psychological Association. Retrieved July 16, 2009. http://www.psychologymatters.org/spe.html
Kowalski, R. and Westen, D. (2005) “Psychology.” (4th ed.). John Wise and Sons, Inc. Retrieved July 15, 2009.
Saturday, July 18, 2009
The Foundations of Psychology
Written by: Kelly L. Hunter
Psychology may have been made popular by sophisticated minds like that of Sigmund Freud, however; this science has been around for as long as animals and humans have walked this Earth. Psychology is said to be the scientific investigation of mental processes and behavior (Kowalski & Weston, 2005). This study of the mind and its behaviors has been an ever evolving process and one that is still developing today. In the early years of psychology, there were only two major schools of thought: Structuralism (structure of consciousness) and Functionalism (the function of adapting to one’s environment). Psychology in today’s modern world has evolved into many schools of thought including but not limited to: Behavioral, Psychoanalytic, Cognitive, Sociocultural, and Physiological to name a few. Kowalski and Weston (2005) state that, “Psychological processes reflect the influence of biological processes of the cells within the nervous system and the context of cultural beliefs and values.” Some experts believe that biology and psychology are so closely linked they came up with a study known as Biopsychology. This study seeks to understand how the mind operates by better understanding the biological activity that is present in the brain.
Behavioral Psychology is the study of how behavior is shaped by the environment in which an individual lives or is exposed. The American Psychological Association (APA) (2009) states that, “The specialty of Behavioral Psychology emphasizes an experimental-clinical approach to the application of behavioral and cognitive sciences to understanding human behavior and developing interventions to enhance the human condition” (¶ 1). B.F. Skinner was a renowned psychologist who studied the behavior of animals to better understand how environment and conditioning affects human behavior. Skinner’s theories became known as Operant Conditioning: conditioned behavior by way of positive or negative reinforcement. “The knowledge base of Behavioral Psychology is derived from a wide range of areas, including experimental, cognitive, developmental, physiological, and social psychology” (APA, 2009).
Psychoanalysis was founded by Freud who believed that behavior is determined by an individuals’ unconscious mind and that the repository of repressed impulses and desires determine the way a person thinks, feels, and acts (Kazlev, 2004). This clinical approach to psychology focuses on the implementation of long-term, intensive, psychotherapeutic activity, which can consist of dream interpretation, analysis of the therapist-patient relationship, and other distinctive focal points to assist in achieving effective character transformation. This kind of treatment began more than 100 year ago to aid in the rehabilitation of individuals with dissociative disorders (APA, 2009). Psychoanalytic studies have since expanded to include a vast amount of psychopathology displayed individually amongst children, adults, families, couples and even groups. This kind of treatment is used on individuals with borderline personality disorders that have been insusceptible to other forms of treatment in the past. “Use of empathy, play therapy, free association, dream analysis, attention to the patient/psychologist relationship and its disturbances, and investigation of significant present and past relationships, as well as classical psychoanalysis and its variants, are some of the intervention techniques employed” (APA, 2009).
Cognitive psychology became popular during the rise of introspective psychology; however, when behaviorism became a main focal point for psychologist, cognitive studies faded into the distance. Cognitive psychology dates back to the early 19th century and was a significant part of philosophical psychology (Cognitive, 1999). By definition, cognitive psychology refers to the way individuals perceive, process, and retrieve information that is provided by their environment. Psychologists that study cognition, describe the brain as being much like a computer that stores information in its database for future examination and use; consider thinking as being the processing of information. An individual’s environment provides input that is transformed, stored, and later retrieved by using the brain’s various mental “programs” which in turn outputs specific responses. Cognitive approach has deep philosophical roots that date back to ancient Grecian philosophy. “Cognitive psychologists, in contrast, are interested in many of the questions raised by Descartes and other rationalist philosophers, who emphasized the role of reason in creating knowledge” (Cognitive, 1999).
Culture is believed to play a significant role in an individual’s behaviors and is said to be where individuals acquire their moral, ethical, and spiritual beliefs. Durkheim believed that society influenced human behavior in a magnificent way and was the first person to introduce psychology into sociology. “Psychologically sophisticated anthropologists like Margaret Mead and Ruth Benedict, who were interested in the relationship between culture and personality argued that individual psychology is fundamentally shaped by cultural values, ideals, and ways of thinking” (Kowalski & Westen, 2005). Some experts believe that the economic strains felt within certain cultures have had tremendous effects on “child-rearing practices” which in turn has had either a positive or negative affect on a child’s developing personality. It seems that sociocultural psychology may help us to better understand how environment and personality connect and the effects both have on human behaviors. If a child grows up in a gang infested neighborhood, will the chances of that child joining a gain increase? Quite possibly, the answer to this question would be “yes.”
In conclusion, the study of Physiological Psychology (aka: Biopsychology): the science that studies the biological basis of human behavior has contributed significantly to modern psychology. “This means that the physiological psychologist studies the biological factors (as opposed to economic, social, or cultural factors) that cause or constitute behavior” (Refinetti, 1992). This study of behavioral neuroscience uses auditory and visual experiences that are stimulated by sending electrical currents to specific portions of the brain. Scientists compare the behaviors of different species in order to determine how evolution has shaped the brain and effected behavior. In order to understand how psychology works, an individual must first understand the biological factors that make up this science. “The nervous system is the interacting network of nerve cells that underlies all psychological activity” (Kowalski & Westen, 2005). Understanding how our environment plays a role in shaping our individual personalities is also important. Lastly, appreciating that society is made up of unique individuals with diverse cultural backgrounds will ultimately help us to better understand human behaviors.
Reference(s)
American Psychological Association. (2009). Retrieved June 20, 2009.
http://www.apa.org
“Archival Description of Behavioral Psychology”. (2003). American Psychological Association. Retrieved June 19, 2009.
http://www.apa.org
“Cognitive psychology sees a return to power”. (1999). American Psychological Association. Vol. 30. Num. 11. Retrieved June 21, 2009.
http://www.apa.org
Kazlev, M.A. (2004). “Psychoanalytical Psychology”. Kheper. Retrieved June 19, 2009.
http://www.kheper.net
Kowalski, R. & Westen, D. (2005). “Psychology”. (4th ed.). John Wiley & Sons, Inc. Retrieved June 21, 2009.
https://ecampus.phoenix.edu/content/eBookLibrary2/content/TOC.aspx?assetdataid=1b025391-d021-4fd0-a41b-dbb80ae2a6f7&assetmetaid=fcf36884-0204-4af5-8824-14569be1db5b
Psychology may have been made popular by sophisticated minds like that of Sigmund Freud, however; this science has been around for as long as animals and humans have walked this Earth. Psychology is said to be the scientific investigation of mental processes and behavior (Kowalski & Weston, 2005). This study of the mind and its behaviors has been an ever evolving process and one that is still developing today. In the early years of psychology, there were only two major schools of thought: Structuralism (structure of consciousness) and Functionalism (the function of adapting to one’s environment). Psychology in today’s modern world has evolved into many schools of thought including but not limited to: Behavioral, Psychoanalytic, Cognitive, Sociocultural, and Physiological to name a few. Kowalski and Weston (2005) state that, “Psychological processes reflect the influence of biological processes of the cells within the nervous system and the context of cultural beliefs and values.” Some experts believe that biology and psychology are so closely linked they came up with a study known as Biopsychology. This study seeks to understand how the mind operates by better understanding the biological activity that is present in the brain.
Behavioral Psychology is the study of how behavior is shaped by the environment in which an individual lives or is exposed. The American Psychological Association (APA) (2009) states that, “The specialty of Behavioral Psychology emphasizes an experimental-clinical approach to the application of behavioral and cognitive sciences to understanding human behavior and developing interventions to enhance the human condition” (¶ 1). B.F. Skinner was a renowned psychologist who studied the behavior of animals to better understand how environment and conditioning affects human behavior. Skinner’s theories became known as Operant Conditioning: conditioned behavior by way of positive or negative reinforcement. “The knowledge base of Behavioral Psychology is derived from a wide range of areas, including experimental, cognitive, developmental, physiological, and social psychology” (APA, 2009).
Psychoanalysis was founded by Freud who believed that behavior is determined by an individuals’ unconscious mind and that the repository of repressed impulses and desires determine the way a person thinks, feels, and acts (Kazlev, 2004). This clinical approach to psychology focuses on the implementation of long-term, intensive, psychotherapeutic activity, which can consist of dream interpretation, analysis of the therapist-patient relationship, and other distinctive focal points to assist in achieving effective character transformation. This kind of treatment began more than 100 year ago to aid in the rehabilitation of individuals with dissociative disorders (APA, 2009). Psychoanalytic studies have since expanded to include a vast amount of psychopathology displayed individually amongst children, adults, families, couples and even groups. This kind of treatment is used on individuals with borderline personality disorders that have been insusceptible to other forms of treatment in the past. “Use of empathy, play therapy, free association, dream analysis, attention to the patient/psychologist relationship and its disturbances, and investigation of significant present and past relationships, as well as classical psychoanalysis and its variants, are some of the intervention techniques employed” (APA, 2009).
Cognitive psychology became popular during the rise of introspective psychology; however, when behaviorism became a main focal point for psychologist, cognitive studies faded into the distance. Cognitive psychology dates back to the early 19th century and was a significant part of philosophical psychology (Cognitive, 1999). By definition, cognitive psychology refers to the way individuals perceive, process, and retrieve information that is provided by their environment. Psychologists that study cognition, describe the brain as being much like a computer that stores information in its database for future examination and use; consider thinking as being the processing of information. An individual’s environment provides input that is transformed, stored, and later retrieved by using the brain’s various mental “programs” which in turn outputs specific responses. Cognitive approach has deep philosophical roots that date back to ancient Grecian philosophy. “Cognitive psychologists, in contrast, are interested in many of the questions raised by Descartes and other rationalist philosophers, who emphasized the role of reason in creating knowledge” (Cognitive, 1999).
Culture is believed to play a significant role in an individual’s behaviors and is said to be where individuals acquire their moral, ethical, and spiritual beliefs. Durkheim believed that society influenced human behavior in a magnificent way and was the first person to introduce psychology into sociology. “Psychologically sophisticated anthropologists like Margaret Mead and Ruth Benedict, who were interested in the relationship between culture and personality argued that individual psychology is fundamentally shaped by cultural values, ideals, and ways of thinking” (Kowalski & Westen, 2005). Some experts believe that the economic strains felt within certain cultures have had tremendous effects on “child-rearing practices” which in turn has had either a positive or negative affect on a child’s developing personality. It seems that sociocultural psychology may help us to better understand how environment and personality connect and the effects both have on human behaviors. If a child grows up in a gang infested neighborhood, will the chances of that child joining a gain increase? Quite possibly, the answer to this question would be “yes.”
In conclusion, the study of Physiological Psychology (aka: Biopsychology): the science that studies the biological basis of human behavior has contributed significantly to modern psychology. “This means that the physiological psychologist studies the biological factors (as opposed to economic, social, or cultural factors) that cause or constitute behavior” (Refinetti, 1992). This study of behavioral neuroscience uses auditory and visual experiences that are stimulated by sending electrical currents to specific portions of the brain. Scientists compare the behaviors of different species in order to determine how evolution has shaped the brain and effected behavior. In order to understand how psychology works, an individual must first understand the biological factors that make up this science. “The nervous system is the interacting network of nerve cells that underlies all psychological activity” (Kowalski & Westen, 2005). Understanding how our environment plays a role in shaping our individual personalities is also important. Lastly, appreciating that society is made up of unique individuals with diverse cultural backgrounds will ultimately help us to better understand human behaviors.
Reference(s)
American Psychological Association. (2009). Retrieved June 20, 2009.
http://www.apa.org
“Archival Description of Behavioral Psychology”. (2003). American Psychological Association. Retrieved June 19, 2009.
http://www.apa.org
“Cognitive psychology sees a return to power”. (1999). American Psychological Association. Vol. 30. Num. 11. Retrieved June 21, 2009.
http://www.apa.org
Kazlev, M.A. (2004). “Psychoanalytical Psychology”. Kheper. Retrieved June 19, 2009.
http://www.kheper.net
Kowalski, R. & Westen, D. (2005). “Psychology”. (4th ed.). John Wiley & Sons, Inc. Retrieved June 21, 2009.
https://ecampus.phoenix.edu/content/eBookLibrary2/content/TOC.aspx?assetdataid=1b025391-d021-4fd0-a41b-dbb80ae2a6f7&assetmetaid=fcf36884-0204-4af5-8824-14569be1db5b
Michael Jackson: The Man in the Mirror
It was a sad day, June 25, 2009, when I heard the news that Michael Jackson had died...
There are no words to acurrately describe who MJ was as a person and as an entertainer...
I recently had the privilage of writing a short essay on the Psychological Development of Michael Jackson...an essay that I am going to continue adding to...
Michael Jackson: The Man in the Mirror
written by: Kelly L. Hunter
Psychological development is essential in shaping the personalities, behaviors, and morals of human’s. Many factors influence the development of an individual’s psychological makeup; including heredity and environment. Michael Jackson is quite possibly the most famous person to live during the 21st Century. Born August 29, 1958 in Gary, Indiana to struggling middle-class parents, Michael learned all too quickly the reality and price of being famous. Although the world adored him from the moment he was a small child as a member of the Jackson Five and throughout the rest of his life, it was difficult to ignore the obvious changes to his physical appearance and peculiar behaviors. In order to understand who Michael Jackson was as a person and as an entertainer, one must acknowledge and understand what his life was like from childhood on. The many negative forces surrounding him had an enormous impact on his psychological development both morally and emotionally.
Michael Jackson’s childhood was not like the average American child’s. He began performing with his older brothers by the age of five and by eight they were famous, especially Michael. Childhood proved to be nonexistent in young Michael’s life and being managed by an overbearing father did not help. Joe Jackson is a man who raised his children the way his father had raised him. Jackson’s father is said to have stood with a belt in his hand ready to punish the boys if they missed a beat or step during rehearsals. Michael once stated during a documentary “he would tear you up if you missed—not only were we practicing, we were nervous rehearsing” (Bashir, 2003). During this conversation, his sadness is apparent as his voice changes pitch while he covers his face and begins to cry. “We were terrified of him—terrified” (Bashir, 2003). He went on to discuss how he would “regurgitate” and oftentimes faint when his father would walk into the room. Physical abuse was not the only form of abuse Michael endured as a child, he also experienced emotional abuse.
According to Jackson, his father would tease him about his skin and say that he must get it from his mother’s side. Diagnosed with a rare hereditary skin disorder (from his father’s side) known as Vitiligo, Michael’s life changed forever. Vitiligo is a condition in which the skin loses melanin, the pigment that determines the color of the skin, hair, and eyes (Mayo Clinic, 2009). Jackson claims this is the reason that he is not the same skin tone he was as a child. Puberty proved to be a difficult time for Jackson and his father’s cruel remarks about his “fat” nose and skin weighed heavily on his self-esteem and self-image. “I would never look at myself in the mirror, I’d turn off all the lights ‘cause I had pimples very badly and it was just difficult to face the public” (Bashir, 2009). Michael discussed how he would have been much happier wearing a mask (referring to going on stage). Jackson claims to have had two operations to reduce the size of his nose. He denies claims made by tabloids that he has had multiple reconstructive surgeries to change his appearance.
Michael has also stated in past interviews that he was exposed to sex early on in life when his father would book shows at gentlemen’s clubs and when his brothers would bring girls back to their room. Never having a traditional childhood proved to be one of the reasons behind his unusual childlike persona. From the beginning, he was unable to participate in normal childhood activities not only because of his grueling rehearsal schedule but because it was unsafe. Where ever he went, paparazzi and fans would swarm him. Having to stay behind guarded walls caused Michael to withdraw and become introverted. “I remember precisely--going to Motown studios to record and right across the street from the studio was a park and I could hear the roar of the little league team, kids playing soccer, football, and volleyball, and they were playing baseball and I remember a lot of the times looking back and really hiding my face--crying…I wanted to play sometimes and I couldn’t..” (Bahir, 2003).
Because he was unable to go into public places, Michael purchased a vast amount of land. He created a place where he could enjoy the things he was unable to as a child. “I can’t go to the park—so I created my own park at Neverland, my own water space, my music theater, theme park—that’s all for me to enjoy” (Walters, 2007). Occasionally, Jackson would invite underprivileged and ill children to his property to play and have fun. In his eyes he was being kind to those who inspired him most; however, the tabloids took it even further. During an interview with Barbra Walters, Michael discusses the death of Princess Diana and how he too had been running for his life from the paparazzi for as long as he could remember. Jackson states that “You feel like you are in prison…people deserve their privacy” (Walters, 2007).
Jackson discussed how the paparazzi would stop at nothing to get a picture of him, even planting cameras in bathroom stalls. When asked how the tabloids made him feel over the years, Michael states “Wacko-Jacko—where does that come from? An English tabloid…I have a heart and I have feelings and I feel that when you do that to me. It’s not nice. Don’t do it! I’m not a wacko” (Walters, 2007). Jackson once said, “People don’t stop and think about what they are saying sometimes and the affect it can have on a person” (Bashir, 2003). The media scrutiny had serious affects on Michael’s mental and emotional state and his every move became front page news causing him to become even more isolated than he had been in the past.
Jackson is a self proclaimed “fantasy fanatic” who enjoys the “escapism” of being on stage. “I’m not so crazy about the reality of everything—I like a lot of fantasy” (Walters, 2007). In everyday life, Michael Jackson was a shy individual; however, on stage, he was anything but. Typically introverted in his personal/public life, Michael Jackson’s personality can be described by the Five Factor Model (FFM). Possibly, Michael had more than two sides to his personality. FFM theory lists common personality traits for Neuroticism, Extroversion/Introversion, Agreeableness, Conscientiousness, and Openness. Jackson displayed most if not all the traits for each personality type depending on his environment and comfort level.
Object Relations theory could also be used to describe Jackson’s personality and psychological development. This theory focuses on the interpersonal disturbances and the mental processes that underlie the capacity for relatedness to others (Kowalski & Westen, 2005). This theory best describes Jackson’s psychological development. I chose this theory because of Michael’s inability to relate to others off the stage and his questionable behaviors throughout the years. He was awkward in front of cameras during interviews and had difficulty sustaining eye contact with individuals he did not know well. He would go from being childlike and animated to quiet and withdrawn within moments during conversations.
In conclusion, Michael Jackson was an iconic figure like no other who from early childhood experienced internal and external forces unimaginable to the average person. The physical and emotional abuse endured by Jackson played a large role in his psychological development. The constant media attention and negative claims published in tabloids across the world also hindered his chance at leading a normal life. Being unable to experience childhood and the lack of peers outside of the entertainment industry may also explain his obsession with fantasy and childlike activities. Only a celebrity could know and understand the damaging effects of this lifestyle. Michael Jackson died leaving many unanswered questions and speculation as to whom he truly was. What is known is this, despite his abusive upbringing; he managed to inspire millions through his music and humanitarian efforts. Although he seemed strange to the average person, his friends and family describe him as loving, caring, passionate, and above all giving. A wealth of knowledge is to be learned from the life and behaviors of Michael Jackson. Perhaps psychologists will be able to better understand how heredity and environment can affect an individual’s psychological development through studying Michael Jackson’s own experiences.
Reference(s)
Bashir, M. (2003). “Living With Michael Jackson.” Granada Television. Retrieved July 11, 2009.
Kowalski, R. and Westen, D. (2005) “Psychology.” (4th ed.). Retrieved July 12, 2009.
“Vitiligo.” (2009). Mayo Foundation for Medical Education and Research. Retrieved July 12, 2009. http://www.mayoclinic.com/health/vitiligo/ds00586
Walters, B. (2007). “Interview with Michael Jackson.” NBC. Retrieved July 11, 2009.
There are no words to acurrately describe who MJ was as a person and as an entertainer...
I recently had the privilage of writing a short essay on the Psychological Development of Michael Jackson...an essay that I am going to continue adding to...
Michael Jackson: The Man in the Mirror
written by: Kelly L. Hunter
Psychological development is essential in shaping the personalities, behaviors, and morals of human’s. Many factors influence the development of an individual’s psychological makeup; including heredity and environment. Michael Jackson is quite possibly the most famous person to live during the 21st Century. Born August 29, 1958 in Gary, Indiana to struggling middle-class parents, Michael learned all too quickly the reality and price of being famous. Although the world adored him from the moment he was a small child as a member of the Jackson Five and throughout the rest of his life, it was difficult to ignore the obvious changes to his physical appearance and peculiar behaviors. In order to understand who Michael Jackson was as a person and as an entertainer, one must acknowledge and understand what his life was like from childhood on. The many negative forces surrounding him had an enormous impact on his psychological development both morally and emotionally.
Michael Jackson’s childhood was not like the average American child’s. He began performing with his older brothers by the age of five and by eight they were famous, especially Michael. Childhood proved to be nonexistent in young Michael’s life and being managed by an overbearing father did not help. Joe Jackson is a man who raised his children the way his father had raised him. Jackson’s father is said to have stood with a belt in his hand ready to punish the boys if they missed a beat or step during rehearsals. Michael once stated during a documentary “he would tear you up if you missed—not only were we practicing, we were nervous rehearsing” (Bashir, 2003). During this conversation, his sadness is apparent as his voice changes pitch while he covers his face and begins to cry. “We were terrified of him—terrified” (Bashir, 2003). He went on to discuss how he would “regurgitate” and oftentimes faint when his father would walk into the room. Physical abuse was not the only form of abuse Michael endured as a child, he also experienced emotional abuse.
According to Jackson, his father would tease him about his skin and say that he must get it from his mother’s side. Diagnosed with a rare hereditary skin disorder (from his father’s side) known as Vitiligo, Michael’s life changed forever. Vitiligo is a condition in which the skin loses melanin, the pigment that determines the color of the skin, hair, and eyes (Mayo Clinic, 2009). Jackson claims this is the reason that he is not the same skin tone he was as a child. Puberty proved to be a difficult time for Jackson and his father’s cruel remarks about his “fat” nose and skin weighed heavily on his self-esteem and self-image. “I would never look at myself in the mirror, I’d turn off all the lights ‘cause I had pimples very badly and it was just difficult to face the public” (Bashir, 2009). Michael discussed how he would have been much happier wearing a mask (referring to going on stage). Jackson claims to have had two operations to reduce the size of his nose. He denies claims made by tabloids that he has had multiple reconstructive surgeries to change his appearance.
Michael has also stated in past interviews that he was exposed to sex early on in life when his father would book shows at gentlemen’s clubs and when his brothers would bring girls back to their room. Never having a traditional childhood proved to be one of the reasons behind his unusual childlike persona. From the beginning, he was unable to participate in normal childhood activities not only because of his grueling rehearsal schedule but because it was unsafe. Where ever he went, paparazzi and fans would swarm him. Having to stay behind guarded walls caused Michael to withdraw and become introverted. “I remember precisely--going to Motown studios to record and right across the street from the studio was a park and I could hear the roar of the little league team, kids playing soccer, football, and volleyball, and they were playing baseball and I remember a lot of the times looking back and really hiding my face--crying…I wanted to play sometimes and I couldn’t..” (Bahir, 2003).
Because he was unable to go into public places, Michael purchased a vast amount of land. He created a place where he could enjoy the things he was unable to as a child. “I can’t go to the park—so I created my own park at Neverland, my own water space, my music theater, theme park—that’s all for me to enjoy” (Walters, 2007). Occasionally, Jackson would invite underprivileged and ill children to his property to play and have fun. In his eyes he was being kind to those who inspired him most; however, the tabloids took it even further. During an interview with Barbra Walters, Michael discusses the death of Princess Diana and how he too had been running for his life from the paparazzi for as long as he could remember. Jackson states that “You feel like you are in prison…people deserve their privacy” (Walters, 2007).
Jackson discussed how the paparazzi would stop at nothing to get a picture of him, even planting cameras in bathroom stalls. When asked how the tabloids made him feel over the years, Michael states “Wacko-Jacko—where does that come from? An English tabloid…I have a heart and I have feelings and I feel that when you do that to me. It’s not nice. Don’t do it! I’m not a wacko” (Walters, 2007). Jackson once said, “People don’t stop and think about what they are saying sometimes and the affect it can have on a person” (Bashir, 2003). The media scrutiny had serious affects on Michael’s mental and emotional state and his every move became front page news causing him to become even more isolated than he had been in the past.
Jackson is a self proclaimed “fantasy fanatic” who enjoys the “escapism” of being on stage. “I’m not so crazy about the reality of everything—I like a lot of fantasy” (Walters, 2007). In everyday life, Michael Jackson was a shy individual; however, on stage, he was anything but. Typically introverted in his personal/public life, Michael Jackson’s personality can be described by the Five Factor Model (FFM). Possibly, Michael had more than two sides to his personality. FFM theory lists common personality traits for Neuroticism, Extroversion/Introversion, Agreeableness, Conscientiousness, and Openness. Jackson displayed most if not all the traits for each personality type depending on his environment and comfort level.
Object Relations theory could also be used to describe Jackson’s personality and psychological development. This theory focuses on the interpersonal disturbances and the mental processes that underlie the capacity for relatedness to others (Kowalski & Westen, 2005). This theory best describes Jackson’s psychological development. I chose this theory because of Michael’s inability to relate to others off the stage and his questionable behaviors throughout the years. He was awkward in front of cameras during interviews and had difficulty sustaining eye contact with individuals he did not know well. He would go from being childlike and animated to quiet and withdrawn within moments during conversations.
In conclusion, Michael Jackson was an iconic figure like no other who from early childhood experienced internal and external forces unimaginable to the average person. The physical and emotional abuse endured by Jackson played a large role in his psychological development. The constant media attention and negative claims published in tabloids across the world also hindered his chance at leading a normal life. Being unable to experience childhood and the lack of peers outside of the entertainment industry may also explain his obsession with fantasy and childlike activities. Only a celebrity could know and understand the damaging effects of this lifestyle. Michael Jackson died leaving many unanswered questions and speculation as to whom he truly was. What is known is this, despite his abusive upbringing; he managed to inspire millions through his music and humanitarian efforts. Although he seemed strange to the average person, his friends and family describe him as loving, caring, passionate, and above all giving. A wealth of knowledge is to be learned from the life and behaviors of Michael Jackson. Perhaps psychologists will be able to better understand how heredity and environment can affect an individual’s psychological development through studying Michael Jackson’s own experiences.
Reference(s)
Bashir, M. (2003). “Living With Michael Jackson.” Granada Television. Retrieved July 11, 2009.
Kowalski, R. and Westen, D. (2005) “Psychology.” (4th ed.). Retrieved July 12, 2009.
“Vitiligo.” (2009). Mayo Foundation for Medical Education and Research. Retrieved July 12, 2009. http://www.mayoclinic.com/health/vitiligo/ds00586
Walters, B. (2007). “Interview with Michael Jackson.” NBC. Retrieved July 11, 2009.
B.F. Skinner: A Pioneer of Psychology
Written by: Kelly L. Hunter
Ever wonder why animals and humans behave in the ways that they do? You are not alone; B.F. Skinner asked himself these same questions which inspired him to find an answer. Skinner, has been said to be one of psychology’s most influential contributors; a kind of pioneer of operant conditioning. You may be asking yourself “what is operant conditioning?”
Operant conditioning is a process of learning where a person and/or animal emit certain behaviors in order to avoid different forms of punishment or to earn and receive rewards for good behaviors. Skinner focused greatly in this particular area of study and many psychologists who came after him utilize his tools and theories as a guide while conducting their own research today.
Such devices as the Skinner box (named after Skinner himself) are still being used for modern day research with animals. This is a device used to “reduce or eliminate the opportunities for making irrelevant responses, thereby boosting the chances that the correct response will occur” (Morris & Maistro, 2005, p 202).
Punishment in theory is when undesired behavior is corrected by-way-of reinforcement. Skinner believed that positive reinforcement will increase the chances of reoccurring behavior whereas negative reinforcement decreases the chances of repetition in behavior. It should be noted that Skinner believed that punishment is only a temporary solution to a problem and that it does not teach new behaviors (Morris & Maistro, 2005).
Humans and animals both display varieties of diverse behaviors and many times this can depend on one’s environmental surroundings. Skinner found that superstitious behavior can also be found in both species and proved this theory to be true. Morris and Maistro (2005) state that, “Whenever something we do is followed closely by a reinforcer, we will tend to repeat the action—even if the reinforcement is not produced directly by what we have done” (p 198).
B.F. Skinner’s theories opened up doors of opportunity for psychologists around the world and provided them with the necessary stepping stones to further explore human and animal behaviors alike. Without Skinner’s tremendous contribution, modern psychology would not be what it is today. It is possible that B.F. Skinner was the most influential man of all time, at least where psychology is concerned.
Reference(s)
Morris, C.G. and Maistro, A.A. “Psychology: An Introduction” Prentice-Hall (2005) 12th (ed).
Ever wonder why animals and humans behave in the ways that they do? You are not alone; B.F. Skinner asked himself these same questions which inspired him to find an answer. Skinner, has been said to be one of psychology’s most influential contributors; a kind of pioneer of operant conditioning. You may be asking yourself “what is operant conditioning?”
Operant conditioning is a process of learning where a person and/or animal emit certain behaviors in order to avoid different forms of punishment or to earn and receive rewards for good behaviors. Skinner focused greatly in this particular area of study and many psychologists who came after him utilize his tools and theories as a guide while conducting their own research today.
Such devices as the Skinner box (named after Skinner himself) are still being used for modern day research with animals. This is a device used to “reduce or eliminate the opportunities for making irrelevant responses, thereby boosting the chances that the correct response will occur” (Morris & Maistro, 2005, p 202).
Punishment in theory is when undesired behavior is corrected by-way-of reinforcement. Skinner believed that positive reinforcement will increase the chances of reoccurring behavior whereas negative reinforcement decreases the chances of repetition in behavior. It should be noted that Skinner believed that punishment is only a temporary solution to a problem and that it does not teach new behaviors (Morris & Maistro, 2005).
Humans and animals both display varieties of diverse behaviors and many times this can depend on one’s environmental surroundings. Skinner found that superstitious behavior can also be found in both species and proved this theory to be true. Morris and Maistro (2005) state that, “Whenever something we do is followed closely by a reinforcer, we will tend to repeat the action—even if the reinforcement is not produced directly by what we have done” (p 198).
B.F. Skinner’s theories opened up doors of opportunity for psychologists around the world and provided them with the necessary stepping stones to further explore human and animal behaviors alike. Without Skinner’s tremendous contribution, modern psychology would not be what it is today. It is possible that B.F. Skinner was the most influential man of all time, at least where psychology is concerned.
Reference(s)
Morris, C.G. and Maistro, A.A. “Psychology: An Introduction” Prentice-Hall (2005) 12th (ed).
Psychology in the Social World
Psychology in the Social World
Written by Kelly L. Hunter
Human behaviors can be rather complex to understand at times and each of us reacts differently to social situations. Psychologists like Freud, Skinner, Wundt, and countless others like them have been conducting research for centuries to determine or at least try to better understand what causes individual behaviors. Why do some individuals act nervous in social environments? Why do some people overeat when they are unhappy? What causes a person to binge drink? It is possible to gain a wealth of knowledge about a person by watching how that individual reacts to different circumstances in social settings. Issues like being overly stressed about something can cause an individual to react differently than they normally would if they were not under stress.
Binge drinking is an abnormal behavior that I have witnessed in a friend that used to be close to me. “Binge drinking used to mean drinking heavily over several days. Now, however, the term refers to the heavy consumption of alcohol over a short period of time” (Dowshen, 2009). Binge drinking is most common in young adults and teens; however, binge drinking is a psychological disorder that does not discriminate. It has been said that “excessive drinking can lead to difficulty concentrating, memory lapses, mood changes, and other problems that affect your day-to-day life” (Dowshen, 2009). Binge drinking however, can have even more serious and long-term affects. Alcohol poisoning, impaired judgment, physical and mental health issues, and alcoholism are all problems that can be associated with binge drinking.
Anna is a girl that I have known for approximately 16 years. I recently began spending time with Anna again and was excited to be reunited with an old friend. I soon learned that Anna had changed and wasn’t being honest with anyone, including herself. When I first started spending time with Anna and her two year old son Matt, everything seemed on the up and up. However, that soon changed. The first time that I experienced the “drunken” version of my friend was when I had invited her and Matt over to make soap and candles with my son and I. Anna brought with her a six pack of beer; drinking them all in the matter of an hour. Once those beers were gone, she went out to her truck where she had another six pack stashed.
It seemed as if Anna went from sober to drunk with the blink of an eye. One moment we were laughing, making stuff, and having meaningful conversation. The next moment, you could tell that she was unable to focus in on my face and was beginning to ramble with slurred speech. It was now late into the night and Anna was clearly unable to drive so I offered her and Matt the guest bed. At some point in the middle of the night, I heard a variety of loud noises as Anna banged her way to my bedroom. She was frantically looking for her son whom she believed had gotten outside. Matt was sleeping on the couch where she had left him. I was able to calm her down and suggested that she try to sleep. However, to my surprise, she left while I was sleeping and drove the few blocks home.
I did not hear from Anna for a few days and suspected that she was possibly embarrassed by her behavior. At first, Anna told me about her controlling parents and how they called her an alcoholic and made accusations that she was a bad mother; going as far as calling Child Services. According to Anna, Child Services assured her she was doing a fine job and they did not understand why they had been called to her home. I must say that I believed what she was telling me because I too had controlling parents. Unfortunately that was not my last encounter with that side of her personality. I began to question whether or not she was telling me the truth and wondering if quite possibly her parents were right.
Anna would show up at my house sometimes with a bottle of wine, beer, or liquor (sometimes all three) at 9 or 10 a.m. after fighting with her parents. I didn’t know how to tell her that I thought she had a problem and it wasn’t until our last encounter that I was forced to make a decision. She came to my house early one morning with a bottle of brandy which she consumed in a short time. She then began falling all over the place and almost fell through my glass coffee table. I tried to get her to lie down and sleep it off before she went home because I did not want her to get into trouble. I eventually had to call her parents and have them come and pick her up because she was a mess. I hoped that she would see that she has an issue with drinking and seek help but that did not happen. Anna received a DUI while driving home from work one night and had to spend the night in jail. No one knew where she was or what happened to her until the next day.
In conclusion, I believe that there are many consequences to Anna’s drinking. Aside from her recent DUI, Anna has lost the trust of her family and friends, and could possibly lose custody of her son. She now has a criminal record and must breath into a device before her automobile will start. I am concerned with the fact that she has not learned her lesson and still finds ways to drink and drive which could ultimately lead to her or someone else’s death. It is difficult to watch someone you care about go through something like this especially when they will not accept the fact that they have a problem. It is my opinion that Anna needs counseling to help her better understand why she makes the choices that she does and to find a better way to deal with those issues before it is too late.
Reference
Dowshen, S. “Binge Drinking.” (2009). The Nemours Foundation. Retrieved June 22, 2009.
http://kidshealth.org/teen/drug_alcohol/alcohol/binge_drink.html#
Written by Kelly L. Hunter
Human behaviors can be rather complex to understand at times and each of us reacts differently to social situations. Psychologists like Freud, Skinner, Wundt, and countless others like them have been conducting research for centuries to determine or at least try to better understand what causes individual behaviors. Why do some individuals act nervous in social environments? Why do some people overeat when they are unhappy? What causes a person to binge drink? It is possible to gain a wealth of knowledge about a person by watching how that individual reacts to different circumstances in social settings. Issues like being overly stressed about something can cause an individual to react differently than they normally would if they were not under stress.
Binge drinking is an abnormal behavior that I have witnessed in a friend that used to be close to me. “Binge drinking used to mean drinking heavily over several days. Now, however, the term refers to the heavy consumption of alcohol over a short period of time” (Dowshen, 2009). Binge drinking is most common in young adults and teens; however, binge drinking is a psychological disorder that does not discriminate. It has been said that “excessive drinking can lead to difficulty concentrating, memory lapses, mood changes, and other problems that affect your day-to-day life” (Dowshen, 2009). Binge drinking however, can have even more serious and long-term affects. Alcohol poisoning, impaired judgment, physical and mental health issues, and alcoholism are all problems that can be associated with binge drinking.
Anna is a girl that I have known for approximately 16 years. I recently began spending time with Anna again and was excited to be reunited with an old friend. I soon learned that Anna had changed and wasn’t being honest with anyone, including herself. When I first started spending time with Anna and her two year old son Matt, everything seemed on the up and up. However, that soon changed. The first time that I experienced the “drunken” version of my friend was when I had invited her and Matt over to make soap and candles with my son and I. Anna brought with her a six pack of beer; drinking them all in the matter of an hour. Once those beers were gone, she went out to her truck where she had another six pack stashed.
It seemed as if Anna went from sober to drunk with the blink of an eye. One moment we were laughing, making stuff, and having meaningful conversation. The next moment, you could tell that she was unable to focus in on my face and was beginning to ramble with slurred speech. It was now late into the night and Anna was clearly unable to drive so I offered her and Matt the guest bed. At some point in the middle of the night, I heard a variety of loud noises as Anna banged her way to my bedroom. She was frantically looking for her son whom she believed had gotten outside. Matt was sleeping on the couch where she had left him. I was able to calm her down and suggested that she try to sleep. However, to my surprise, she left while I was sleeping and drove the few blocks home.
I did not hear from Anna for a few days and suspected that she was possibly embarrassed by her behavior. At first, Anna told me about her controlling parents and how they called her an alcoholic and made accusations that she was a bad mother; going as far as calling Child Services. According to Anna, Child Services assured her she was doing a fine job and they did not understand why they had been called to her home. I must say that I believed what she was telling me because I too had controlling parents. Unfortunately that was not my last encounter with that side of her personality. I began to question whether or not she was telling me the truth and wondering if quite possibly her parents were right.
Anna would show up at my house sometimes with a bottle of wine, beer, or liquor (sometimes all three) at 9 or 10 a.m. after fighting with her parents. I didn’t know how to tell her that I thought she had a problem and it wasn’t until our last encounter that I was forced to make a decision. She came to my house early one morning with a bottle of brandy which she consumed in a short time. She then began falling all over the place and almost fell through my glass coffee table. I tried to get her to lie down and sleep it off before she went home because I did not want her to get into trouble. I eventually had to call her parents and have them come and pick her up because she was a mess. I hoped that she would see that she has an issue with drinking and seek help but that did not happen. Anna received a DUI while driving home from work one night and had to spend the night in jail. No one knew where she was or what happened to her until the next day.
In conclusion, I believe that there are many consequences to Anna’s drinking. Aside from her recent DUI, Anna has lost the trust of her family and friends, and could possibly lose custody of her son. She now has a criminal record and must breath into a device before her automobile will start. I am concerned with the fact that she has not learned her lesson and still finds ways to drink and drive which could ultimately lead to her or someone else’s death. It is difficult to watch someone you care about go through something like this especially when they will not accept the fact that they have a problem. It is my opinion that Anna needs counseling to help her better understand why she makes the choices that she does and to find a better way to deal with those issues before it is too late.
Reference
Dowshen, S. “Binge Drinking.” (2009). The Nemours Foundation. Retrieved June 22, 2009.
http://kidshealth.org/teen/drug_alcohol/alcohol/binge_drink.html#
Childhood Psychological Disorders
Childhood Psychological Disorders
Written by: Kelly L. Hunter
Children are faced with many obstacles during adolescence; unfortunately some are faced with even greater challenges than those of their peers. It is estimated that approximately 8 to 10 percent of school-age children suffer from Attention-Deficit/Hyperactivity Disorder, commonly known as AD/HD (Children With, 2008). There are also approximately 560,000 school-age children and their families currently living with Autism in the United States (Weiss, R, 2007). Experts suggest that there has been a rise in numbers for both disorders; the question is why? Is this dramatic change caused by biological and environmental factors or has society’s idea of what “normal” childhood behavior is somehow changed and how can these disorders affectively be treated?
Let’s first look at how psychologists and medical professionals define AD/HD and Autism. According to the definition provided by Morris and Maisto (2005), AD/HD is “a childhood disorder characterized by inattention, impulsiveness, and hyperactivity” (p. 518). Autism is even more complex and harder to understand. Autism is considered to be a childhood disorder where the child lacks any form of social instincts while displaying strange motor functions and behaviors. The definition, in my opinion, is quite vague in comparison to the disease itself.
Children who were once considered to be simply hyperactive are now labeled as having AD/HD. Children who suffer from AD/HD are in most cases easily distracted and are unable to focus on any particular task for any substantial length of time. These children are usually in constant motion, displaying impulsive and fidgety behavior. You are probably thinking that this sounds like your own son or daughter. I know that after reading the definition of AD/HD I looked over at my own child and asked myself if my son may have AD/HD or is he displaying normal five year old behavior?
How can parents know the difference between a curious and excited child and AD/HD? Some experts believe that AD/HD is more prevalent in boys than in girls and is in most cases present at birth; however, children do not usually show significant signs of having the disorder until they begin school (Morris & Maisto, 2005). It is because of the serious demands of the classroom like sitting still or remaining quiet that teachers and professionals are able to detect a child with AD/HD simply because a child suffering from this disorder is unable to achieve these tasks.
“Although the causes of AD/HD are not fully understood, most theorist believe that biological factors such as anomalies in the central nervous system or heredity are important in its development” (Morris & Maisto, 2005, p. 518). Being a mother of a very active five year old boy, I would have to agree that biological factors and heredity probably do play a major role in AD/HD; however, I also believe that the food that we feed our children also plays a major factor in these particular symptoms. For instance, if I give my son food with certain preservatives or dyes in them, he immediately displays unusual or excessive amounts of abnormal “hyperactivity”.
Studies indicate that the percentage of children diagnosed with AD/HD is much higher than that of children living in Britain. Could this be because American diets are not as healthy as the British? It is hard to say but chances are that it is possible. This could also be the reason behind the rapid increase of children diagnosed with AD/HD over the past few decades. We as a society do not eat the way our parents and grandparents used to. Families are much busier in today’s world creating the consumption of more processed and fast foods and the loss of quality, nutrient-filled home-cooked meals.
Modern day treatment for this disease does have its benefits as well as its downfalls. It has been noted that parents and teachers, if competent and patient, can have a great deal of success when trying to teach a child the necessary fundamentals needed to succeed in a schooling environment (Morris & Maisto, 2005). Although there has been some success with this kind of therapy, doctors due prefer treatments that include the use of psychostimulants.
Pyschostimulants are drugs used to focus the child’s mind enabling the child to perform better and maintain school appropriate behaviors. Although the use of psychostimulants has produced substantial evidence proving that its use does aid in the relief of AD/HD, experts believe that these drugs only produce a limited amount of relief and the benefits of taking these expensive medications are short-term. Not everyone agrees that the use of these doctor regulated drugs is beneficial and in fact, some experts believe that taking these medicines only discourages a child’s natural instinct to engage in “rough housing”.
Autism, on the other hand, as I stated before is even more complex of a disease than AD/HD. This disorder, like AD/HD, is more commonly found in boys than girls. Symptoms of Autism are usually recognized very early on in a child’s life. According to Morris and Maisto (2005), these children are unable to bond with their parents and most times seem to be distant and withdrawn as if living in their own separate world. The exact cause of Autism is still unknown to this day but many experts believe that biology is the founding contributor to this puzzling disorder as well as some cases of mental retardation.
Autism, unlike AD/HD, is very difficult to diagnose and treat due to the fact that the child is hard to test because in most cases the child is unresponsive and has extreme problems with speech. Although medications may help to relieve some of the symptoms caused by this disorder, it may not be enough. There are new kinds of therapies available to families today. Family therapy is one alternative to excessive drug treatments. Family therapy can help the entire family to understand the disorder and teach each individual how they can add to a more positive experience for not only the child but for the family as a whole. There are also biological treatments that are available that focus on the biological factors that are contributing to the disorder.
There is no doubt that children and families living with AD/HD and Autism are faced with challenges that many of us cannot even begin to imagine. However, unlike 50 years ago, there are options available to patients and their families that will help in the treatment of these disorders as well as in their daily lives. Whether you find comfort in readily available medications, behavioral therapies, family therapies, or a change in your child’s diet, there is help out there. Some experts also recommend that parents of children suffering from either one of these disorders seek out other parents who are going through similar issues as a means of support and guidance. Whatever the case may be, help is out there.
Reference(s)
“Children with ADHD”, McNeil Pediatrics, (2008), Retrieved June 22, 2008.
www.converta.net
Morris, C.G., and Maisto, A.A., Psychology: An Introduction (12th ed.), Prentice-Hall, New Saddle River, NJ, (2005).
Weiss, R., 1 in 150 Children in U.S. Has Autism, New Survey Finds, Washington Post, (February 9, 2007), p. A06, Retrieved June 22, 2008.
www.washingtonpost.com
Written by: Kelly L. Hunter
Children are faced with many obstacles during adolescence; unfortunately some are faced with even greater challenges than those of their peers. It is estimated that approximately 8 to 10 percent of school-age children suffer from Attention-Deficit/Hyperactivity Disorder, commonly known as AD/HD (Children With, 2008). There are also approximately 560,000 school-age children and their families currently living with Autism in the United States (Weiss, R, 2007). Experts suggest that there has been a rise in numbers for both disorders; the question is why? Is this dramatic change caused by biological and environmental factors or has society’s idea of what “normal” childhood behavior is somehow changed and how can these disorders affectively be treated?
Let’s first look at how psychologists and medical professionals define AD/HD and Autism. According to the definition provided by Morris and Maisto (2005), AD/HD is “a childhood disorder characterized by inattention, impulsiveness, and hyperactivity” (p. 518). Autism is even more complex and harder to understand. Autism is considered to be a childhood disorder where the child lacks any form of social instincts while displaying strange motor functions and behaviors. The definition, in my opinion, is quite vague in comparison to the disease itself.
Children who were once considered to be simply hyperactive are now labeled as having AD/HD. Children who suffer from AD/HD are in most cases easily distracted and are unable to focus on any particular task for any substantial length of time. These children are usually in constant motion, displaying impulsive and fidgety behavior. You are probably thinking that this sounds like your own son or daughter. I know that after reading the definition of AD/HD I looked over at my own child and asked myself if my son may have AD/HD or is he displaying normal five year old behavior?
How can parents know the difference between a curious and excited child and AD/HD? Some experts believe that AD/HD is more prevalent in boys than in girls and is in most cases present at birth; however, children do not usually show significant signs of having the disorder until they begin school (Morris & Maisto, 2005). It is because of the serious demands of the classroom like sitting still or remaining quiet that teachers and professionals are able to detect a child with AD/HD simply because a child suffering from this disorder is unable to achieve these tasks.
“Although the causes of AD/HD are not fully understood, most theorist believe that biological factors such as anomalies in the central nervous system or heredity are important in its development” (Morris & Maisto, 2005, p. 518). Being a mother of a very active five year old boy, I would have to agree that biological factors and heredity probably do play a major role in AD/HD; however, I also believe that the food that we feed our children also plays a major factor in these particular symptoms. For instance, if I give my son food with certain preservatives or dyes in them, he immediately displays unusual or excessive amounts of abnormal “hyperactivity”.
Studies indicate that the percentage of children diagnosed with AD/HD is much higher than that of children living in Britain. Could this be because American diets are not as healthy as the British? It is hard to say but chances are that it is possible. This could also be the reason behind the rapid increase of children diagnosed with AD/HD over the past few decades. We as a society do not eat the way our parents and grandparents used to. Families are much busier in today’s world creating the consumption of more processed and fast foods and the loss of quality, nutrient-filled home-cooked meals.
Modern day treatment for this disease does have its benefits as well as its downfalls. It has been noted that parents and teachers, if competent and patient, can have a great deal of success when trying to teach a child the necessary fundamentals needed to succeed in a schooling environment (Morris & Maisto, 2005). Although there has been some success with this kind of therapy, doctors due prefer treatments that include the use of psychostimulants.
Pyschostimulants are drugs used to focus the child’s mind enabling the child to perform better and maintain school appropriate behaviors. Although the use of psychostimulants has produced substantial evidence proving that its use does aid in the relief of AD/HD, experts believe that these drugs only produce a limited amount of relief and the benefits of taking these expensive medications are short-term. Not everyone agrees that the use of these doctor regulated drugs is beneficial and in fact, some experts believe that taking these medicines only discourages a child’s natural instinct to engage in “rough housing”.
Autism, on the other hand, as I stated before is even more complex of a disease than AD/HD. This disorder, like AD/HD, is more commonly found in boys than girls. Symptoms of Autism are usually recognized very early on in a child’s life. According to Morris and Maisto (2005), these children are unable to bond with their parents and most times seem to be distant and withdrawn as if living in their own separate world. The exact cause of Autism is still unknown to this day but many experts believe that biology is the founding contributor to this puzzling disorder as well as some cases of mental retardation.
Autism, unlike AD/HD, is very difficult to diagnose and treat due to the fact that the child is hard to test because in most cases the child is unresponsive and has extreme problems with speech. Although medications may help to relieve some of the symptoms caused by this disorder, it may not be enough. There are new kinds of therapies available to families today. Family therapy is one alternative to excessive drug treatments. Family therapy can help the entire family to understand the disorder and teach each individual how they can add to a more positive experience for not only the child but for the family as a whole. There are also biological treatments that are available that focus on the biological factors that are contributing to the disorder.
There is no doubt that children and families living with AD/HD and Autism are faced with challenges that many of us cannot even begin to imagine. However, unlike 50 years ago, there are options available to patients and their families that will help in the treatment of these disorders as well as in their daily lives. Whether you find comfort in readily available medications, behavioral therapies, family therapies, or a change in your child’s diet, there is help out there. Some experts also recommend that parents of children suffering from either one of these disorders seek out other parents who are going through similar issues as a means of support and guidance. Whatever the case may be, help is out there.
Reference(s)
“Children with ADHD”, McNeil Pediatrics, (2008), Retrieved June 22, 2008.
www.converta.net
Morris, C.G., and Maisto, A.A., Psychology: An Introduction (12th ed.), Prentice-Hall, New Saddle River, NJ, (2005).
Weiss, R., 1 in 150 Children in U.S. Has Autism, New Survey Finds, Washington Post, (February 9, 2007), p. A06, Retrieved June 22, 2008.
www.washingtonpost.com
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