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Pinel advocated the introduction of exercise cheap cialis 20mg mastercard, fresh air purchase cialis 10 mg free shipping, and daylight for the inmates buy cialis 10mg amex, as well as treating them gently and talking with them. In America, the reformers Benjamin Rush (1745–1813) and Dorothea Dix (1802–1887) were instrumental in creating mental hospitals that treated patients humanely and attempted to cure them if possible. These reformers saw mental illness as an underlying psychological disorder, which was diagnosed according to its symptoms and which could be cured through treatment. Despite the progress made since the 1800s in public attitudes about those who suffer from psychological disorders, people, including police, coworkers, and even friends and family members, still stigmatize people with psychological disorders. A stigma refers to a disgrace or defect that indicates that person belongs to a culturally devalued social group. In some cases the stigma of mental illness is accompanied by the use of disrespectful and dehumanizing labels, including names such as ―crazy,‖ ―nuts,‖ ―mental,‖ ―schizo,‖ and ―retard. On a community level, stigma can affect the kinds of services social service agencies give to people with mental illness, and the treatment provided to them and their families by schools, workplaces, places of worship, and health-care providers. Stigma about mental illness also leads to employment discrimination, despite the fact that with appropriate support, even people with severe psychological disorders are able to hold a job (Boardman, Grove,  Perkins, & Shepherd, 2003; Leff & Warner, 2006; Ozawa & Yaeda, 2007; Pulido, Diaz, & Ramirez, 2004). The mass media has a significant influence on society‘s attitude toward mental illness (Francis, Pirkis, Dunt, & Blood,  2001). While media portrayal of mental illness is often sympathetic, negative stereotypes still remain in newspapers, magazines, film, and television. Burger King recently ran an ad called ―The King’s Gone Crazy,‖ in which the company’s mascot runs around an office complex carrying out acts of violence and wreaking havoc. The most significant problem of the stigmatization of those with psychological disorder is that it slows their recovery. People with mental problems internalize societal attitudes about mental illness, often becoming so embarrassed or ashamed that they conceal their difficulties and fail to seek treatment. Stigma leads to lowered self-esteem, increased Attributed to Charles Stangor Saylor. Despite all of these challenges, however, many people overcome psychological disorders and go on to lead productive lives. It is up to all of us who are informed about the causes of psychological disorder and the impact of these conditions on people to understand, first, that mental illness is not a ―fault‖ any more than is cancer. The axes are important to remember when we think about psychological disorder, because they make it clear not only that there are different types of disorder, but that those disorders have a variety of different causes. The axes remind us that when making a diagnosis we must look at the complete picture, including biological, personal, and social-cultural factors. For instance, the disorder of mental retardation can be classified as mild, moderate, or severe. In school, he cannot stay in his seat for very long and he frequently does not follow instructions. Zack has poor social skills and may overreact when someone accidentally bumps into him or uses one of his toys. At home, he chatters constantly and rarely settles down to do a quiet activity, such as reading a book. Symptoms such as Zack‘s are common among 7-year-olds, and particularly among boys. Boys mature more slowly than girls at this age, and perhaps Zack will catch up in the next few years. One possibility is for the parents and teachers to work with Zack to help him be more attentive, to put up with the behavior, and to wait it out. But many parents, often on the advice of the child‘s teacher, take their children to a psychologist for diagnosis. Other studies have also pointed to environmental factors, such as mothers‘ smoking and drinking alcohol during pregnancy and the consumption of lead and food additives by those who are affected (Braun, Kahn, Froehlich,  Auinger, & Lanphear, 2006; Linnet et al. Jared is able to maintain eye contact and enjoys mixing with other children, but he cannot communicate with them very well. He often responds to questions or comments with long-winded speeches about trucks or some other topic that interests him, and he seems to lack awareness of other children‘s wishes and needs. Jared‘s concerned parents took him to a multidisciplinary child development center for consultation. Here he was tested by a pediatric neurologist, a psychologist, and a child psychiatrist. The pediatric neurologist found that Jared‘s hearing was normal, and there were no signs of any neurological disorder. He diagnosed Jared with a pervasive developmental disorder, because while his comprehension and expressive language was poor, he was still able to carry out nonverbal tasks, such as drawing a picture or doing a puzzle. Based on her observation of Jared‘s difficulty interacting with his peers, and the fact that he did not respond warmly to his parents, the psychologist diagnosed Jared with autistic disorder (autism), a disorder of neural development characterized by impaired social interaction and communication and by restricted and repetitive behavior, and in which symptoms begin before 7 years of age. The psychologist believed that the autism diagnosis was correct because, like other children with autism, Jared, has a poorly developed ability to see the world from the perspective of others; engages in unusual behaviors such as talking about trucks for hours; and responds to stimuli, such as the sound of a car or an airplane, in unusual ways. The child psychiatrist believed that Jared‘s language problems and social skills were not severe enough to warrant a diagnosis of autistic disorder and instead proposed a diagnosis of Asperger‘s disorder, a developmental disorder that affects a child’s ability to socialize and Attributed to Charles Stangor Saylor. The symptoms of Asperger‘s are almost identical to that of autism (with the exception of a delay in language development), and the child psychiatrist simply saw these problems as less extreme. Clearly there is something wrong with their child, but even the experts cannot agree on exactly what the problem is. Diagnosing problems such as Jared‘s is difficult, yet the number of children like him is increasing dramatically. Disorders related to autism and Asperger‘s disorder now affect almost 1% of  American children (Kogan et al. The milder forms of autism, and particularly Asperger‘s, have accounted for most of this increase in diagnosis. Although for many years autism was thought to be primarily a socially determined disorder, in which parents who were cold, distant, and rejecting created the problem, current research suggests that biological factors are most important. The heritability of autism has been estimated  to be as high as 90% (Freitag, 2007). Scientists speculate that autism is caused by an unknown genetically determined brain abnormality that occurs early in development. It is likely  that several different brain sites are affected (Moldin, 2003), and the search for these areas is being conducted in many scientific laboratories. The problem is that diagnosis is not exact (remember the idea of “categories‖), and the experts themselves are often unsure how to classify behavior. Can you think of or find clips from any films or other popular media that portray mental illness positively or negatively? Is it more or less acceptable to stereotype the mentally ill than to stereotype other social groups? Generalized anxiety disorder and major depressive disorder comorbidity in the National Survey of Mental Health and Well Being. Presented to the Standing Senate Committee on Social Affairs, Science and Technology. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed. Exposures to environmental toxicants and attention- deficit/hyperactivity disorder in U. Maternal lifestyle factors in pregnancy risk of attention- deficit/hyperactivity disorder and associated behaviors: Review of the current evidence. Food additives and hyperactive behaviour in 3-year-old and 8/9-year-old children in the community: A randomised, double-blinded, placebo- controlled trial. Sources of covariation among attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder: The importance of shared environment. The genetics of autistic disorders and its clinical relevance: A review of the literature. Explain the biological and environmental causes of anxiety and dissociative disorders. Anxiety, the nervousness or agitation that we sometimes experience, often about something that is going to happen, is a natural part of life. We all feel anxious at times, maybe when we think about our upcoming visit to the dentist or the presentation we have to give to our class next week. Anxiety is an important and useful human emotion; it is associated with the activation of the sympathetic nervous system and the physiological and behavioral responses that help protect us from danger.
Clinical and counseling psychologists provide therapy to These are the largest fields of patients with the goal of improving their life experiences buy cialis 20mg overnight delivery. The focus is on the They work in hospitals buy discount cialis 5mg line, schools cheap 5 mg cialis fast delivery, social agencies, and in counseling assessment, diagnosis, causes, and private practice. This field uses sophisticated research methods, including reaction time and Cognitive psychologists work primarily in research Cognitive brain imaging to study memory, settings, although some (such as those who specialize in psychology language, and thinking of humans. Developmental These psychologists conduct research Many work in research settings, although others work in Attributed to Charles Stangor Saylor. Forensic psychologists apply psychological principles to understand Forensic psychologists work in the criminal justice the behavior of judges, attorneys, system. They may testify in court and may provide Forensic courtroom juries, and others in the information about the reliability of eyewitness testimony psychology criminal justice system. Health psychologists are concerned with understanding how biology, Health psychologists work with medical professionals in behavior, and the social situation clinical settings to promote better health, conduct research, Health psychology influence health and illness. There are a wide variety of career opportunities in these fields, generally working in businesses. These Industrial-organizational psychology psychologists help select employees, evaluate employee Industrial- applies psychology to the workplace performance, and examine the effects of different working organizational and with the goal of improving the conditions on behavior. They may also work to design environmental performance and well-being of equipment and environments that improve employee psychology employees. These psychologists study people and Most work in academic settings, but the skills of the differences among them. The goal is personality psychologists are also in demand in business— to develop theories that explain the for instance, in advertising and marketing. PhD programs Personality psychological processes of individuals, in personality psychology are often connected with psychology and to focus on individual differences. School psychologists work in elementary and secondary This field studies how people learn in schools or school district offices with students, teachers, School and school, the effectiveness of school parents, and administrators. They may assess children’s educational programs, and the psychology of psychological and learning problems and develop psychology teaching. Social and cross- This field examines people’s Many social psychologists work in marketing, advertising, cultural psychology interactions with other people. Topics organizational, systems design, and other applied Attributed to Charles Stangor Saylor. The goal is to understand the psychological factors that influence performance in sports, including the role of exercise and team Sports psychologists work in gyms, schools, professional Sports psychology interactions. Psychology in Everyday Life: How to Effectively Learn and Remember One way that the findings of psychological research may be particularly helpful to you is in terms of improving your learning and study skills. Psychological research has provided a substantial amount of knowledge about the principles of learning and memory. This information can help you do better in this and other courses, and can also help you better learn new concepts and techniques in other areas of your life. The most important thing you can learn in college is how to better study, learn, and remember. These skills will help you throughout your life, as you learn new jobs and take on other responsibilities. There are substantial individual differences in learning and memory, such that some people learn faster than others. But even if it takes you longer to learn than you think it should, the extra time you put into studying is well worth the effort. And you can learn to learn—learning to effectively study and to remember information is just like learning any other skill, such as playing a sport or a video game. You cannot learn well when you are tired, when you are under stress, or if you are abusing alcohol or drugs. Eat moderately and nutritiously, and avoid drugs that can impair memory, particularly alcohol. There is no evidence that stimulants such as caffeine, amphetamines, or any of the many ―memory enhancing drugs‖ on the market will help you learn (Gold,  Cahill, & Wenk, 2002; McDaniel, Maier, & Einstein, 2002). Memory supplements are usually no more effective than drinking a can of sugared soda, which also releases glucose and thus improves memory slightly. One active approach is rehearsal—repeating the information that is to be learned over and over again. Although simple repetition does help us learn, psychological research has found that we acquire information most effectively when we actively think about or elaborate on its meaning and relate the material to something else. When you study, try to elaborate by connecting the information to other things that you already know. If you want to remember the different schools of psychology, for instance, try to think about how each of the approaches is different from the others. As you make the comparisons among the approaches, determine what is most important about each one and then relate it to the features of the other approaches. In an important study showing the effectiveness of  elaborative encoding, Rogers, Kuiper, and Kirker (1977) found that students learned information best when they related it to aspects of themselves (a phenomenon known as the self-reference effect). This research suggests that imagining how the material relates to your own interests and goals will help you learn it. An approach known as the method of loci involves linking each of the pieces of information that you need to remember to places that you are familiar with. Then you could put the behaviorists in the bedroom, the structuralists in the living room, and the functionalists in the kitchen. Then when you need to remember the information, you retrieve the mental image of your house and should be able to ―see‖ each of the people in each of the areas. One of the most fundamental principles of learning is known as the spacing effect. Both humans and animals more easily remember or learn material when they study the material in several shorter study periods over a longer period of time, rather than studying it just once for a long period of time. Psychologists have also found that performance is improved when people set difficult yet realistic goals for themselves  (Locke & Latham, 2006). Set realistic goals for the time you are going to spend studying and what you are going to learn, and try to stick to those goals. Do a small amount every day, and by the end of the week you will have accomplished a lot. Research suggests that our metacognition may make us overconfident, leading us to believe that we have learned material even when we have not. Testing yourself by attempting to retrieve information in an active manner is better than simply studying the material because it will help you determine if you really know it. Learning is an important skill, and following the previously mentioned guidelines will likely help you learn better. What type of questions can psychologists answer that philosophers might not be able to answer as completely or as accurately? Explain why you think psychologists can answer these questions better than philosophers can. Choose one of the major questions of psychology and provide some evidence from your own experience that supports one side or the other. Choose two of the fields of psychology discussed in this section and explain how they differ in their approaches to understanding behavior and the level of explanation at which they are focused. The spandrels of San Marco and the Panglossian paradigm: A critique of the adaptationist programme. Unconscious cerebral initiative and the role of conscious will in voluntary action. On the inference of personal authorship: Enhancing experienced agency by priming effect information. Effects of subliminal priming of self and God on self- attribution of authorship for events. The cognitive neuroscience paradigm: A unifying metatheoretical framework for the science and practice of clinical psychology. Tightness-looseness revisited: Some preliminary analyses in Japan and the United States. Most psychologists work in research laboratories, hospitals, and other field settings where they study the behavior of humans and animals. Some psychologists are researchers and others are practitioners, but all psychologists use scientific methods to inform their work. Although it is easy to think that everyday situations have commonsense answers, scientific studies have found that people are not always as good at predicting outcomes as they often think they are.
In the United States order 10mg cialis with visa, the Department of Health and Human Services provides the guidelines for ethical standards in research buy discount cialis 2.5 mg on-line. Other procedures cialis 2.5mg lowest price, such as the use of animals in research testing the effectiveness of drugs, are more controversial. Scientific research has provided information that has improved the lives of many people. Therefore, it is unreasonable to argue that because scientific research has costs, no research should be conducted. This argument fails to consider the fact that there are significant costs to not doing research and that these costs may be greater than the potential costs of conducting the  research (Rosenthal, 1994). In each case, before beginning to conduct the research, scientists have attempted to determine the potential risks and benefits of the research and have come to the conclusion that the potential benefits of conducting the research outweigh the potential costs to the research participants. Characteristics of an Ethical Research Project Using Human Participants Trust and positive rapport are created between the researcher and the participant. The most direct ethical concern of the scientist is to prevent harm to the research participants. One example is the well-known research of Stanley Milgram  (1974) investigating obedience to authority. In these studies, participants were induced by an experimenter to administer electric shocks to another person so that Milgram could study the extent to which they would obey the demands of an authority figure. Most participants evidenced high levels of stress resulting from the psychological conflict they experienced between engaging in aggressive and dangerous behavior and following the instructions of the experimenter. Studies such as those by Milgram are no longer conducted because the scientific community is now much more sensitized to the potential of such procedures to create emotional discomfort or harm. Another goal of ethical research is to guarantee that participants have free choice regarding whether they wish to participate in research. Students in psychology classes may be allowed, or even required, to participate in research, but they are also always given an option to choose a different study to be in, or to perform other activities instead. And once an experiment begins, the research participant is always free to leave the experiment if he or she wishes to. Concerns with free choice also occur in institutional settings, such as in schools, hospitals, corporations, Attributed to Charles Stangor Saylor. In some cases data can be kept anonymous by not having the respondents put any identifying information on their questionnaires. In other cases the data cannot be anonymous because the researcher needs to keep track of which respondent contributed the data. In this way the researcher can keep track of which person completed which questionnaire, but no one will be able to connect the data with the individual who contributed them. Perhaps the most widespread ethical concern to the participants in behavioral research is the extent to which researchers employ deception. Deception occurs whenever research participants are not completely and fully informed about the nature of the research project before participating in it. Deception may occur in an active way, such as when the researcher tells the participants that he or she is studying learning when in fact the experiment really concerns obedience to authority. In other cases the deception is more passive, such as when participants are not told about the hypothesis being studied or the potential use of the data being collected. Some researchers have argued that no deception should ever be used in any research (Baumrind,  1985). They argue that participants should always be told the complete truth about the nature of the research they are in, and that when participants are deceived there will be negative consequences, such as the possibility that participants may arrive at other studies already expecting to be deceived. Other psychologists defend the use of deception on the grounds that it is needed to get participants to act naturally and to enable the study of psychological phenomena that might not otherwise get investigated. They argue that it would be impossible to study topics such as altruism, aggression, obedience, and stereotyping without using deception because if participants were informed ahead of time what the study involved, this knowledge would certainly change their behavior. The codes of ethics of the American Psychological Association Attributed to Charles Stangor Saylor. Ensuring That Research Is Ethical Making decisions about the ethics of research involves weighing the costs and benefits of conducting versus not conducting a given research project. The costs involve potential harm to the research participants and to the field, whereas the benefits include the potential for advancing knowledge about human behavior and offering various advantages, some educational, to the individual participants. Most generally, the ethics of a given research project are determined through a cost-benefit analysis, in which the costs are compared to the benefits. If the potential costs of the research appear to outweigh any potential benefits that might come from it, then the research should not proceed. For one thing, there is no way to know ahead of time what the effects of a given procedure will be on every person or animal who participates or what benefit to society the research is likely to produce. In addition, what is ethical is defined by the current state of thinking within society, and thus perceived costs and benefits change over time. The board may suggest modifications to the procedures, or (in rare cases) it may inform the scientist that the research violates Department of Health and Human Services guidelines and thus cannot be conducted at all. Informed consent, conducted before a participant begins a research session, is designed to explain the research procedures and inform the participant of his or her rights during the investigation. The informed consent explains as much as possible about the true nature of the study, particularly everything that might be expected to influence willingness to participate, but it may in some cases withhold some information that allows the study to work. Because participating in research has the potential for producing long-term changes in the research participants, all participants should be fully debriefed immediately after their participation. The debriefing is a procedure designed to fully explain the purposes and procedures of the research and remove any harmful aftereffects of participation. Research With Animals Because animals make up an important part of the natural world, and because some research cannot be conducted using humans, animals are also participants in psychological research. Most psychological research using animals is now conducted with rats, mice, and birds, and the use of  other animals in research is declining (Thomas & Blackman, 1992). As with ethical decisions involving human participants, a set of basic principles has been developed that helps researchers make informed decisions about such research; a summary is shown below. Although many people accept the value of such research (Plous, 1996), a minority of people, including animal-rights activists, believes that it is ethically wrong to conduct research on animals. This argument is based on the assumption that because animals are living creatures just as humans are, no harm should ever be done to them. They argue that such beliefs ignore the potential benefits that have and continue to come from research with animals. Research on animals has also led to a better understanding of the physiological causes of depression, phobias, and stress, among other illnesses. In contrast to animal-rights activists, then, scientists believe that because there are many benefits that accrue from animal research, such research can and should continue as long as the humane treatment of the animals used in the research is guaranteed. Researchers assure that participants are given free choice to participate and that their privacy is protected. Give an example from personal experience of how you or someone you know have benefited from the results of scientific research. Science and ethics in conducting, analyzing, and reporting psychological research. Differentiate the goals of descriptive, correlational, and experimental research designs and explain the advantages and disadvantages of each. Explain the goals of descriptive research and the statistical techniques used to interpret it. Summarize the uses of correlational research and describe why correlational research cannot be used to infer causality. Review the procedures of experimental research and explain how it can be used to draw causal inferences. Psychologists agree that if their ideas and theories about human behavior are to be taken seriously, they must be backed up by data. However, the research of different psychologists is designed with different goals in mind, and the different goals require different approaches. A research design is the specific method a researcher uses to collect, analyze, and interpret data. Psychologists use three major types of research designs in their research, and each provides an essential avenue for scientific investigation. Descriptive research is research designed to provide a snapshot of the current state of affairs. Correlational research is research designed to discover relationships among variables and to allow the prediction of future events from present knowledge. Experimental research is research in which initial equivalence among research participants in more than one group is created, followed by a manipulation of a given experience for these groups and a measurement of the influence of the manipulation. May be To create a snapshot of the Allows the development of questions unethical if participants do not Descriptive current state of affairs for further study.
Finally purchase 5 mg cialis free shipping, cognitive symptoms are the changes in cognitive processes that accompany schizophrenia (Skrabalo discount 20 mg cialis with visa, 2000) cheap cialis 10mg amex. Auditory hallucinations are the most common and are reported by approximately three quarters  of patients (Nicolson, Mayberg, Pennell, & Nemeroff, 2006). Schizophrenic patients frequently report hearing imaginary voices that curse them, comment on their behavior, order them to do  things, or warn them of danger (National Institute of Mental Health, 2009). Visual hallucinations are less common and frequently involve seeing God or the devil (De Sousa,  2007). Schizophrenic people also commonly experience delusions, which are false beliefs not commonly shared by others within one’s culture, and maintained even though they are obviously out of touch with reality. People with delusions of grandeur believe that they are important, famous, or powerful. They often become convinced that they are someone else, such as the president or God, or that they have some special talent or ability. Some claim to have been assigned to a  special covert mission (Buchanan & Carpenter, 2005). People with delusions of persecution believe that a person or group seeks to harm them. They may think that people are  able to read their minds and control their thoughts (Maher, 2001). If a person suffers from delusions of persecution, there is a good chance that he or she will become violent, and this  violence is typically directed at family members (Buchanan & Carpenter, 2005). People suffering from schizophrenia also often suffer from the positive symptom of derailment—the shifting from one subject to another, without following any one line of thought to conclusion—and may exhibit grossly disorganized behavior including inappropriate sexual behavior, peculiar appearance and dress, unusual agitation (e. Movement disorders typically appear as agitated movements, such as repeating a certain motion again and again, but can in some cases include catatonia, a state in which a person does not move and is unresponsive to others (Janno, Holi, Tuisku, & Wahlbeck,  2004; Rosebush & Mazurek, 2010). Patients often suffer from flat affect, which means that they express almost no emotional response (e. Another negative symptom is the tendency toward incoherent language, for instance, to repeat the speech of others (“echo speech‖). Some schizophrenics experience motor disturbances, ranging from complete catatonia and apparent obliviousness to their environment to random and frenzied motor activity during which they become hyperactive  and incoherent (Kirkpatrick & Tek, 2005). Not all schizophrenic patients exhibit negative symptoms, but those who do also tend to have the  poorest outcomes (Fenton & McGlashan, 1994). Negative symptoms are predictors of deteriorated functioning in everyday life and often make it impossible for sufferers to work or to care for themselves. Cognitive symptoms of schizophrenia are typically difficult for outsiders to recognize but make it extremely difficult for the sufferer to lead a normal life. These symptoms include difficulty comprehending information and using it to make decisions (the lack of executive control), difficulty maintaining focus and attention, and problems with working memory (the ability to use information immediately after it is learned). Rather, a variety of biological and environmental risk factors interact in a complex way to increase the likelihood that someone might develop  schizophrenia (Walker, Kestler, Bollini, & Hochman, 2004). Studies in molecular genetics have not yet identified the particular genes responsible for schizophrenia, but it is evident from research using family, twin, and adoption studies that  genetics are important (Walker & Tessner, 2008). Neuroimaging studies have found some differences in brain structure between schizophrenic and normal patients. In some people with schizophrenia, the cerebral ventricles (fluid-filled spaces in  the brain) are enlarged (Suddath, Christison, Torrey, Casanova, & Weinberger, 1990). People with schizophrenia also frequently show an overall loss of neurons in the cerebral cortex, and some show less activity in the frontal and temporal lobes, which are the areas of the brain involved in language, attention, and memory. This would explain the deterioration of functioning Attributed to Charles Stangor Saylor. Many researchers believe that schizophrenia is caused in part by excess dopamine, and this theory is supported by the fact that most of the drugs useful in treating schizophrenia inhibit  dopamine activity in the brain (Javitt & Laruelle, 2006). But recent evidence suggests that the role of neurotransmitters in schizophrenia is more complicated than was once believed. It also remains unclear whether observed differences in the neurotransmitter systems of people with schizophrenia cause the disease, or if they are the result of the disease itself or its treatment (Csernansky & Grace,  1998). A genetic predisposition to developing schizophrenia does not always develop into the actual disorder. Even if a person has an identical twin with schizophrenia, he still has less than a 50% chance of getting it himself, and over 60% of all schizophrenic people have no first- or second- degree relatives with schizophrenia (Gottesman & Erlenmeyer-Kimling, 2001; Riley & Kendler,  2005). One hypothesis is that schizophrenia is caused in part by disruptions to normal brain development in infancy that may be caused by poverty, malnutrition, and disease (Brown et al. Stress also increases the likelihood that a person will develop schizophrenic symptoms; onset and relapse of schizophrenia typically occur during periods of increased stress  (Walker, Mittal, & Tessner, 2008). However, it may be that people who develop schizophrenia are more vulnerable to stress than others and not necessarily that they experience  more stress than others (Walker, Mittal, & Tessner, 2008). Another social factor that has been found to be important in schizophrenia is the degree to which one or more of the patient‘s relatives is highly critical or highly emotional in their attitude toward Attributed to Charles Stangor Saylor. Hooley and Hiller (1998) found that schizophrenic patients who ended a stay in a hospital and returned to a family with high expressed emotion were three times more likely to relapse than patients who returned to a family with low expressed emotion. It may be that the families with high expressed emotion are a source of stress to the patient. Rather, there are a variety of biological and environmental risk factors that interact in a complex way to increase the likelihood that someone might develop schizophrenia. Is it better to keep patients in psychiatric facilities against their will, but where they can be observed and supported, or to allow them to live in the community, where they may commit violent crimes against themselves or others? Prevalence of neuroleptic-induced movement disorders in chronic schizophrenia patients. Antecedents, symptom progression, and long-term outcome of the deficit syndrome in schizophrenia. Anatomical abnormalities in the brains of monozygotic twins discordant for schizophrenia. Family and twin studies as a head start in defining prodomes and endophenotypes for hypothetical early interventions in schizophrenia. The neurodevelopmental basis of schizophrenia: Clinical clues from cerebro-craniofacial dysmorphogenesis, and the roots of a lifetime trajectory of disease. Stress and the hypothalamic pituitary adrenal axis in the developmental course of schizophrenia. Stress and the hypothalamic pituitary adrenal axis in the developmental course of schizophrenia. Categorize the different types of personality disorders and differentiate antisocial personality disorder from borderline personality disorder. Outline the biological and environmental factors that may contribute to a person developing a personality disorder. Apersonality disorder is a disorder characterized by inflexible patterns of thinking, feeling, or relating to others that cause problems in personal, social, and work situations. Personality disorders tend to emerge during late childhood or adolescence and usually continue throughout  adulthood (Widiger, 2006). The disorders can be problematic for the people who have them, but they are less likely to bring people to a therapist for treatment than are Axis I disorders. They are categorized into three types: those characterized by odd or eccentric behavior, those characterized by dramatic or erratic behavior, and those characterized by anxious or inhibited behavior. Probably you know someone who seems a bit suspicious and paranoid, who feels that other people are always “ganging up on him,‖ and who really doesn‘t trust other people very much. Perhaps you know someone who fits the bill of being overly dramatic—the “drama queen‖ who is always raising a stir and whose emotions seem to turn everything into a big deal. Or you might have a friend who is overly dependent on others and can‘t seem to get a life of her own. The personality traits that make up the personality disorders are common—we see them in the people whom we interact with every day—yet they may become problematic when they are  rigid, overused, or interfere with everyday behavior (Lynam & Widiger, 2001). What is perhaps common to all the disorders is the person‘s inability to accurately understand and be sensitive to the motives and needs of the people around them. Odd/eccentric Paranoid loyalties of friends and read hostile intentions into others‘ actions. Self-mutilation or suicidal threats or gestures to get attention or manipulate others.
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