Examples:

1. Sheldon Somatotypes
2. Eysenck
3. Type A vs. Type B

(heavy-set, muscular) 

noisy, callous, fond of physical activity

• Agreesive when frustrated, impatient, and controlling 
• Seen as CEO's of companies 

• Chrematistic patterns of behavior or conscious motives
• Assumed that most exist in all people to some degree that we can measure the degree to which a trait exists in a person
• Thousands of words to describe them

Example:

• Disney Movie Belles Traits (innocent, intellectual, happy, nice)
• Guyton (jerk, arrogant, narcissistic, conceited)

1. Neuroticism
2. Extraversion
3. Openness
4. Conscientiousness
5. Agreeableness

OCEAN.

• Traits may emerge more in familiar situations
• When eating dinner at your parents your more talkative rather than eating dinner at your boyfriends

• No conception of development
• Still types and traits give us a way to describe individual differences in behavior and types and traits can be regarded as predispositions to respond in similar situations

• Sigmund Freud 
• Treatement of nervous disorders (hysterical blindness) Through some psychological issue.

• From Vienna, Austria
• Interested in treatement of nervous disorders
• adopted "talking cure"
• developed a theory with personality 

Taking Cure 

Sigmund Freud

1. ID
2. Supergo
3. Ego

• Unconscious portion of personality in which 2 types of instincts reside
• Something is unconscious means you are unaware of it.

• Life instincts reflect source of energy
• Freud lived in the end of the 19th century 
• Death instincts responsible for aggression and destruction
• Constantly searching for satisification in your life

• Operates on the pleasure principle of seeking immediate satisifciation of both kinds of instincts, regardless or external considerations. (society rules on rights of others)

• Freud's model was the iceberg (all problems below the water...unconscious)
• It is below the surface or water, the unconscious

• Represents values and morals
• Just as relentless as ID in trying to get a person to act a certain way

Ego 

(self)

1. Mr. X is sexually attracted to Ms. Y (ID)
2. Mr. X does not feel he should have sex with her (supergo), should not have sex, he doesnt even know her.
3. Mr. X joins a club that Ms. Y is in so he can be closer to her (Ego-what is best for the person)

1. Denial
2. Projection
3. Rationalization

1. Brother-in-law in L.A aren't you worried about earthquakes?  A: Not a big deal, tries to think away anything bad because he likes living there.
2. Apply for job in Florida, didn't get job.  "I didnt want the job anyway, Florida rains too much."

1. Oral
2. Anal
3. Phallic 

• Mouth region
• Feeding
• 0-18 months old

• Elimination then retention
• Understanding on poop
• 18 months-3 years old

Phallic

• Sexual love towards opposite sex parent
• 3-6 years old

1. The child seeks external objects for his erotic urges (since masturbation is bad)
2. The external object is MOM
3. DAD is in the way
4. Fear of DAD castrating him "castration anxiety"
5. Throws in the towel-renounces Mom and Identifies with Dad

1. Females decides Mom constrated her--(penis envy)
2. Hates mom and loves Dad
3. Throws in the towel, renounces Dad and indentifies with Mom

• Exploring environment and developing skills 
• 6 years old to puberty 
• no interest in the opposite sex

• Sexual
• Puberty

Examples:

• Anal Fixation: problems during toilet training can lead to a stubborn, compulsive, stingy person 
• Hold on, didnt want to let go

1. Based only on what he observed with emotionally disturbed adult patients. (Even though it was concerned with development

• Emphasis on internal conflict
• Discussion on sex led to the scientific study of sexuality
• Scope of theoretical contribution

1. Type
2. Trait
3. Psychodynamic 
4. Humanistic

• Emphasizes the fundamental goodness of people and their striving toward high levels of functioning and fulfillment 
• (Adapt, learn, grow, and excel)

• Concern with person's perception of himself/herself in the present
• No emphasis on childhood

1. Concepts are "fuzzy"--unclear about nature of concepts
2. Neglect of environmental variables
3. Neglect on person's past
4. Inability to predict behavior
5. Little to say about individual differences 

1. Objective personality tests
2. Behavior Observation
3. Interviews
4. Projective (unstructured) measures

A. TAT (Thamatic Appercption test)

B. Rorschach Test

• Example: Minnesota Multiphase Personality Inventory
• True/False As if your sad, (shows depression)

• MMPI
• Assess a number of psychiatric patterns simultaneously
• 567 questions
• Look for certain distinct patterns of responding for different types of mental disorders 

Problem: 

Person can misrepresent himself/herself (lie)

• To check for above, questions asked that would require subjects to probably lie 
• (I have never gossiped)

• TAT
• Example: Picture shown, asked to tell a story
• Argument: story you tell gets at what your personality is like
• Identify with hero or victim of story
• The scorers look for certain themes (failures)

• inkblots
• location, contents, determinants (color, shading)
• using whole inkblot, indicates integrative thinking
• using color indicates emotionally and impulsiveness
• Describing movement indicates imagination and rich inner life

1. It may be partly because we see something of ourselves in the abnormal (we all get depressed, anxious, withdrawn, antisocial)
2. It may be because many of us have felt bewildered and have felt the pain of a psychological disorder personality or through family and friends

-so many people have disorders and are not treated 

• A difference in the degree to which behavior or thinking resembles as agreed upon critera
• varies with culture and times;also often based on statistics

• Feeling sad, hallucinating
• But, Olympic athletes are normal, "gifted"
• Thus, abnormality as it realtes to psychological disorders involes behavior and thinking

1. Considered atypical
2. Considered disturbing to others
3. Unjustifiable-not a normal reaction (laughing at a funeral)
4. Maladaptive-harmful

Primitive cultures-demonic possessions

(evil spirits)

• Greeks (400 BC)--disease (natural cause-imbalance in body fluids)
• Middle Ages (5th-6th century AD)--Spiritual context (witches and devils)
• --Distributed people in asylums (which were like prisons)

• Reformed French hospital system
• Stated that madness was a sickness in response to severe stress and imhumane conditions 

1. Medical Model
2. Psychological Model

1. Biological
2. Psychological
3. Socioculture

• Traditional Break Down
• DSM 4R-1994

• Symptoms related to ineffetive attempts to deal with reality 
• Try to reduce anxiety-such as with an obsessive individual
• Ex: Wash the hands, all the time/ non-violent

• Diagnostic and statical on manner
• helps in describing, treating, and researching the causes of disorder
• Assumes Medical Model
• 230 Psycholgocai disorders and conditions are put into 17 categories, not including neurosis
• Picture of DSM 4R book

• An estimated 26.2 percent of Americans ages 18+ (1 in 4 adults) suffer from a diagnosable mental disorder in a given year.
• For 2006, this would equal57.7 million adults

Example:

Table 3.3 Percentage of American who have ever experienced psychological disorders (highest number is for _____)

Alcohol

Men have more ____ abuse problems vs. women

(25.8-4.6)

1. Personality Disorders
2. Anxiety Disorders
3. Somatoform Disorders
4. Dissociative Disorders
5. Affective Disorders
6. Psychotic Disorders 
7. Eating Disorders

A. Narcissitic Personality Disorders 

B. Antisocial Personality Disorder

• Need for constant attention, respond inappropriately to criticism, grandlose sense of self importance

Example:

Video from clinical doctor

• Typically male
• Violates the rights of others-violent, criminal, unethical, exploitative
• Hannibal Lecter (cannibal)
• Video--ate his liver with beans

• Emotional deprivation in early childhood
• Learned from parents
• Arrested moral development
• Brain abnormalities
• Heredity

• Originally grouped under "Neurosis"
• Primary symptoms-anxiety (inappropriate to circumstances) or defenses that ward off anxiety

A. Phobias

B. Generalized Anxiety Disorders

C. Obsessive Compulsive

D. Panic Disorders

E. Post-Traumatic Stress Disorder

• Intense and irrational fear (no real danger or people have exaggerated danger) of some object or situation.
• Examples: Claustrophobia, Agorophobia, Charlie Brown and Lucy

• Not focused like what a phobia (free floating)
• Continually tense and uneasy

Obsessive Compulsive 

• Last a long time
• Trying to deal with persistent thoughts
• Cleanliness, locked doors
• Ex: Obsessed with dirt, so wash hands constantly, checking locked doors, unplugged toaster

• Short-term-each attack last a short time
• Sudden, unpredictable feeling of intense fear or terror

• PTSD
• Anxiety long after an event occurs
• Ex: Vietnam War, Rape Victims

WHY Anxiety Disorders

Psychoanalytic 

• Unconscious conflicts (fear of parents)
• Behavior that once helped to control anxiety (washing hands) becomes a problem itself.

WHY Anxiety Disorders

Behavioral

WHY Anxiety Disorders 

Biological

WHY Anxiety Disorders 

Observational Learning

A. Hypochondria

B. Converse Disorder 

• Preoccupied with body sensations, despite assurance that there is no problem.
• Interpret small symptom as a sign of a serious illness.
• Example: Video: Woody Allen

WHY Somatoform Disorders 

Psychoanalytic

• Conversation of emotional problems to a physical problem
• Example: Punished for masurbating and then lose sensation in hand

WHY Somatoform Disorders

Behavioral

WHY Somatoform Disorder

Biological 

• Some part of memory or personality fragmented from the rest (to separate)
• Temporary alteration of consciousness

A. Dissociative Amnesia

B. Dissociative Fugue (loss of ID)

C. Dissociative Identify Disorder (Multiple Personality)

• Selective memory loss brought on by extreme stress.
• Example: Video on Dissociative Amnesia 

• Multiple Personality
• Sybil, eve, Hershel Walker
• Example: Oprah, Interview with Kim Noble

WHY Dissociative Disorders?

Psychonanalytic

WHY Dissociative Disorders

Behavioral

A. Depression

B. Manic Disorder

C. Biopolar Disorder

• Example: Video on Depression on campus
• Symptoms: Think of yourself as failure, paralysis of will (lack of motivation), loss of appetite for food and sex, dont sleep, general state of weakness and fatigue (part from not eating), 2 or more weeks of feeling sad
• Suicide-some forms of depression implicated in 40-60% of suicides

• Elated and very active and emotional state
• Impulsive
• Unrealistic Optimism 
• High Energy
• Severe Agitation

Example:

Video on Personal Experience 

WHY Bipolar Disorder

Psychoanalytic 

WHY Bipolar Disorder

Behavioral

Lack of reinforcement 

(depression)

WHY Bipolar Disorder 

Cognitive

Negative and self blaming thoughts 

(depression)

WHY Bipolar Disorder

Biological

• Heredity
• Neurotransmitters-low level of serotonin

A. Schizophrenia

• Split Mind
• Out of touch with reality
• Prevalent-2% of population will have episode during lifetime
• About half the country's mental health hospitals beds are occupied by these patients

• Pervasive thought disturbance
• Fluid thinking
• Difficulty with selective attention
• Withdrawl from social contact
• Delusions (misinterpret real events)
• Hallucinations 

• Misinterpret of real events
• Grand Jar?
• Paranoid 

WHY Psychotic Disorders

Cognitive

WHY Psychotic Disorders 

Biological

A. Viral Infection during pregnancy might impair development of fetal brain

B. Heredity

C. Neurotransmitters--too much dopamine being transmitted

A. Anorexia Nervosa

B. Bulimia Nervosa

• 1% of all adolescents
• 95% Female
• Fanatical dieting (self-starvation)
• Intense interest in food, but view eating with digest
• Not aware that dieting behavior is abnormal
• Menstruation often affected

• Environment:
• At a time when young women come to grips with their changing bodies and sexuality, society bombards them with ads for rich foods and ads espousing a slim body
• Over dependence on parents may lead to a fear of becoming sexually mature and independent.  By not eating, you delay sexual maturity

• Binge on high calorie foods in a short period of time and then purge (vomit)
• Secretive behavior (aware that behavior is abnormal)

1. Diagnosis
2. Ethology
3. Prognosis
4. Tretment

• Deal with body, often by changing the brain's functioning 
• Typically Psychiatrists

In the past..

-Bloodletting (1517)

-Dunking in water

-Trephining (Drill holes in skull to treat illness)

• Anti-Psychotics
• Tranquilizers
• Antdepressants
• Lithium

Calm and relax

(valium and librium)

(Prozac) 

-Increase norepinephrene and serotonin

• Side Effects (dry mouth, blurred vision)
• Regulating dosage 
• Drug Dependence 
• Interaction of drugs (mix of other drugs)
• Not necessarily a cure (DAMPERING the symptoms)

• Prefrontal Lobotomy 
• Thoughts to disconnect person from emotions and past trauma
• BUT, Brain damage including loss of memory, emotion, personality
• Only used in most extreme cases (when nothing else works-intraction psychosis)

• Electrical current put through brain at each side of forehead
• Loss of Consciousness, followed by seizure
• Originally used with schizophrenics, then used with severely depressed individuals
• now used only if drugs are inefficient or person is suicidal
• Not clear how it works, but may increase norepinephrine which evaluates arousal and mood

A. Drug Therapy

B. Psychosurgery

C. Electroconvulsive Shock Therapy (ETC)

• It involves 
• Emotion re-education
• Interpersonal learning
• Having person achieve greater self-knowledge 

A. Psychoanalytic/Psychodynamic 

B. Behavior Therapy (Behavior Modification)

C. Humanistic Therapy 

D. Cognitive Therapy

1. Free association
2. Interpretation Dreams
3. Transference 

Example of Type of Content:

Patient talks about being possessive in a relationship.

Type of Content:

Interpreted as due to father abandoning patient as child

• Manifest vs. Latent Content
• The goal is the person must not just remember things from unconscious, but most region across to the feelings that went along with them
• Allow for catharsis--emotional release

Example:

Sadness of being abandoned 

• Patient responds to analyst in personal terms (transfer their feelings to the therapist)
• Analyst identified with a person who has been at the center of emotional conflict in the person's past.

Behavior Therapy

(Behavior Modification)

Importance of unlearning stimulus-response association and learning new S-R association.

(Two types operant and classical for association)

A. Systematic Desensitization

B. Implosion Therapy 

C. Aversion Therapy

• used with phobias
• 1. Learn relaxation techniques-relax muscles when tense 
• 2. Fear Hierarchy-least to most feared situation 
• Desenstization-imagine each situation while staying relaxed (having you make a different association with the fear of planes-fear replaced by relaxation)

Imagine each situation while staying relaxed

(having you make a different association with the fear of planes-fear replaced by relaxation)

Implosion Therapy

(Flooding)

• No Hierarchy
• Continuous, intense exposure to anxiety provoking situation (Scared of planes?..get on one)
• Ex: Keep hand washer from washing hands, stop doing it.  Problem: Anxiety attack
• BUT, implosion may cause more anxiety

• Learn negative association
• Drinking and nausea
• (smell alcohol and get sick)
• (positive association replaced hits in head with Ross)

Reinforcement:

-Token Economy-reward behavior with token (positive)

Punishment

-Time Out

**Behavior techniques extremely effective because they pin point a specific behavior and change it)

Reward behavior with token

(positive reinforcement)

Humanistic therapy

• Goal is growth in self-awareness and self-acceptance, not cure
• Help client fulfill their potential, recognize their freedoms, and enhance their self-esteem
• Must treat person as global level (unlike behaviorists)
• stress the present

Client Centered 

• Have client arrive at insight make their own interpretations, and take responsibility for their thoughts and actions.
• Reflection of feeling-therapist paraphase what client said to help client understand their emotions

1. Modeling
2. Social Skill Learning
3. Cognitive Reconstructing

Social Skill learing

Example:

-Learn when, where, why, and how to say something to someone else

-Importance to generalization (take what said in therapy, and apply to certain situations)

Change the way a person thinks about themselves and the world

-Example:

Rational Emotive Therapy

-Change False (irreational) beliefs

-Example: "Everyone must hate me"

Cognitive Therapy

(depression)