What happened today?

• Discussed game plan from now until the end of the year.
  • E.g. Grading Conferences will start the first day of work time for final Criminal Psychology Project.
• Review EMDR. Why could it help with more than just PTSD/Trauma?
• Think about treatments for anxiety: things like Psychotherapy, Exposure Therapy, Walking, Medication, etc.
  • Therapy and Treatment reading p. 637 chart on types of therapy (not all were listed, of course).
  • Therapy and Treatment reading p. 647 some commonly prescribed psychotropic medication.
• Take some time and come up with a critical list of pros and cons for each: Medication and Therapy.
• Class was split into five groups and each given a case study.
  • Give potential causes, symptoms, and appropriate possible treatment options.
  • Present analysis to class and foster discussion with other groups.
  • To what extent did it matter you knew the actual diagnosis?

Follow-Up from Yesterday: PTSD and EMDR

If needed, you can take 5-10 minutes to finish the EMDR reading from yesterday Ensure you take notes and be prepared to discuss it on Monday.

Area of Study for the Next Two Days: Anxiety Disorders

We are starting our study of Anxiety Disorders over the next two days.

Definition: A group of mental health conditions that are characterized by excessive and persistent anxiety.

You will be doing some detailed readings, then responding to prompts (below).  Remember do not hand in your notes – just submit the assignment.

Readings:

• Thinking About Psychology Module 30 pp. 578-585 (focus on 583-585 – some of these pages repeat the reading below, and the other reading is more up-to-date).
• Psychological Disorders Reading (Teams) pp. 575-588 (mostly descriptions of the disorders – do not read “Mood Disorders”).

Items Listed Throughout Readings Under Anxiety Disorders Umbrella (Prompt #3 below):

• Phobia (specific type).
• Social Anxiety Disorder.
• Panic Disorder.
• Generalized Anxiety Disorder.
• Obsessive-Compulsive Disorder (some put this in a separate category).
• Body Dysmorphic Disorder (you cannot do this one if you did your seminar topic on this).
• Hoarding Disorder.

You cannot choose PTSD since we did an entire class on it.

Prompts for Submission:

1. Discuss the possible causes and risk factors associated with anxiety disorders. This can include biological factors (genetics, brain chemistry), psychological factors (trauma, learned behaviour), and environmental factors (stress, family dynamics).
2. Explain some of the common symptoms of anxiety disorders, such as excessive worry, restlessness, irritability, sleep disturbances, and physical symptoms like increased heart rate and sweating.
3. Discuss the impact of anxiety disorders on individuals’ lives, including relationships, school/work performance, and overall well-being. Pick one of the disorders mentioned today.  You cannot pick the same one of anyone in your table group.  g. if there are five people in your row, you should have five different disorders you are focusing on for this assignment.

Looking for roughly one paragraph per response, and each should include a quotation with correct APA parenthetical citation.  (Surname, year, p. #).  The Psychological Disorders reading has citation info in the file name.

If there is time, be prepared to discuss what you found.  However, I am anticipating you will not have time and will need the entire class to complete this.

Due to Teams by the end of class.

Have a great weekend!

What happened today?

• • Case studies.  What do they have in common?  Will eventually be added to Mental Illnesses folder for your review.
  • PTSD vs C-PTSD.
  • Not a disorder – a psychological injury.  Broken foot example.
  • Challenges: emotional flashbacks.
  • Readings (in this order):
    • PTSD: Historical Background, and What We Know Now (Morton, 2021).
    • Women and PTSD (Shors, 2021).
  • Eye Movement Desensitization and Reprocessing (EMDR).
    • Bilateral Stimulation.
    • Reading: Excerpt from BKTS – EMDR Letting Go of the Past (Mental Illnesses Folder or hard copies in handout folder).
    • Video (below).
    • Image in Mental Illnesses folder: EMDR Hand Buzzers.
  • Be ready to discuss EMDR in person!!!
  • App (ask family/mental health professional): Anxiety Release Based on EMDR ($6).  Not sponsored.  Click here for more info

What happened today?

• Reviewed experience with Guest Speaker from last week.
• Discussed the timeline for now until the end of the year up to and including June 16th.  Our long block day – well, that will be a surprise!
• The DSM-V: What it is, and critiques around it.
  • Reviewed Chart in Teams.
• Many additional readings for this long unit.  All additional information will be in Files –> Class Materials –> Mental Illnesses Folder.
• Two APAs – ensure you know the difference and use context to identify which ones in readings.
• Vocabulary (if you want more info on the behaviours, can be found in Thinking About Psychology Module 29 pp. 561-562):
  • Comorbidity.
  • Maladaptive Behaviour.
  • Unjustifiable Behaviour.
  • Disturning Behaviour.
  • Atypical Behaviour

Readings:

• Thinking About Psychology Module 29 pp. 562-565, 568, 570-573 (skip “Psychology in the Real World: Psychological Disorder Rates” as this is VERY outdated).
• Psychological Disorders Reading (Teams) p. 567 (and a tiny but onto p. 568) JUST “The American Psychiatric Associations APA Definition.” Then pp. 568-571 starting at “Diagnosing and Classifying Psychological Disorders.”  Please also read the excerpt in the sort of “rectangle” entitled “Comorbidity.”

Notes due to Teams by the end of class.

What happened today?

• Id, Ego, Superego review.
• Philip Zimbardo and the Stanford Prison Experiment.
• Video “The Psychology of Evil.”  Available in Teams in the Social Psychology folder.
  • The Lucifer Effect/ “Bad Barrel Effect.”
  • Anonymity.
  • Slow progression.
  • Re-focusing on group vs. individual.
  • Passive Indifference.
  • Intervention (positive e.g. stop bullying scenario).

What happened today?

• Deindividuation Activity
  • Prosocial Behaviour: Intended to benefit others.
  • Antisocial Behaviour: Intended to injure others or deprive them of rights.
  • Non-Normative Behaviour: Clearly violates social norms, but does not directly help or harm others.
• The infamous Milgram Experiment (will be more of this on Thursday).
• Reading Module 34 “Social Influence” pp. 662-672.
• Vocabulary in the reading:
  • Conformity.
  • Obedience.
  • Milgram Experiment.
  • Social Facilitation.
  • Social Loafing.
  • Deindividuation.
  • Group Polarization.
  • Groupthink.
  • Self-Fulfilling Prophecies.
• Ensure you have an understanding of each of these in a detailed way you can conceptualize and explain in your own words.  Best to have a your own definition (never copied out from the text) and create a situation to explain it (again, not one already in the reading).  Due at the end of class – updated: may submit by 11:59pm tonight, 16 May 2023.

What happened today?

• Introduced Social Psychology!
• Activity: belief in a just world and blaming the victim.  Discussion and debate.
• Social Psychology: The scientific study of how humans think about, influence, and relate to one another.
• Attributing Behaviour to Personal Disposition or the Situation.
  • Attribution Theory: Theory that people tend to explain the behaviour of others as an aspect of either their internal disposition (an inner trait) or the situation.
    • Dispositional Attribution: Refers to inferences made regarding casual relationships or qualities of someone or something.
    • Situational Attribution: The process of assigning the cause of behaviour to some situation or event outside of a person’s control rather than to some internal characteristic.
  • Fundamental Attribution Error: Tendency to attribute the behaviour of others to internal dispositions rather than to situations.
• Figure 34.2 Module 34 p. 657.
• The Effects of Attitudes on Actions:
• The Effects of Actions on Attitudes (Assignment due to Teams in class – details in assignment info):
  • Foot-in-the-Door Phenomenon.
  • Role Playing.
  • Cognitive Dissonance Theory.