psychology

psychology

psychology

Conduct disorder

Conduct disorder

::::::::::::::Conduct Disorder:::

Conduct Disorder is a serious behavioral problem involving repeated violations of the rights of others, or violation of basic age-appropriate social rules expected of a child. Conduct disorder involes a pattern of aggressive behavior toward people or animals, destruction of property, a pattern of deceitfulness, and/or serious violations of social rules at home or at school. 

Let's examine each of these criteria:

Aggressive behavior toward people or animals - These children may bully other children, or repeatedly get into fights. Some children and adolescents have even used weapons in fights, or used weapons to intimadate others. In the extreme, there is a history of crimes involving violence, including mugging, extortion or forced sexual activity. 

Destruction of property - Some children have intentionally set fires, with the intention of destroying property, while others have vandalized property. In conduct disorder, the child destroys the property of others, rather than destroying his/her own property. 

Deceitfulness - This involves a pattern of breaking rules by lying or stealing from others. Shoplifting is common, often of minor objects, or taking objects from the home of a friend. In more serious cases, the child/adolescent may be a con artist, fooling others or lying to obtain something for nothing. In the extreme, the child or adolescent may have a history of breaking and entering, either of houses, cars, or stores.

Serious violations of social rules - Beginning at a young age, the child stays out late, without parental permission, or skips school, even before age 13. In the extreme, the child or adolescent has run away from home multiple times, staying away at least one overnight.

As you can see, these criteria represent serious behavior problems. Most children with these problems are referred to a psychologist by the juvenile justice system, usually as a condition of probation, after commiting a serious crime. This is a relatively common problem in children, which may occur in approximately 10 percent of males and 5 percent of females. Most of these children show evidence of problems in later childhood or early adolescence. It rarely begins after age 16. Fortunately, most cases are treated successfully, and result in normal behavior during adulthood. However, a large percentage continue to show evidence of antisocial behavior into adulthood, with some developing into antisocial personality disorders. Such individuals usually have lifelong social adjustment problems, with frequent arrests and periods of incarceration.

oppositional defiant disorder

****Oppositional defiant disorder****

Children and adolescents with this problem usually exhibit a pattern of defiant and disobedient behavior, including resistance to authority figures. However, this behavior pattern is not as severe as conduct disorder. The behavior pattern may include recurrent temper problems, frequent arguements, especially with adults, and evidence of anger and resentment. Additionally, the defiant child or adolescent will often try to annoy others, and will become easily annoyed by others. When mistakes are made, he/she will almost always blame others, avoiding taking responsibility for mistakes. Active defiance of adult authority is common, and the child or adolescent may also display vindictive behavior.

The child may be stubborn and unwilling to compromise, but you will usually not see the more severe acts of aggression that are common with a conduct disturbance. This problem is fairly common, occurring in between 2 percent and 16 percent of children and adolescents. In younger children, it is more common in boys, but during adolescence, it occurs as often in boys and girls. The onset is usually gradual, and the severity of behavior problems increases over time. Some children will eventually develop a conduct disturbance, if the oppositional disorder is left untreated.

Generally, treatment for oppositional disorder requires a combination of counseling for the child, and parental training in behavior management techniques.  Often, parents become too severe in reacting to the child, out of frustration.  This causes their efforts to become ineffective, as the child ignores the punishment. If a child believes s/he cannot "be good" the child will stop trying.

Childhood disorders.

::::Childhood disorders.::::

Many psychological disorders first diagnosed in children involve physiological and/or genetic components. However, there are many other psychological disorders found in children without any physical causes. Disorders caused by physiological or biological problems are more likely to be identified early in life, but some of these problems are not identified until adulthood. 

Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.  

Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders.  These problems will be addressed here.  

Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.

Childhood disorders.

childhood

Childhood

::::::::::::::::Childhood:::::::::

********The period between infancy (about 1-2 years) and pubescence. Most of the physical and mental development of a person takes place in childhood. It is the critical period for establishing good habits of both exercise and nutrition which can last a lifetime. By the age of seven, nearly all of the motor control mechanisms in the brain are present and the child is rapidly developing motor skills. During the major growth spurts (usually experienced by girls between the ages of 9 and 12 years, and by boys between 11 and 14 years) reasonable exercise encourages growth of muscles, tendons, and bones, but excessive exercise can permanently damage bones and joints. Most experts agree that, although exercise during childhood is important, the emphasis should be on fun. There are both physical and mental dangers if children are forced into activities for which they are not ready. Parents should work with expert coaches and the child, to ensure that exercises are appropriate and carry little risk of permanent injury.********************

the human brain

:::::::Thalamus:::::::::

The thalamus behinds the process of interpreting sesory information. It determines fundamental properties, such as whether something is good or bad, and the forwards the information to the appropriate area of the cerebral cortex, where information, processing continues.

:::::Pons::::

The pons triggers dreaming and waking froom sleep.

:::::::Cerebellum:::

The cerebellum coordinates body movements, control posture, and maintains equilibrium.

     :::::::Reticular formation::::::::

The reticular formation signals the cerebral cortex to attend to new stimulation and to remain alert even during sleep.

::::::Medulla::::

 The Medulla is the center for breathing, waking, sleeping and beating of the heart.

:::::Hypocampus::::

The hypocampus plays and important, role in emotion learning, and memory.

::::Amygdala::::

The amygdala  plays a role in aggression, eating, drinking, and sexual behaviors.

:::::Hypothalamus:::

The hypotalamus monitors blood levels of glucose, salt, blood, pressure and hormones. It also helps to regulate processes in the bdy throught is connection to central and autonomic nervous system and endocrine system.

::::Frotal lobe::::::

The frontal lobe assists in control motor and cognitive activities, such, as planning, making decisions, settinsg goals and relating the present to the future throught purposeful behavior.

 

 

brain

Introduction

your brain can be considered the most complex organ in your body and the centerpiece of your nervous system.

Althought your brain work as a unified whole neuroscientist can identify areas within it  than perform functions. Your brain is organized into three interconnected layers: the central core, limbic system, and cerebral cortex, all of which contain structures that regulate everyday life. Explore the human brain and its role in regulating your life.

Central  core

The central core is found in all vertebrates. Its five main regions help regulate basic life processes, including breathing, pulse, arousal, movement, balance, sleep, and the early stage of processing sensory information.

:::::::::::::::::::central core::::::::::::::

*Thalamus

*pons

*cerebellum

*reticular formation

*medulla

Limbic system

The limbic system exists only in mammals. Its regions mediate motivated behaviors, emotional states, and memory processes. The limbic system also regulates body temperature, blood pressure, blood sugar level, and other housekeeping activities.

::::::::::::::::::::::::::Limbic system:::::::::::::::::::::::

*Hippocampus

*Amygdala

*hypothalamus

Cerebral cortex

The cerebral cortex directs the brain's higher cognitive and emotional functions. It is divided into two almost symmetrical halves called the cerebral hemispheres. Each  hemisphere contains four lober. Areas witing these lobes oversee all forms of conscious experience, including perception, emotion, thougth, and planning, as well as many unconcious cognitive and emotional processes.

::::::::::::::::::::Cerebral cortex::::::::::::::::::::::

*Frontal lobe

*occipital lobe

*parietal lobe

*temporal lobe

Brain

psychology

Psychology is the study of human mental functions an behaviors in this fiel, a professional practitioner or researcher is a psychologist. Psychologist are classified as social or behavioral scientists.

Psychological research can be considered either basic or applied. Psychologists attempt to understand the cole of mental funtions in individual and social behavior while also exploring underlying psysiological and neurological process.

Basic research in psychology includes perception,cognition,attention,emotion, motivation, brain, functioning, personality,behavior and interpersonal relationships.Some especially depth psychologist, also consider the unconscious mind. Psychologist employ empirical methods to determine causal and correlational relationship between psychosocial variables. In addition, or in opposition, to employing empirical and deductive methods, clinical psychologists sometimes reky upon symbolic interpretation and other inductive techniques.