This document discusses the importance of emotion in ADHD. It provides information on three websites that contain lectures and presentations on ADHD by Dr. Barkley, including over 10 hours of parent presentations and 25+ hours of professional presentations. It then outlines an objectives for Dr. Barkley's lecture on the important role of emotional impulsiveness and deficient emotional self-regulation in ADHD. Key findings from research are summarized that show the impact of poor emotion regulation in ADHD on functioning.
Neuroscientists use four main methods to measure brain activity and correlate it with behavior: 1) examining brain anatomy using CT or MRI scans; 2) recording brain activity during tasks using EEG, MEG, PET, or fMRI scans; 3) studying the effects of brain damage; and 4) examining the effects of stimulating specific brain areas using transcranial magnetic stimulation or injecting chemicals. However, interpreting the results of brain stimulation experiments is challenging because behaviors involve multiple brain regions.
Dr. P.S. Deb's document provides a history of neuroscience from ancient times to modern day. Some key points covered include:
- Ancient Greeks like Hippocrates, Aristotle, and Herophilus debated whether the brain or heart was the seat of cognition and intelligence.
- In the 17th-18th centuries, scientists like Descartes, Willis, and Mesmer advanced understanding of brain function, electricity, and magnetism.
- In the 19th century, phrenology emerged while scientists like Broca, Ferrier, Jackson, Darwin, and Sherrington discovered brain localization of function and the neuron.
- The 20th century saw advances in imaging like EEG, CT, PET
Theory of mind is the cognitive ability to attribute mental states such as beliefs, intents, desires, emotions and knowledge to oneself and others. It allows people to understand and predict behavior. Children develop theory of mind abilities at different stages - at 1 year old they recognize emotions, between 2-3 years they identify simple mental states in others, and by age 4 they understand mental states can differ between individuals. Between 6-7 years, children learn that others' thoughts are influenced by circumstances, and recursive reasoning emerges by age 12 where they understand complex mental state attribution. Theory of mind conditions how we relate to other people.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
Alternative Personality Psychology TheoriesLily Yuan
This document summarizes several alternative theories in personality psychology, including positive psychology, alternative five factor models, social-cognitive theories, humanism, self-theory, psychodynamic theory, behavioral theory, behavioral epigenetics, and evolutionary psychology. Positive psychology focuses on character strengths and flourishing. Social-cognitive theory examines how social learning and personal variables influence behavior. Humanism emphasizes self-actualization and esteem needs. Evolutionary psychology analyzes adaptive pressures and temperaments.
This document provides an overview of psychometrics, which is concerned with psychological measurement and testing. It discusses the origins and development of psychometrics from the 19th century work of Darwin, Galton, and Wundt through its establishment as a formal field in the 20th century. Key concepts in psychometrics include reliability, validity, and different types of each. Common instruments and procedures are described, such as IQ tests, educational assessments, and personality inventories. Standards of quality emphasize high reliability and validity. Item response theory is presented as an advancement over classical test theory.
Neuroscientists use four main methods to measure brain activity and correlate it with behavior: 1) examining brain anatomy using CT or MRI scans; 2) recording brain activity during tasks using EEG, MEG, PET, or fMRI scans; 3) studying the effects of brain damage; and 4) examining the effects of stimulating specific brain areas using transcranial magnetic stimulation or injecting chemicals. However, interpreting the results of brain stimulation experiments is challenging because behaviors involve multiple brain regions.
Dr. P.S. Deb's document provides a history of neuroscience from ancient times to modern day. Some key points covered include:
- Ancient Greeks like Hippocrates, Aristotle, and Herophilus debated whether the brain or heart was the seat of cognition and intelligence.
- In the 17th-18th centuries, scientists like Descartes, Willis, and Mesmer advanced understanding of brain function, electricity, and magnetism.
- In the 19th century, phrenology emerged while scientists like Broca, Ferrier, Jackson, Darwin, and Sherrington discovered brain localization of function and the neuron.
- The 20th century saw advances in imaging like EEG, CT, PET
Theory of mind is the cognitive ability to attribute mental states such as beliefs, intents, desires, emotions and knowledge to oneself and others. It allows people to understand and predict behavior. Children develop theory of mind abilities at different stages - at 1 year old they recognize emotions, between 2-3 years they identify simple mental states in others, and by age 4 they understand mental states can differ between individuals. Between 6-7 years, children learn that others' thoughts are influenced by circumstances, and recursive reasoning emerges by age 12 where they understand complex mental state attribution. Theory of mind conditions how we relate to other people.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.
Alternative Personality Psychology TheoriesLily Yuan
This document summarizes several alternative theories in personality psychology, including positive psychology, alternative five factor models, social-cognitive theories, humanism, self-theory, psychodynamic theory, behavioral theory, behavioral epigenetics, and evolutionary psychology. Positive psychology focuses on character strengths and flourishing. Social-cognitive theory examines how social learning and personal variables influence behavior. Humanism emphasizes self-actualization and esteem needs. Evolutionary psychology analyzes adaptive pressures and temperaments.
This document provides an overview of psychometrics, which is concerned with psychological measurement and testing. It discusses the origins and development of psychometrics from the 19th century work of Darwin, Galton, and Wundt through its establishment as a formal field in the 20th century. Key concepts in psychometrics include reliability, validity, and different types of each. Common instruments and procedures are described, such as IQ tests, educational assessments, and personality inventories. Standards of quality emphasize high reliability and validity. Item response theory is presented as an advancement over classical test theory.
The document discusses frontal subcortical circuits and their assessment. It describes the five main frontal-subcortical circuits, including the motor circuit, oculomotor circuit, dorsolateral prefrontal circuit, anterior cingulate circuit, and orbitofrontal circuit. It then examines each circuit in more detail, outlining their anatomical components and behavioral syndromes associated with dysfunction. A number of bedside assessment tests are also presented to help evaluate specific circuits.
This document discusses different research methods used in psychology, including descriptive research, correlational research, and experiments. Descriptive research provides information but does not test theories. Correlational research examines relationships between variables but cannot determine causation. Experiments are described as the best method for testing theories by manipulating variables and using random assignment, allowing for causal conclusions. The document uses a study on the relationship between "southernness" and aggression as an example to illustrate strengths and weaknesses of different methods.
This document provides a list of psychological tests with descriptions of each test including: the type of test, appropriate age range, administration time, and additional comments. It notes that psychological testing typically begins with an interview, followed by projective tests and then psychometric tests. When selecting tests, shorter tests are preferred and non-verbal tests help minimize cultural/educational biases. A full test battery would evaluate intelligence, neuropsychological status, behavior, personality, relationships, academics, and development or dementia depending on the age of the individual.
The parietal lobe is located at the top of the brain and is responsible for processing sensory information and integrating it with motor commands. It has clear boundaries defined by sulci and gyri. The parietal lobe can be divided into anterior and posterior zones, with the anterior zone processing somatic sensations and the posterior zone integrating visual and somatosensory information for movement. The parietal lobe plays an important role in functions like processing tactile information, visual control of movement, and spatial awareness.
This document summarizes key concepts in sensation and perception. It defines sensation as the activation of receptors by stimuli and perception as the organization of sensory information into meaningful experiences. The five traditional senses are described as vision, hearing, smell, taste, and touch. Vision relies on light stimulating the eyes and optic nerve. Hearing depends on sound waves and the auditory nerve. Smell and taste are chemical senses detecting molecules. Touch provides information about pressure, warmth, cold, and pain via receptors in the skin. Perception involves organizing sensations according to Gestalt principles and making inferences to interpret the world. Depth perception allows perceiving distance using monocular and other cues.
The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
The document provides a detailed history of psychological testing and the field of psychology from ancient times to the present. It covers major developments in psychological testing including early mental tests in the late 19th/early 20th century, the development of intelligence tests like the Binet-Simon scale and the Stanford-Binet, the emergence of personality inventories and projective tests in the 1920s-1940s, and computerized testing from the 1980s onward. It also outlines the history of the field of psychology as a whole from ancient Greek philosophers' ideas about the mind/brain to modern developments and key theorists.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
This lab report discusses directional terms and planes of reference used in neuroanatomy. It defines terms like lateral, anterior, posterior, medial, dorsal, ventral, rostral, and caudal. It also describes planes like sagittal, midsagittal, horizontal, and coronal. The report then discusses various types of neurophysiological assessments including CT scans, MRI, fMRI, PET scans, X-rays, staining, and their purposes in aiding diagnosis and defining normal and abnormal brain structures.
The Rorschach Inkblot Test consists of 10 inkblots printed on cards created by Hermann Rorschach in 1921. It was widely used in clinical psychology throughout the 20th century but has also been controversial due to difficulties studying it systematically. In 1969, John Exner concluded the five main scoring systems differed so significantly it was as if five different tests had been created. This led him to develop a comprehensive new scoring system, published in 1973, which became the gold standard.
This document provides an overview of the biological foundations of psychology, including neurons, the nervous system, brain anatomy and functions, and the endocrine system. It discusses the basic elements and types of neurons, how they fire via the all-or-none principle and action potentials. It describes the roles of synapses and neurotransmitters in neural communication. It outlines the major regions and lobes of the brain, including the functions of the frontal, parietal, temporal and occipital lobes. Finally, it summarizes the major endocrine glands and hormones that regulate growth, metabolism, reproduction and stress responses.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
The document provides an overview of functional neuroimaging techniques used in psychiatry, including their principles, applications, and future trends. It discusses various imaging modalities such as MRI, fMRI, MRS, PET, SPECT, and diffusion tensor imaging. It describes how these techniques are used to study structural and functional correlates of psychiatric disorders and examine areas of the brain involved in conditions like schizophrenia, depression, addiction, and dementia. The document also outlines how neuroimaging is enhancing our understanding of psychopathology and treatment responses in these illnesses.
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
The hippocampus is located in the medial temporal lobe and plays an important role in memory formation and emotion. It helps transfer information from short-term to long-term memory. Damage to the hippocampus is linked to memory loss and cognitive impairments seen in conditions like Alzheimer's disease and epilepsy. The hippocampus also appears to shrink in patients with schizophrenia and severe depression.
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
Neurodevelopmental disorders: are our current diagnostic labels fit for purpose?Dorothy Bishop
Slides from a talk given at University of Western Australia on Tuesday 2nd October 2012, This lecture was co-hosted by the ARC Centre of Excellence in Cognition and
its Disorders and the Institute of Advanced Studies, University of Western Australia
This document provides an overview of temperament and its development through the approaches of Eysenck and Kagan. It defines temperament as behavioral styles that appear early in development and are linked to biology. Key components of temperament include behavioral inhibition, positive/negative emotionality, activity level, and effortful control. Kagan identified high-reactive and low-reactive temperaments based on physiological responses to stimuli, while Eysenck's PEN model categorizes personalities along psychoticism, extraversion, and neuroticism dimensions. Temperament influences development and interacts with environmental factors like parenting responses.
This document discusses emotions and positive emotions from a scientific perspective. It begins by defining emotions and exploring their biological basis in the brain and body. Specific brain regions involved in emotional processing are described, including the amygdala, prefrontal cortex, anterior cingulate, insula, and ventral striatum. The biology of emotions and how hormones like oxytocin and neurotransmitters impact positive emotions are covered. Positive emotions are shown to have evolutionary advantages and impact health by strengthening the immune system and aiding coping. Further research opportunities are noted in exploring the brain mechanisms linking positive psychological states to behavior using techniques like MRI.
This document discusses optimizing ADHD treatment when comorbid conditions are present. It summarizes research showing that comorbid oppositional defiant disorder (ODD), conduct disorder (CD), anxiety disorders, and major depression are common in individuals with ADHD. The document outlines treatment approaches for each comorbidity, noting that stimulant medications and behavioral parent training can help reduce ODD and CD symptoms. For anxiety disorders, behavioral therapies may be most effective, while depression requires careful evaluation and family counseling may help. Overall, the document advocates considering comorbidities to derive clinically useful subtypes for improving ADHD treatment outcomes.
The document discusses frontal subcortical circuits and their assessment. It describes the five main frontal-subcortical circuits, including the motor circuit, oculomotor circuit, dorsolateral prefrontal circuit, anterior cingulate circuit, and orbitofrontal circuit. It then examines each circuit in more detail, outlining their anatomical components and behavioral syndromes associated with dysfunction. A number of bedside assessment tests are also presented to help evaluate specific circuits.
This document discusses different research methods used in psychology, including descriptive research, correlational research, and experiments. Descriptive research provides information but does not test theories. Correlational research examines relationships between variables but cannot determine causation. Experiments are described as the best method for testing theories by manipulating variables and using random assignment, allowing for causal conclusions. The document uses a study on the relationship between "southernness" and aggression as an example to illustrate strengths and weaknesses of different methods.
This document provides a list of psychological tests with descriptions of each test including: the type of test, appropriate age range, administration time, and additional comments. It notes that psychological testing typically begins with an interview, followed by projective tests and then psychometric tests. When selecting tests, shorter tests are preferred and non-verbal tests help minimize cultural/educational biases. A full test battery would evaluate intelligence, neuropsychological status, behavior, personality, relationships, academics, and development or dementia depending on the age of the individual.
The parietal lobe is located at the top of the brain and is responsible for processing sensory information and integrating it with motor commands. It has clear boundaries defined by sulci and gyri. The parietal lobe can be divided into anterior and posterior zones, with the anterior zone processing somatic sensations and the posterior zone integrating visual and somatosensory information for movement. The parietal lobe plays an important role in functions like processing tactile information, visual control of movement, and spatial awareness.
This document summarizes key concepts in sensation and perception. It defines sensation as the activation of receptors by stimuli and perception as the organization of sensory information into meaningful experiences. The five traditional senses are described as vision, hearing, smell, taste, and touch. Vision relies on light stimulating the eyes and optic nerve. Hearing depends on sound waves and the auditory nerve. Smell and taste are chemical senses detecting molecules. Touch provides information about pressure, warmth, cold, and pain via receptors in the skin. Perception involves organizing sensations according to Gestalt principles and making inferences to interpret the world. Depth perception allows perceiving distance using monocular and other cues.
The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
The document provides a detailed history of psychological testing and the field of psychology from ancient times to the present. It covers major developments in psychological testing including early mental tests in the late 19th/early 20th century, the development of intelligence tests like the Binet-Simon scale and the Stanford-Binet, the emergence of personality inventories and projective tests in the 1920s-1940s, and computerized testing from the 1980s onward. It also outlines the history of the field of psychology as a whole from ancient Greek philosophers' ideas about the mind/brain to modern developments and key theorists.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
This lab report discusses directional terms and planes of reference used in neuroanatomy. It defines terms like lateral, anterior, posterior, medial, dorsal, ventral, rostral, and caudal. It also describes planes like sagittal, midsagittal, horizontal, and coronal. The report then discusses various types of neurophysiological assessments including CT scans, MRI, fMRI, PET scans, X-rays, staining, and their purposes in aiding diagnosis and defining normal and abnormal brain structures.
The Rorschach Inkblot Test consists of 10 inkblots printed on cards created by Hermann Rorschach in 1921. It was widely used in clinical psychology throughout the 20th century but has also been controversial due to difficulties studying it systematically. In 1969, John Exner concluded the five main scoring systems differed so significantly it was as if five different tests had been created. This led him to develop a comprehensive new scoring system, published in 1973, which became the gold standard.
This document provides an overview of the biological foundations of psychology, including neurons, the nervous system, brain anatomy and functions, and the endocrine system. It discusses the basic elements and types of neurons, how they fire via the all-or-none principle and action potentials. It describes the roles of synapses and neurotransmitters in neural communication. It outlines the major regions and lobes of the brain, including the functions of the frontal, parietal, temporal and occipital lobes. Finally, it summarizes the major endocrine glands and hormones that regulate growth, metabolism, reproduction and stress responses.
This document provides an overview of neuropsychological testing. It discusses what neuropsychology is, which is the study of brain-behavior relationships. Neuropsychological testing measures cognitive functioning and brain impairment through various tests like the Bender Visual-Gestalt Test, Wisconsin Card Sort Test, Chicago Word Fluency Test, and Wechsler Memory Scale. Some tests are brief screens while others are more comprehensive batteries that can help pinpoint specific cognitive weaknesses. The Halstead-Reitan Neuropsychological Battery is discussed as a thorough battery used to identify brain damage and provide information about cognitive impairments and affected brain regions.
The document provides an overview of functional neuroimaging techniques used in psychiatry, including their principles, applications, and future trends. It discusses various imaging modalities such as MRI, fMRI, MRS, PET, SPECT, and diffusion tensor imaging. It describes how these techniques are used to study structural and functional correlates of psychiatric disorders and examine areas of the brain involved in conditions like schizophrenia, depression, addiction, and dementia. The document also outlines how neuroimaging is enhancing our understanding of psychopathology and treatment responses in these illnesses.
Traditional vs Positive Psychology
Positive Psychology 1 – Aims and Scope (Martin Seligman)
Positive Psychology 2 – Aims and Scope (Paul T. Wong)
Comparison of the Two Visions/Waves of Positive Psychology
The Concept of Well-being
Descriptions of Well-being
Definitions of Well-being
Historical Perspectives on Positive Psychology
Positive Psychology and Other Social Sciences
GDP to GNHI - Towards “Holistic Approach to Human Development”
Value Crisis
Positive Psychology and Other Areas of Psychology
Health Psychology
Clinical Psychology
Developmental Psychology
Personality Psychology
Social Psychology
The Psychology of Religion
Applied Positive Psychology
Research in Psychology: Meaning
Research in Psychology: Goals
Types of Research
Based on Application
Pure Theoretical Research
Applied Research
Based on Objectives
Descriptive
Correctional
Explanatory
Exploratory
Based on Enquiry Mode
Quantitative
Qualitative
Mixed Method
Process of Research
Research Methods in Positive Psychology
Assessment in Positive Psychology
Ethical Guidelines in Research
Distinction between Western and Indian Psychological Perspectives
Implications of Culture for Positive Psychology
Positive Psychology and Indian Psychological Perspectives
Religious and Spiritual Practices for Enhancing Well-Being
Yoga and well-being
Self-Mastery
Development of Virtues
Vipasana Mediation
Pranayama
Mediation
Gunas and Svabhava
The Challenge of Sustainable Happiness
Concept of Character Strengths
Significance of Character Strengths
Measurement of Strengths
VIA Classification of Strengths and Virtues
Clifton’s StrengthsFinder
The Search Institute’s 40 Developmental Assets
Interpersonal Strengths and Well-being
Forgiveness
Gratitude
Kindness
Compassion and Altruism
Empathy
Interpersonal Strength
Mindset - Fixed, Growth and Multicultural
Fixed Versus Growth Mindset
Multicultural / Global Mindset
Grit and Determination
Self-Compassion
Self-Forgiveness
Introduction
Positive vs Negative Emotions
Theory of Positive Emotions
Positive Emotions and Well-being
Managing Emotions Effectively
Adaptive Potential of Emotion-Focused Coping
Enhancing one’s Emotional Intelligence
Socioemotional Selectivity Theory
Emotional Storytelling
Developing Emotional Skills
Cultivating Positive Emotions
Collaborative for academic social and emotional learning CASEL
The RULER Techniques
Concept of Happiness
Hedonic and Eudaimonic Perspective
Models of Happiness
Carol Ryff’s Six-Factor Model of Psychological Well-Being
Corey Keyes’ Dual Continuum Model of Mental Health
PERMA Model of Seligman
Self-Determination Theory of Ryan and Deci
Indian Perspectives on Happiness
The Panch Kosha Model of Well-being
Factors affecting Happiness
Concept of Self
Different Aspects of Self
Self-Concept
Real Self and Ideal Self
Self-Esteem
Self esteem vs self concept
Self-efficacy
Self-Regulation
Self control
Self regulation vs self control
Introduction
Resilience: Background and Early Research
Four Waves of Resilience Research
Methodologica
The hippocampus is located in the medial temporal lobe and plays an important role in memory formation and emotion. It helps transfer information from short-term to long-term memory. Damage to the hippocampus is linked to memory loss and cognitive impairments seen in conditions like Alzheimer's disease and epilepsy. The hippocampus also appears to shrink in patients with schizophrenia and severe depression.
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
Neurodevelopmental disorders: are our current diagnostic labels fit for purpose?Dorothy Bishop
Slides from a talk given at University of Western Australia on Tuesday 2nd October 2012, This lecture was co-hosted by the ARC Centre of Excellence in Cognition and
its Disorders and the Institute of Advanced Studies, University of Western Australia
This document provides an overview of temperament and its development through the approaches of Eysenck and Kagan. It defines temperament as behavioral styles that appear early in development and are linked to biology. Key components of temperament include behavioral inhibition, positive/negative emotionality, activity level, and effortful control. Kagan identified high-reactive and low-reactive temperaments based on physiological responses to stimuli, while Eysenck's PEN model categorizes personalities along psychoticism, extraversion, and neuroticism dimensions. Temperament influences development and interacts with environmental factors like parenting responses.
This document discusses emotions and positive emotions from a scientific perspective. It begins by defining emotions and exploring their biological basis in the brain and body. Specific brain regions involved in emotional processing are described, including the amygdala, prefrontal cortex, anterior cingulate, insula, and ventral striatum. The biology of emotions and how hormones like oxytocin and neurotransmitters impact positive emotions are covered. Positive emotions are shown to have evolutionary advantages and impact health by strengthening the immune system and aiding coping. Further research opportunities are noted in exploring the brain mechanisms linking positive psychological states to behavior using techniques like MRI.
This document discusses optimizing ADHD treatment when comorbid conditions are present. It summarizes research showing that comorbid oppositional defiant disorder (ODD), conduct disorder (CD), anxiety disorders, and major depression are common in individuals with ADHD. The document outlines treatment approaches for each comorbidity, noting that stimulant medications and behavioral parent training can help reduce ODD and CD symptoms. For anxiety disorders, behavioral therapies may be most effective, while depression requires careful evaluation and family counseling may help. Overall, the document advocates considering comorbidities to derive clinically useful subtypes for improving ADHD treatment outcomes.
1) ADHD is a neurobiological disorder that affects children and leads to symptoms of inattention, impulsivity, and hyperactivity.
2) These symptoms are present in everyone but are more predominant in individuals with ADHD.
3) Left untreated, ADHD can have negative impacts such as higher rates of smoking, substance abuse, antisocial tendencies, and an economic burden of over $30 billion in the United States each year.
This document provides information about rating scales. It defines rating scales as techniques where observers categorize objects, events, or people on a continuum represented by a series of numbers. It discusses different types of rating scales including numerical, graphic, percentage, standard, scales of cumulated points, and forced choice scales. It also outlines important considerations for properly constructing rating scales such as clearly defining traits and scale intervals.
Rating scales are used to evaluate student behavior and can measure the degree to which students exhibit certain behaviors. Descriptors provide detailed information about rating scale levels. Rating scales are useful when combined with other assessments like interval recording. Several commonly used rating forms include the Teacher Report Form, Child Behavior Checklist, Youth Self-Report, Behavior Rating Profile-2, and Conners Teacher and Parent Rating Scales. These forms measure behaviors, adaptive functioning, and problems through ratings from teachers, parents, and students. While rating scales can provide useful information, they also have limitations like subjectivity.
ADHD is a disorder characterized by inattention and/or hyperactivity that interferes with functioning or development. It typically emerges early in life by age 7 and symptoms are most severe during elementary school. It is defined by at least 6 symptoms of inattention and/or 6 of hyperactivity/impulsivity according to the DSM-IV criteria. ADHD occurs worldwide with a prevalence of 3-7% in school-aged children and tends to run in families. It is diagnosed based on the number and severity of symptoms, ruling out alternative causes, and impairment in functioning.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys being diagnosed three times as often as girls. There are three main presentations of ADHD - predominantly inattentive, predominantly hyperactive/impulsive, and combined type. Diagnosis involves ruling out other possible causes and observing symptoms cross several environments. Treatment typically involves medication, behavioral therapy, and educational accommodations to help manage symptoms and improve functioning.
The document provides a historical overview of schizophrenia, from its early descriptions by various scientists to its modern conceptualization and diagnosis. It notes that Emil Kraepelin initiated the scientific study of schizophrenia by describing dementia praecox. Eugen Bleuler renamed it schizophrenia and described its fundamental symptoms. Kurt Schneider later described first-rank symptoms that are important for diagnosis. The text then covers epidemiology, etiology, phases, clinical features, diagnosis, and treatment of schizophrenia.
The document summarizes a research project on studying resting-state functional connectivity patterns and spontaneous brain fluctuations in anxiety and depression. It provides background on anxiety and depression, describing traits like state and trait anxiety as well as key symptoms of depression. It then discusses differences between anxiety and depression and signs and symptoms of anxiety disorders. The project aims to use resting-state fMRI to study regional interactions and spontaneous brain activity changes associated with anxiety and depression conditions.
The document summarizes research on altered functional brain connectivity patterns related to anxiety and depression. It discusses types of anxiety like trait and state anxiety. Key differences between anxiety and depression are outlined. Signs and symptoms of anxiety disorders are described along with their underlying neural circuitry. One research paper is summarized in more detail, finding decreased effective connectivity from the inferior temporal gyrus to the amygdala and increased connectivity between the amygdala and visual cortices in social anxiety disorder patients compared to healthy controls based on a resting-state fMRI study.
1. Negative symptoms are an integral part of schizophrenia that constitute reductions or losses in normal behaviors and functions.
2. Negative symptoms are distinct from positive symptoms and can exist independently, though they often co-occur.
3. Negative symptoms are difficult to assess and treat, and have been associated with poorer outcomes including functional decline.
4. While atypical antipsychotics and clozapine have shown some effectiveness, treatment of negative symptoms remains a significant challenge.
Abstract
This presentation includes a brief review of research into boredom, normal brain resting state and corresponding default mode[s].
The possible equivalence to the brain activity of those with FASD in relation to “being bored” is explored, with reference to brain anatomy and function.
Actual FASD clinical cases are presented to illustrate what individuals with FASD mean by “boredom”: describing the role of perseveration as a relief process.
Finally, the manner in which these processes are misinterpreted is explored, with implications for Psychiatry and the Justice System.
This honors thesis examines emotional competence in young children with symptoms of attention-deficit hyperactivity disorder (ADHD). The study assesses differences between preschool-aged children with ADHD symptoms and typically developing children in three domains: emotion understanding, emotion reactivity, and emotion regulation. Results showed that children with ADHD symptoms had significant impairments in understanding emotions in social contexts and expressed higher levels of negative affect during frustration tasks and when asked to suppress emotions. The findings provide early evidence that preschoolers with ADHD may experience deficits in emotional competence, as seen in older children and adults with ADHD, and have implications for understanding and supporting these children.
This topic is meant for the study purpose, for the final year undergraduate Physiotherapy students, who are studying under The Tamilnadu Dr.MGR Medical University (Govt University).
London iCAAD 2019 - Daniel Souery - A TRANSDIAGNOSTIC APPROACH FOR PSYCHIATRI...iCAADEvents
Diagnostic approaches applied in psychiatry are often criticized and deemed unsatisfactory because of their relative lack of reliability and validity. One reason for this complexity lies in the purely symptomatic approach to diagnosis. This approach also results in misdiagnosis, difficulties and high risk of aberrant therapeutic choices. The problem is also the source of great difficulty in differentiating the normal from the pathological in situations of emotional and psychological distress that should not be the subject of a psychiatric diagnosis.
This document provides an overview of psychiatric nursing and mental health topics. It defines mental health and discusses factors that influence it such as family, development, and culture. It then describes signs and symptoms of mental illness, theories of mental illness including psychobiological and psychological perspectives, and approaches to treatment like therapy and medication. Assessment in psychiatric nursing including tools like the DSM-IV are discussed. The role of the nurse in caring for patients with mental illness by addressing factors like anxiety, reality, and self-esteem to improve functioning is also summarized.
Screening for mental health ppt by Dr. MumuxMumux Mirani
Screening for mental health ppt. Sports psychology, screening for health, fitness and wellness. A health promotion and fitness topic by Dr. Mumux Mirani.
This document summarizes research on psychopathy as a careerist disorder marked by emotional deficits and increased risk of antisocial behavior. Key points:
- Psychopathy is characterized by reduced empathy, guilt, and emotional responsiveness. It is distinct from antisocial personality disorder.
- Neurobiological research finds abnormalities in the amygdala, ventromedial prefrontal cortex, and other regions involved in emotion processing and reinforcement learning.
- Functional MRI studies show reduced amygdala activity during tasks involving moral judgments and emotional processing in individuals with psychopathy.
- The careerist's emotional deficits may relate to impairments in associating stimuli with reinforcement, representing expected value, and processing prediction errors.
Provide a 1-page description of a stressful event currently occurr.docxamrit47
Provide a 1-page description of a stressful event currently occurring in your life. Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of two scholarly sources. Please see the Academic Resources section under Course Home to use the Argosy University online library to find appropriate scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page. The body of the paper should be at least 6 pages in length
Stress hormones increase blood pressure and have various other effects on the body that might not be adaptive over long periods.
Selye proposed the concept of the general adaptation syndrome to account for the effect of stress on the body
Currently, there are two primary systems for the classification of psychological disorders—The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013), and The International Statistical Classification of Diseases and Related Health Problems (ICD) (World Health Organization, 1992).
Major depressive disorder is characterized by a lowering of mood, energy, and activity that results in significant distress or impairment in life. There is much research focusing on imbalances in the monoamine neurotransmitters (dopamine, norepinephrine, and serotonin) in people suffering from depressive disorders
In the brain, the amygdala and the anterior cingulate cortex show structural and functional abnormalities in people with depression.
Bipolar disorder is characterized by an extremely elevated mood with increases in activity and energy (manic phase) followed by an equally low mood with decreases in activity and energy (depressive phase), resulting in significant distress or imp ...
This document summarizes research on psychopathy as a careerist disorder marked by emotional deficits and increased risk of antisocial behavior. It discusses neurobiological evidence from structural and functional MRI studies implicating dysfunction in the amygdala, ventromedial prefrontal cortex, temporal cortex, and posterior cingulate cortex. The research suggests these deficits impact reinforcement learning, representation of expected value, and prediction error signaling. The document also discusses how psychopathy differs from antisocial personality disorder and mentions research on dysfunctional personality types like psychopathy, Machiavellianism and narcissism that can be advantageous for career success.
This document discusses psychopathy in careerists as a developmental disorder marked by emotional deficits and increased risk of antisocial behavior. It is not equivalent to antisocial personality disorder which focuses only on behavior. The review considers neurobiological data showing dysfunction in the amygdala and ventromedial frontal cortex which are involved in reinforcement learning and representation of value. Studies also indicate potential difficulties in temporal and posterior cingulate cortex. Psychopathy is characterized by pronounced emotional deficits like reduced guilt and empathy. Individuals with psychopathy show impairments in recognizing some emotional expressions, aversive conditioning, and reinforcement-based decision making.
Neuroprogression and Cognitive Functioning in Bipolar Disorders - Eleonora Lo...Eleonora Lombardi
Bipolar disorder (BD) has been associated with impairments
in a range of cognitive domains including attention, verbal learning, and mental flexibility. These deficits are increased during the acute phases of the illness and worsen over the course of BD. This review will examine the literature in relation to potential mechanisms associated with cognitive decline in BD. Scopus (all databases), Pubmed, and Ovid Medline were systematically searched with no language or year restrictions, up to January 2015, for human studies that collected cross-sectional and longitudinal cognitive data in adults with BD and matched healthy controls (HC). Selected search terms were “bipolar,” “cognitive,” “aging,” “illness duration,” “onset,” and “progression.” Thirty-nine studies satisfied the criteria for consideration. There is evidence that cognitive function in BD is negatively associated with features of illness progression such as number of mood episodes, illness duration, and hospitalizations. Aging does not appear to affect cognitive functioning to a greater extent than in HC. Furthermore, the small number of longitudinal studies in this field does not allow to reaching firm conclusion in terms of which sub-populations would be more prone to cognitive decline in BD. The decline in cognitive abilities over the course of the BD seems to be associated with the number of episodes and number of hospitalizations. No meaningful interaction of age and bipolar disorder has been found in terms of cognitive decline. Future large-scale longitudinal studies are necessary to confirm these findings and assist in the development of preventive interventions in vulnerable individuals.
This document discusses models of mental health and illness, including positive mental health concepts. It provides background on factors influencing mental health at the individual, interpersonal, and social/environmental levels. The document also reviews the history of psychiatry and mental health treatment from ancient times to modern developments, and covers topics in neuroscience including the brain, neurons, neurotransmitters, and the central nervous system.
How much do we really understand about Schizophrenia and to what extent is so...Pırıl Erel
This essay analyses what the mental disorder Schizophrenia (SZ) is, examining in detail medical research such as; symptoms and behaviour of patients, how to identify this mental disorder what type of treatment is available. Furthermore it will explore society’s behaviour towards this disorder and scrutinising the question ‘To what extent are we responsible for the nurture and care of vulnerable individuals?’
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
share - Lions, tigers, AI and health misinformation, oh my!.pptx
Adhd1 barkley dic 2011
1. ADHD LECTURES ONLINE
View 10 hours of parent presentations and 25+ hours
of professional presentations on ADHD by Dr. Barkley
at this website:
ADHDLectures.com
For CE Credits, the same presentations can be found at:
PsychContinuingEd.com
For written CE courses by Dr. Barkley, visit:
ContinuingEdCourses.com
3. OBJECTIVES
Briefly review the nature of emotion and emotional
self-regulation
Discuss the 7 lines of evidence for the important role
of emotional impulsiveness and deficient emotional
self-regulation in the core symptoms of ADHD
Summarize the results of research on the impact of
poor emotion regulation in ADHD on various
domains of functioning in children followed to
adulthood and adults with ADHD
Discuss the implications of these findings for the
diagnosis and treatment of ADHD
4. WHAT IS ADHD?
THE CURRENT CLINICAL VIEW
A disorder of age-inappropriate behavior in two
neuropsychological domains:
Inattention
Poor persistence toward goals or tasks
Impaired resistance to responding to distractions
Deficient task re-engagement following disruptions
Impaired working memory (remembering so as to do –
what is to be done)
5. MORE ON ADHD
THE CURRENT CLINICAL VIEW
Hyperactivity-Impulsivity (Inhibition)
Impaired verbal and motor inhibition
Impulsive decision making; cannot wait or defer gratification
Decreased valuing of future (delayed) consequences over
immediate ones
Excessive task-irrelevant movement and verbal behavior
Fidgeting, squirming, running, climbing, touching
Restlessness decreases with age, becoming more internal,
subjective by adulthood
7. WHAT IS EMOTIONAL SELF-
REGULATION?
1. Ability to inhibit inappropriate behavior related to
strong negative or positive emotion (response
suppression)
2. Self-soothe and down-regulate physiological arousal
related to #1 above
3. Refocus attention from the emotionally provocative
events (distraction & reappraisal)
4. Organize emotions for coordinated action in the
service of goals and long-term welfare
Koole, S. L. et al. (2010). Handbook of Self-Regulation (2 nd Ed.) (pp. 22-40). New York: Guilford.
Gross, J. J. (1998). Review of General Psychology, 2, 271-299.
Gross, J. J. & John, O. P. (2003). Journal of Personality and Social Psychology, 85, 348-362.
8. TWO STAGE MODEL OF HUMAN EMOTION
Secondary Emotion - Self-Regulation
I
n
t
Enhance or Prolong
e
n
s
i Self-Calm, Distract, Re-
t
y Primary Emotion Appraise, Leave, or Otherwise
Down-Regulate
&
Create a Competing
v Emotional Response
a
l
e
n Humans vary in their emotional sensitivity – the speed ,
c intensity and prolongation of their primary emotional reactions
e – it is largely biological in origin
Time
Adapted from Figure 2.1, Koole, S. L. et al. (2011). The self-regulation of emotion. In K. Vohs & R. Baumeister (Eds.),
Handbook of Self-Regulation (2nd ed.) (pp. 22-40). New York: Guilford Press.
9. IF EMOTIONAL SELF-REGULATION IS DEFICIENT IN
ADHD, WHAT WOULD WE EXPECT?
Emotional impulsiveness (EI) – Part of Poor Inhibition
Poor inhibition of inappropriate behavior related to strong emotions (weak
expressive suppression)
Low frustration tolerance, impatient
Quick to anger and become hostile
Greater emotional excitability , reactivity, & raw expression
Difficulties self-regulating (moderating) emotional reactions to
evocative events (DESR)
Deficient in effortful, cognitive “top-down” regulation of induced emotions (self-
soothing, refocusing attention, distraction, etc.)
Difficulties inducing positive, more acceptable mood states (i.e. cognitive re-
appraisal, proactive situation selection/modification)
Impaired self-motivation and activation (arousal) when needed to
support goal-directed action
Barkley, R. A. (1997/2001) ADHD and the nature of self-control. New York: Guilford
Barkley, R. A. (2010). Deficient emotional self-regulation is a core component of ADHD. Journal of ADHD and Related Disorders, 1, 3-57.
11. 7 LINES OF EVIDENCE
History
Neuro-anatomy of ADHD
Neuropsychological Models of ADHD
Psychological Evidence of EI in ADHD
Importance for Understanding Comorbid
Oppositional Defiant Disorder
Distinct Contributions of EI to Impairment in Major
Activities Beyond What ADHD Predicts
Clarifies Important Issues in Diagnosis and
Management
12. EI/DESR HAS BEEN INCLUDED IN
CONCEPTS OF ADHD FOR 170 YEARS
1770 – Melchior Adam Weikard – first description of attention disorder in
medical literature: “bacchanal,” “flighty,” “careless,” and “mercurial”
1798 – Alexander Crichton includes emotional frustration as part of
disorders of attention – especially problems with persistent attention
1902 – George Still includes emotional impulsiveness and poor regulation of
emotions by “moral control” in his conceptualizations of defective moral
control of behavior (historical precursor to ADHD)
1960s – Clinical researchers repeatedly included symptoms of DESR in their
concepts of MBD and the hyperactive child syndrome
1970 – Mark Stewart includes low frustration tolerance, quickness to anger,
and emotional excitability in his description of the hyperactive child
syndrome
1975 – Dennis Cantwell includes poor emotion regulation as a core feature of
the hyperactive child syndrome
1976 – Paul Wender makes poor emotional control a key feature of his work
on MBD in children and adults
1968 –DSM-II fails to note DESR as a feature of ADHD and it stays out of
DSMs since that time
14. SMALLER, LESS ACTIVE, LESS DEVELOPED
BRAIN REGIONS
3-10% reduced regional volumes in these 5 regions:
Orbital-Prefrontal Cortex (primarily right side)
Genetics contributes to under-development of this region while acquired ADHD may be related
to smaller inferior dorsolateral frontal region
Basal Ganglia (mainly striatum & globus pallidus)
Cerebellum (central vermis area, more on right side)
Anterior cingulate cortex (mostly shows under-activity)
Corpus callosum – forward aspect or splenium
Size of this network is correlated with degree of ADHD symptoms,
particularly inhibition
No gender differences
2-3 year lag in brain development but achieving typical brain volumes
by age 16
Results are not due to taking stimulant medication
15. HUMAN BRAIN
From R. Barkley, Scientific American, Sept. 1998, p. 47;
Reprinted with permission of Terese Winslow and Scientific American.
16. CONSCIOUS (TOP DOWN) REGULATION OF
BEHAVIOR AND EMOTION
From Scientific American Mind, July 2010, p. 61
17. ROLE OF NON-FRONTAL CORTEX AND
ANTERIOR CINGULATE IN SELF-AWARENESS
From Scientific American Mind, July 2010, p. 62
18. ROLE OF THE ACC IN DOWN-REGULATING
THE AMYGDALA
20. THEORIES OF THE NEUROPSYCHOLOGICAL
NETWORKS FOR ADHD INCLUDE
EMOTIONAL DYSREGULATION
The frontal-striatal circuit: Associated with deficits in
response suppression, freedom from distraction, working
memory, organization, and planning, known as the “cool” or
“what” EF network
The frontal-cerebellar circuit: Associated with motor
coordination deficits, and problems with the timing and
timeliness of behavior, known as the “when” EF network
The frontal-limbic circuit: Associated with symptoms of
emotional dyscontrol, motivation deficits, hyperactivity-
impulsivity, and proneness to aggression, known as the “hot”
or “why” EF network
Nigg, J. T., & Casey, B. (2005). An integrative theory of attention-deficit/hyperactivity disorder based on the cognitive and
affective neurosciences. Development and Psychology, 17, 785-806.
Castellanos, X., Sonuga-Barke, E., Milham, M., & Tannock, R. (2006). Characterizing cognition in ADHD: Beyond executive
dysfunction. Trends in Cognitive Science, 10, 117-123.
Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic developmental theory of attention -
deficit/hyperactivity disorder (ADHD) predominantly hyperactive-impulsive and combined subtypes. Behavioral and Brain
Sciences, 28, 397-408.
21. EMOTION REGULATION IS A MAJOR COMPONENT
IN BARKLEY’S EF THEORY OF ADHD
There are 6 EFs:
Self-Awareness, Inhibition, Nonverbal and verbal working
memory, Emotional inhibition and self-regulation, Planning and
problem-solving
They can be redefined as actions-to-the-self:
Attention to the self
Self-restraint
Sensing to the self (visual imagery & re-hearing)
Speech to the self
Emotion and motivation to the self
Play to the self
Barkley, R. A. (1997). ADHD and the Nature of Self-Control. New York: Guilford Press.
Barkley, R. A. (2011). Executive Functioning in Everyday Life: Indictment, Integration, Extended Phenotype, and
Implications. New York: Guilford Press.
23. EMOTIONAL SELF-REGULATION IS A MAJOR
DIMENSION OF EF IN DAILY LIFE ACTIVITIES
Self-Management to Time
Consideration of future consequences including those related to strong emotions
Self-Organization & Problem-Solving
Self-distraction, down-regulation of emotions, using self-imagery and speech
Self-Restraint (Inhibition)
Cognitive, behavioral, verbal, emotional
Self-Motivation
Substituting positive goal-supporting emotions for negative goal-destructive ones
Self-Regulation of Emotion
Barkley, R. A. (2011). The Barkley Deficits in Executive Functioning Scale: Rating Scales,
Norms, and Interpretive Guide. New York: Guilford Press.
24. PSYCHOLOGICAL RESEARCH ON
EMOTION IN ADHD
Research on child behavior rating scales shows elevations on subscales
reflecting low frustration tolerance, anger, and emotional excitability
Direct observation studies of emotional control during emotional eliciting
events shows poor inhibition of emotions and low frustration tolerance
Recent research shows flattened profiles of parasympathetic nervous system
response to emotional conditions that normally increase or decrease PNS
activity – this indicates abnormal regulation of brain regions contributing to
emotion regulation
Follow-up studies of ADHD children into adulthood find the majority of
EI/DESR and it is a function of persistence of ADHD
Studies of adults with ADHD show EI/DESR symptoms in the majority ( This
finding was replicated recently by Surman et al. (2011) American Journal of Psychiatry, 168, 617-623)
ADHD and DESR co-segregate in the same families suggesting that their
combination may be a familial subtype, possibly due to shared genetics in these
symptom domains. (Surman et al., 2011)
25. EMOTIONAL IMPULSIVITY IN ADHD
CHILDREN AT ADULTHOOD
80
70
60
50
ADHD-P
40 ADHD-NP
Controls
30
20
10
0
Impatient Quick to anger, get Easily frustrated Over-react Easily excited
upset emotionally
ADHD-P = Persistent ADHD, ADHD-NP = Nonpersistent ADHD
From Barkley, R., Murphy, K. & Fischer, M. (2008). ADHD in Adults: What the Science Says. New
York: Guilford
26. EMOTIONAL IMPULSIVITY IN
ADULTS WITH ADHD
90
80
70
60
ADHD
50
Community
40
30
20
10
0
Impatience Quick to anger or get Easily frustrated Over-react Easily excited
upset emotionally
From Barkley, R., Murphy, K. & Fischer, M. (2008). ADHD in Adults: What the
Science Says. New York: Guilford
28. OPPOSITIONAL DEFIANT DISORDER (40-80%)
A pattern of hostility, anger, defiance, stubbornness, low
frustration tolerance and resistance to authority (usually
parental)
Comprises a two-dimensional disorder
Social conflict and emotion dysregulation*
ADHD cases are 11x more likely to have ODD**
ADHD contributes to and likely causes ODD
This likely occurs through the impact of the hyperactive-impulsive
dimension of ADHD and its strong association with emotional
dysregulation (executive dysfunction)***
This can account for the well-established findings that ADHD medications
reduce ODD symptoms nearly as much as they do ADHD symptoms
*Hoffenaar, P. J. & Hoeksma, J. B. (2002). Journal of Child Psychology and Psychiatry, 43(3), 375-385.
** Angold, A. et al. (1999). Journal of Child Psychology and Psychiatry, 40, 57-88.
***Burns, G. L. & Walsh, J. A. (2002). Journal of Abnormal Child Psychology, 30(3), 245-256.
29. MORE ON ODD
Some variance in ODD severity is also related to
disrupted parenting
Inconsistent, indiscriminate, emotional, and episodically
vacillating between harsh and permissive (lax) consequences
teaches social coercion as a means of social interaction
Poor parenting can partly arise from parental ADHD and other
high risk parental disorders in ADHD families (e.g., depression,
ASP, SUDS)
Emotional dysregulation component predicts later
MDD and anxiety disorders
Social conflict component predicts later CD
30. 4-FACTOR MODEL OF DEFIANCE
Parental
Psychopathology
Child defiance and
Disrupted Parenting social aggression
Family Stressors
Child ADHD &
Negative
Temperament
31. EI/DESR PREDICTS IMPAIRMENT IN MAJOR
LIFE ACTIVITIES BEYOND WHAT IS
PREDICTED FROM TRADITIONAL ADHD
SYMPTOMS
32. VARIOUS DOMAINS OF IMPAIRMENT
PREDICTED BY IMPULSIVE EMOTION
Social rejection in children with ADHD
Interpersonal hostility and marital dissatisfaction in adults
with ADHD
Greater parenting stress and family conflict in parents of
children with ADHD; greater stress in ADHD parents
Road rage, DUIs, and crash risks during driving
Number of job dismissals (being fired) and workplace
interpersonal problems (with co-workers and bosses)
Dating/cohabiting relationship conflict, dissatisfaction, (and
probably violence?)
Impulse buying, exceeding credit card limit, poor credit
Parent EI symptoms predict EI symptoms and ODD in their
children
34. DIAGNOSTIC & TREATMENT
IMPLICATIONS
Don’t mistake emotional impulsivity (EI) and deficient
emotional self-regulation (DESR) as being the result of
comorbidity or reactions to previous failure experiences --
they are central to ADHD itself
Don’t mistake mood disorders as arising from EI-DESR
EI-DESR is a “top-down” deficit in regulating rational emotional responses to events
probably via the L-PFC and ACC;
Many mood disorders are “bottom-up” excessive expressions of emotions and
probably of underlying amygdala-limbic system activities.
Others may be an excessive enhancement of emotions by the EF system such as in
cognitive rumination (over or excessive event appraisal).
What is the difference? In ADHD, emotions are time limited (not moods), setting
specific, rational (reasonable), provoked.
Comorbid mood and other disorders may require separate
management methods targeting them directly
35. TREATMENT IMPLICATIONS
Core ADHD EI-DESR problems are improved by ADHD meds –
EI is part of HI (Inhibitory) dimension; DESR overlaps with IN
(Meta-cognitive) dimension
Drug types may differ in their effects on EI/DESR
Secondary impairments from DESR on major life activities may
also be improved by ADHD meds
Comorbid ODD may improve with ADHD meds given that 3 of
its 8 symptoms are related to EI-DESR
Residual ODD may require behavioral parent training
Social ecology factors will require separate psychosocial
interventions and possibly family relocation
Some factors may be secondary to parental ADHD and related disorders
making their identification and management essential to treating their ADHD child
36. SELF-REGULATORY STRENGTH IS A
LIMITED RESOURCE POOL
S-R Fuel Tank(Willpower) The pool increases
Inhibition & Self- in capacity with
Restraint maturation.
Self-Management Use of EF/SR
to Time (NV-WM) reduces the pool.
temporarily
Self-Organization
& Problem- So Does:
Solving (V-WM) Stress, Alcohol,
Drug Use, &
Illness
Emotional Self-
Regulation
Self-Motivation
37. REPLENISHING THE EF/SR RESOURCE POOL
Greater Rewards
S-R Fuel Tank and Positive
(Willpower) Emotions Regular limited
practice using
Statements of Self- Emotional Self-
Efficacy and
Regulation
Encouragement
Strategies and the
10 minute breaks Willpower Pool can
between EF/SR increase later pool
tasks capacity and
improve
3+ minutes of
performance in later
relaxation or
emotionally charged
meditation
Visualizing and talking
settings. However,
about future rewards the capacity may
before and during eventually diminish
emotional settings once practice is
Routine physical terminated.
exercise; Also
Glucose ingestion
Adapted from Bauer, I. M. & Baumeister, R. F. (2011). Self-regulatory strength. In K. Vohs & R. Baumeister (Eds.),
Handbook of Self-Regulation (2nd ed.) (pp. 64-82). New York: Guilford Press
38. CONCLUSIONS
Emotional Dysregulation has been a core deficit in
ADHD since the beginning of its medical history
Emotional impulsiveness arises from the disinhibited
(hyperactive-impulsive) dimension of ADHD
Deficient emotional self-control arises from the executive
functioning dimension (inattention) of ADHD
The neuro-anatomy and neuropsychology of ADHD
indicate that EI/DESR must be a central part of
ADHD
39. MORE CONCLUSIONS
The psychological evidence shows problems with EI
and DESR in ADHD
Returning EI/DESR back into ADHD helps to
better understand its comorbidity with other
disorders like ODD
Understanding that EI and DESR are part of ADHD
helps to better understand and predict life course
impairments in ADHD
Recognizing that EI and DESR are involved in
ADHD can improve diagnostic and treatment
practices