The document discusses ego psychology and defense mechanisms. It explains that the ego develops through meeting needs, learning, and adapting to reality. This allows people to function in an organized manner. When faced with crisis or stress, people use both biological and psychological coping strategies like defense mechanisms (unconscious traits) and coping styles (conscious strategies). Common defense mechanisms are discussed like denial, projection, and intellectualization. The document provides examples and classifications of defenses from primitive to mature.
This document provides an overview of Sigmund Freud's structural model of the mind and various ego defence mechanisms. It describes Freud's concepts of the id, ego, and superego and how they interact. It then classifies and defines different types of defence mechanisms, including pathological, immature, neurotic, and mature defences. Examples of each type of defence are given. The document concludes by assigning students the task of identifying defence mechanisms in their classmates and references an additional source for students.
This is a presentation describing various defense mechanisms with examples. In between there is a quiz, in which viewers are supposed to identify the defense depicted in the pictures. This presentation would be useful to teach defense mechanisms to students of psychiatry and psychology. References are used from the Comprehensive textbook of psychiatry. The pictures are downloaded from google images.
This document defines ego defense mechanisms and lists common types. Ego defense mechanisms are unconscious strategies the ego uses to reduce anxiety and defend against conflicts between the id, ego, and superego. They involve denying or distorting reality. The document categorizes defenses as primitive, less primitive/neurotic, or mature, and provides examples for each type, including denial, repression, rationalization, and sublimation. It concludes that defenses are always operating to some extent to reduce anxiety from internal conflicts.
Theories of Psychopathology
Psychoanalytic theory – Sigmund Freud
Developmental Theories
Psychosocial Stages – Erik Erikson
Cognitive Stages – Jean Piaget
Interpersonal Theories
Harry Stack Sullivan
Hildegard Peplau
Humanistic Theories
Hierarchy of Needs - Abraham Maslow
Client-centered Theory - Carl Rogers
Behavioral Theories
Classical Conditioning - Ivan Pavlov
Operant Conditioning – Burrhus F. Skinner
The document discusses ego and defense mechanisms. It defines defense mechanisms as involuntary patterns of thoughts, feelings, or behaviors that arise in response to psychic danger or unexpected changes. Some common defense mechanisms include denial, displacement, rationalization, reaction formation, regression, and identification. Understanding defense mechanisms can help nurses identify maladaptive behaviors and better understand a patient's personality development and how they cope with anxiety.
DEFENSE MECHANISM IS THE UNCONSCIOUS PSYCHOLOGICAL MECHANISM EMPLOYED BY US WHICH PREVENTS US FROM FALLING PREY TO INTOLERABLE ANXIETY, HOWEVER AT TIMES WE OFTEN PAY A HEAVY COST FOR USING IT IN PATHOLOGICAL WAYS.
The document discusses ego psychology and defense mechanisms. It explains that the ego develops through meeting needs, learning, and adapting to reality. This allows people to function in an organized manner. When faced with crisis or stress, people use both biological and psychological coping strategies like defense mechanisms (unconscious traits) and coping styles (conscious strategies). Common defense mechanisms are discussed like denial, projection, and intellectualization. The document provides examples and classifications of defenses from primitive to mature.
This document provides an overview of Sigmund Freud's structural model of the mind and various ego defence mechanisms. It describes Freud's concepts of the id, ego, and superego and how they interact. It then classifies and defines different types of defence mechanisms, including pathological, immature, neurotic, and mature defences. Examples of each type of defence are given. The document concludes by assigning students the task of identifying defence mechanisms in their classmates and references an additional source for students.
This is a presentation describing various defense mechanisms with examples. In between there is a quiz, in which viewers are supposed to identify the defense depicted in the pictures. This presentation would be useful to teach defense mechanisms to students of psychiatry and psychology. References are used from the Comprehensive textbook of psychiatry. The pictures are downloaded from google images.
This document defines ego defense mechanisms and lists common types. Ego defense mechanisms are unconscious strategies the ego uses to reduce anxiety and defend against conflicts between the id, ego, and superego. They involve denying or distorting reality. The document categorizes defenses as primitive, less primitive/neurotic, or mature, and provides examples for each type, including denial, repression, rationalization, and sublimation. It concludes that defenses are always operating to some extent to reduce anxiety from internal conflicts.
Theories of Psychopathology
Psychoanalytic theory – Sigmund Freud
Developmental Theories
Psychosocial Stages – Erik Erikson
Cognitive Stages – Jean Piaget
Interpersonal Theories
Harry Stack Sullivan
Hildegard Peplau
Humanistic Theories
Hierarchy of Needs - Abraham Maslow
Client-centered Theory - Carl Rogers
Behavioral Theories
Classical Conditioning - Ivan Pavlov
Operant Conditioning – Burrhus F. Skinner
The document discusses ego and defense mechanisms. It defines defense mechanisms as involuntary patterns of thoughts, feelings, or behaviors that arise in response to psychic danger or unexpected changes. Some common defense mechanisms include denial, displacement, rationalization, reaction formation, regression, and identification. Understanding defense mechanisms can help nurses identify maladaptive behaviors and better understand a patient's personality development and how they cope with anxiety.
DEFENSE MECHANISM IS THE UNCONSCIOUS PSYCHOLOGICAL MECHANISM EMPLOYED BY US WHICH PREVENTS US FROM FALLING PREY TO INTOLERABLE ANXIETY, HOWEVER AT TIMES WE OFTEN PAY A HEAVY COST FOR USING IT IN PATHOLOGICAL WAYS.
Personality theories and determinants of psychopathologyEric Pazziuagan
Freud's psychoanalytic theory proposed that unconscious thoughts, feelings, and desires influence behavior. He described personality development through psychosexual stages from infancy to adulthood. Erikson expanded on psychosocial development across the lifespan through completing tasks in each life stage. Piaget described cognitive development progressing through sensorimotor, preoperational, concrete operational, and formal operational stages from infancy to adulthood.
The document defines different ego defense mechanisms and classifies them as pathological, immature, neurotic, or mature. It provides examples of defenses such as denial, distortion, projection, and repression. It also profiles some of the key thinkers in defense mechanism development, including Sigmund Freud, Anna Freud, and George Valliant. Defenses help protect the ego from anxiety but can also influence behaviors and perceptions in unhealthy ways depending on their maturity level.
This document provides an introduction to mental health nursing. It defines mental health and mental illness, outlines the characteristics of mentally healthy and ill individuals, and describes common signs and symptoms of mental illness. It also discusses misconceptions about mental illness and potential unfounded fears nursing students may have about working in psychiatric settings due to lack of knowledge or experience.
This document discusses defense mechanisms, which are unconscious psychological processes that help resolve internal conflicts and manage anxiety. It covers the historical origins of the concept from Freud and Anna Freud, definitions from various sources, and classifications including Vaillant's stages and the DSM-IV levels. Mature defenses like humor, sublimation and suppression involve optimal adaptation while immature defenses like acting out, regression and somatization involve less adaptation. Clinical implications and uses in diagnosis, treatment and management are also discussed.
This document defines and provides examples of various ego defense mechanisms. It discusses their historical origins and classification systems. Key defense mechanisms described include denial, distortion, projection, intellectualization, reaction formation, repression, rationalization, displacement, dissociation, inhibition, isolation, and sublimation. Examples are given to illustrate how each mechanism functions both normally and clinically in various psychological disorders.
The document defines and provides examples of various defense mechanisms used by the ego to reduce anxiety. It lists defense mechanisms as being either immature (e.g. denial, projection, splitting) or mature (e.g. humor, sublimation, suppression). The document then provides definitions and examples of specific defense mechanisms including denial, projection, splitting, blocking, regression, somatization, identification, displacement, repression, isolation of affect, acting out, rationalization, reaction formation, undoing, passive aggressive, and dissociation.
This document discusses various psychoanalytic defence mechanisms. It begins by outlining Freud's model of the id, ego and superego. It then categorizes defences into narcissistic, immature and neurotic types. Narcissistic defences include denial, distortion and projection. Immature defences involve acting out, blocking and somatization. Neurotic defences comprise intellectualization, displacement, rationalization and repression. The document provides examples and explanations of each defence mechanism.
1) Defense mechanisms are unconscious psychological strategies used to cope with reality and maintain self-image. They arise in response to anxiety from conflicts between the id, superego, and reality.
2) Sigmund Freud first introduced the concept of defense mechanisms in the 1890s and identified several early mechanisms like denial, displacement, and repression. Anna Freud further studied defenses and classified them.
3) Defenses allow temporary respite from changes, reduce instinctual drives, mitigate unresolved conflicts, and keep anxiety within limits. They can be adaptive or pathological depending on overuse.
Social work is fundamentally a relationship-based profession. This presentation draws on psychodynamic theory, object relations theory, attachment theory, relational psychoanalysis, and sociological theories to explain what is meant by a relationship based practice approach to social work.
The term got its start in psychoanalytic therapy, but it has slowly worked its way into everyday language. In Sigmund Freud's topographical model of personality, the ego is the aspect of personality that deals with reality. While doing this, the ego also has to cope with the conflicting demands of the id and the superego. The id seeks to fulfil all wants, needs and impulses while the superego tries to get the ego to act in an idealistic and moral manner. What happens when the ego cannot deal with the demands of our desires, the constraints of reality and our own moral standards?
This document discusses Freud's structural model of the psyche and various defense mechanisms. It explains that Freud believed the psyche is composed of the id, ego, and superego. The id operates on the pleasure principle, the ego operates on the reality principle, and the superego contains our moral values. It then defines and provides examples of common defense mechanisms like repression, regression, displacement, denial, projection, rationalization, and sublimation that the ego uses to reduce anxiety. The document concludes with an activity instructing groups to create and act out a scenario demonstrating different defense mechanisms.
Defense mechanisms are unconscious strategies the mind uses to protect itself from anxiety by distorting or denying reality. There are primitive defenses like denial, regression, and acting out that involve avoiding uncomfortable feelings. Less primitive defenses include repression, displacement, intellectualization, and rationalization which distance people from issues in more mature ways. The most constructive defenses are sublimation and compensation which channel uncomfortable feelings into productive outlets.
Freud's psychoanalytic theory proposes that personality develops through stages from birth to adulthood. The id, ego, and superego interact in psychic conflict, which can lead to defense mechanisms and neuroses. Dream analysis and free association are used in psychoanalysis to make the unconscious conscious and resolve inner conflicts. Defense mechanisms like repression and sublimation help manage unacceptable urges. Parapraxes and humor reveal unconscious impulses. Hypnosis is viewed as an altered state that can access the unconscious.
Sigmund Freud first coined the term "defence mechanism" to describe unconscious coping strategies the mind uses to reduce anxiety from unacceptable thoughts, feelings, or external threats. Defence mechanisms can be helpful in small amounts but become maladaptive if overused. Common defence mechanisms include repression, denial, rationalization, and projection. The purpose of defence mechanisms is to protect the ego and reduce anxiety, though they can distort reality if taken to an extreme.
Psychoanalysis, also known as “talk therapy,” is a type of treatment based on the theories of Sigmund Freud, who is frequently called the “father of psychoanalysis.” Freud developed this treatment modality for patients who did not respond to the psychological or medical treatments available during his time.
Freud believed that certain types of problems come from thoughts, feelings, and behaviors buried deeply in the unconscious mind. Therefore, the present is shaped by the past — an individual’s current actions are rooted in early childhood experiences.
Psychoanalysts help clients tap into their unconscious mind to recover repressed emotions and deep-seated, sometimes forgotten experiences. By gaining a better understanding of their subconscious mind, patients acquire insight into the internal motivators that drive their thoughts and behaviors. Doing so enables patients to work toward changing negative, destructive behaviors
This document discusses Freud's concept of defense mechanisms. It begins with an overview of Freud's structural model of the mind, consisting of the id, ego, and superego. It then provides details on different defense mechanisms such as denial, projection, displacement, acting out, regression, rationalization, and reaction formation. It explains how these unconscious mechanisms help reduce anxiety arising from conflicts between the id's desires and the superego's rules. The document also discusses Freud's view of the mind as an energy-based machine and how defense mechanisms displace or transform psychological energy.
The document summarizes some key concepts from Freudian psychoanalytic theory, including:
1) Freud proposed three structures of the psyche - the id, ego, and superego. The id operates on the pleasure principle, the ego balances the id and reality, and the superego incorporates moral standards.
2) Defence mechanisms distort id impulses in socially acceptable ways to reduce anxiety. Immature defences like projection and passive aggression are common in children and may indicate intimacy issues in adults.
3) Valliant's classification organizes defences from narcissistic-psychotic like denial to more mature ones like humour and sublimation that indicate psychological health.
The document discusses autism spectrum disorder (ASD). It notes that ASD is the most prevalent childhood development disorder in the US, affecting about 1 in 88 children. ASD impairs communication, social skills, and relationship formation. There is no known cause or cure. Early intervention is important but symptoms may still persist into adulthood. The document provides an overview of the different types of ASD diagnoses and their characteristics. It also discusses prevalence, risk factors, early signs, and classroom accommodations for students with ASD.
1. MSU has developed an Approved Autism Evaluation Center in partnership with Wardcliff Abilities Center to begin evaluations in January 2016.
2. MSU is recruiting for developmental-behavioral pediatrician and psychologist positions to provide evaluations and services for the autism program.
3. MSU is leading an effort for Michigan to establish its first Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program through an application due in February 2016, collaborating with other state universities. The LEND program would provide training to professionals caring for children with autism and other disabilities.
Diagnosis &management of autistic spectrum disordersAbhishek Joshi
Autism spectrum disorders are characterized by difficulties with social interaction and communication. The cause is unknown but believed to involve both genetic and environmental factors. Diagnosis involves developmental screening followed by a comprehensive evaluation. Treatments aim to improve social and communication skills and include applied behavioral analysis, speech therapy, occupational therapy, and others. Prognosis depends on the individual, with early intervention improving outcomes for many.
Personality theories and determinants of psychopathologyEric Pazziuagan
Freud's psychoanalytic theory proposed that unconscious thoughts, feelings, and desires influence behavior. He described personality development through psychosexual stages from infancy to adulthood. Erikson expanded on psychosocial development across the lifespan through completing tasks in each life stage. Piaget described cognitive development progressing through sensorimotor, preoperational, concrete operational, and formal operational stages from infancy to adulthood.
The document defines different ego defense mechanisms and classifies them as pathological, immature, neurotic, or mature. It provides examples of defenses such as denial, distortion, projection, and repression. It also profiles some of the key thinkers in defense mechanism development, including Sigmund Freud, Anna Freud, and George Valliant. Defenses help protect the ego from anxiety but can also influence behaviors and perceptions in unhealthy ways depending on their maturity level.
This document provides an introduction to mental health nursing. It defines mental health and mental illness, outlines the characteristics of mentally healthy and ill individuals, and describes common signs and symptoms of mental illness. It also discusses misconceptions about mental illness and potential unfounded fears nursing students may have about working in psychiatric settings due to lack of knowledge or experience.
This document discusses defense mechanisms, which are unconscious psychological processes that help resolve internal conflicts and manage anxiety. It covers the historical origins of the concept from Freud and Anna Freud, definitions from various sources, and classifications including Vaillant's stages and the DSM-IV levels. Mature defenses like humor, sublimation and suppression involve optimal adaptation while immature defenses like acting out, regression and somatization involve less adaptation. Clinical implications and uses in diagnosis, treatment and management are also discussed.
This document defines and provides examples of various ego defense mechanisms. It discusses their historical origins and classification systems. Key defense mechanisms described include denial, distortion, projection, intellectualization, reaction formation, repression, rationalization, displacement, dissociation, inhibition, isolation, and sublimation. Examples are given to illustrate how each mechanism functions both normally and clinically in various psychological disorders.
The document defines and provides examples of various defense mechanisms used by the ego to reduce anxiety. It lists defense mechanisms as being either immature (e.g. denial, projection, splitting) or mature (e.g. humor, sublimation, suppression). The document then provides definitions and examples of specific defense mechanisms including denial, projection, splitting, blocking, regression, somatization, identification, displacement, repression, isolation of affect, acting out, rationalization, reaction formation, undoing, passive aggressive, and dissociation.
This document discusses various psychoanalytic defence mechanisms. It begins by outlining Freud's model of the id, ego and superego. It then categorizes defences into narcissistic, immature and neurotic types. Narcissistic defences include denial, distortion and projection. Immature defences involve acting out, blocking and somatization. Neurotic defences comprise intellectualization, displacement, rationalization and repression. The document provides examples and explanations of each defence mechanism.
1) Defense mechanisms are unconscious psychological strategies used to cope with reality and maintain self-image. They arise in response to anxiety from conflicts between the id, superego, and reality.
2) Sigmund Freud first introduced the concept of defense mechanisms in the 1890s and identified several early mechanisms like denial, displacement, and repression. Anna Freud further studied defenses and classified them.
3) Defenses allow temporary respite from changes, reduce instinctual drives, mitigate unresolved conflicts, and keep anxiety within limits. They can be adaptive or pathological depending on overuse.
Social work is fundamentally a relationship-based profession. This presentation draws on psychodynamic theory, object relations theory, attachment theory, relational psychoanalysis, and sociological theories to explain what is meant by a relationship based practice approach to social work.
The term got its start in psychoanalytic therapy, but it has slowly worked its way into everyday language. In Sigmund Freud's topographical model of personality, the ego is the aspect of personality that deals with reality. While doing this, the ego also has to cope with the conflicting demands of the id and the superego. The id seeks to fulfil all wants, needs and impulses while the superego tries to get the ego to act in an idealistic and moral manner. What happens when the ego cannot deal with the demands of our desires, the constraints of reality and our own moral standards?
This document discusses Freud's structural model of the psyche and various defense mechanisms. It explains that Freud believed the psyche is composed of the id, ego, and superego. The id operates on the pleasure principle, the ego operates on the reality principle, and the superego contains our moral values. It then defines and provides examples of common defense mechanisms like repression, regression, displacement, denial, projection, rationalization, and sublimation that the ego uses to reduce anxiety. The document concludes with an activity instructing groups to create and act out a scenario demonstrating different defense mechanisms.
Defense mechanisms are unconscious strategies the mind uses to protect itself from anxiety by distorting or denying reality. There are primitive defenses like denial, regression, and acting out that involve avoiding uncomfortable feelings. Less primitive defenses include repression, displacement, intellectualization, and rationalization which distance people from issues in more mature ways. The most constructive defenses are sublimation and compensation which channel uncomfortable feelings into productive outlets.
Freud's psychoanalytic theory proposes that personality develops through stages from birth to adulthood. The id, ego, and superego interact in psychic conflict, which can lead to defense mechanisms and neuroses. Dream analysis and free association are used in psychoanalysis to make the unconscious conscious and resolve inner conflicts. Defense mechanisms like repression and sublimation help manage unacceptable urges. Parapraxes and humor reveal unconscious impulses. Hypnosis is viewed as an altered state that can access the unconscious.
Sigmund Freud first coined the term "defence mechanism" to describe unconscious coping strategies the mind uses to reduce anxiety from unacceptable thoughts, feelings, or external threats. Defence mechanisms can be helpful in small amounts but become maladaptive if overused. Common defence mechanisms include repression, denial, rationalization, and projection. The purpose of defence mechanisms is to protect the ego and reduce anxiety, though they can distort reality if taken to an extreme.
Psychoanalysis, also known as “talk therapy,” is a type of treatment based on the theories of Sigmund Freud, who is frequently called the “father of psychoanalysis.” Freud developed this treatment modality for patients who did not respond to the psychological or medical treatments available during his time.
Freud believed that certain types of problems come from thoughts, feelings, and behaviors buried deeply in the unconscious mind. Therefore, the present is shaped by the past — an individual’s current actions are rooted in early childhood experiences.
Psychoanalysts help clients tap into their unconscious mind to recover repressed emotions and deep-seated, sometimes forgotten experiences. By gaining a better understanding of their subconscious mind, patients acquire insight into the internal motivators that drive their thoughts and behaviors. Doing so enables patients to work toward changing negative, destructive behaviors
This document discusses Freud's concept of defense mechanisms. It begins with an overview of Freud's structural model of the mind, consisting of the id, ego, and superego. It then provides details on different defense mechanisms such as denial, projection, displacement, acting out, regression, rationalization, and reaction formation. It explains how these unconscious mechanisms help reduce anxiety arising from conflicts between the id's desires and the superego's rules. The document also discusses Freud's view of the mind as an energy-based machine and how defense mechanisms displace or transform psychological energy.
The document summarizes some key concepts from Freudian psychoanalytic theory, including:
1) Freud proposed three structures of the psyche - the id, ego, and superego. The id operates on the pleasure principle, the ego balances the id and reality, and the superego incorporates moral standards.
2) Defence mechanisms distort id impulses in socially acceptable ways to reduce anxiety. Immature defences like projection and passive aggression are common in children and may indicate intimacy issues in adults.
3) Valliant's classification organizes defences from narcissistic-psychotic like denial to more mature ones like humour and sublimation that indicate psychological health.
The document discusses autism spectrum disorder (ASD). It notes that ASD is the most prevalent childhood development disorder in the US, affecting about 1 in 88 children. ASD impairs communication, social skills, and relationship formation. There is no known cause or cure. Early intervention is important but symptoms may still persist into adulthood. The document provides an overview of the different types of ASD diagnoses and their characteristics. It also discusses prevalence, risk factors, early signs, and classroom accommodations for students with ASD.
1. MSU has developed an Approved Autism Evaluation Center in partnership with Wardcliff Abilities Center to begin evaluations in January 2016.
2. MSU is recruiting for developmental-behavioral pediatrician and psychologist positions to provide evaluations and services for the autism program.
3. MSU is leading an effort for Michigan to establish its first Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program through an application due in February 2016, collaborating with other state universities. The LEND program would provide training to professionals caring for children with autism and other disabilities.
Diagnosis &management of autistic spectrum disordersAbhishek Joshi
Autism spectrum disorders are characterized by difficulties with social interaction and communication. The cause is unknown but believed to involve both genetic and environmental factors. Diagnosis involves developmental screening followed by a comprehensive evaluation. Treatments aim to improve social and communication skills and include applied behavioral analysis, speech therapy, occupational therapy, and others. Prognosis depends on the individual, with early intervention improving outcomes for many.
This is the first part of the re-echo session I've given to special education teachers and professionals on December 18, 2011 at AJ.
Much of the contents in this presentation were based on the 2011 Autism around the world conference recently held in Zayed University Dubai.
Why do children with autism need special care in the first place?Children with autism are different. Autism spectrum disorder (ASD) is a complex developmental disability; signs typically appear during early childhood and affect a person’s ability to communicate, and interact with others. Some of the behaviors associated with autism include
•delayed learning of language
•difficulty making eye contact or holding a conversation
•narrow or intense interests
•poor motor skills
•sensory sensitivities
Autism spectrum disorders (ASD) are a group of developmental disorders characterized by difficulties with social interaction and communication. The document discusses the various types of ASD and potential causes, such as genetic factors. Signs and symptoms vary but commonly include issues with social skills, communication, and repetitive behaviors. While there is no cure for ASD, early treatment can help reduce symptoms and improve skills. The document provides tips for teachers in meeting student needs through consistency, structure, visual supports, and social opportunities.
The document discusses how to talk to parents about autism. It provides information on:
- Defining autism spectrum disorders and how the presentation of autism has changed over time.
- Common screening and diagnostic tools used to evaluate autism, including the M-CHAT screening questionnaire.
- Major interventions for autism, including Applied Behavior Analysis (ABA), DIR/Floortime, and TEACCH.
- Sources of family stress when raising a child with autism, such as behavioral issues, financial burden of care, and concerns for the future.
i was interested in Autism and this semester i find a good opportunity to make a presentation about autism because we are studying a subject called Psychology of Handicap.
I hope you find this presentation useful.
Yahya Fehdi , Psychology major.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
The document discusses cognitive biases and psychological disorders. It begins by explaining that while the human brain is powerful, it is still subject to cognitive biases that can lead to flawed decisions. It then discusses 12 common cognitive biases and differentiates them from logical fallacies. The document also provides definitions and explanations of psychological disorders, including antisocial personality disorder. It notes the importance of classification systems in identifying different types of disorders. Finally, it discusses symptoms of antisocial personality disorder and challenges in determining what constitutes abnormal behavior.
PSY 1010, General Psychology 1 Course Learning Out.docxgertrudebellgrove
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
5. Explain basic cognitive functions.
5.1 Identify some methods that people use to solve problems and make decisions.
5.2 Summarize a theory of intelligence.
5.3 Explain how early childhood language develops.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 7
Experiment: Mental Rotation
Unit V Assessment
5.2
Unit Lesson
Chapter 7
Video: In the Real World: Intelligence Tests and Stereotypes
Video: Thinking Like a Psychologist: Intelligence Tests and Success
Unit V Assessment
5.3
Unit Lesson
Chapter 7
Unit V Assessment
Reading Assignment
Chapter 7: Cognition: Thinking, Intelligence, and Language
A link to Chapter 7 of the eTextbook is provided in the Required Reading area of Unit V in Blackboard.
View the following eight videos in MyPsychLab. You can access the videos by clicking the links provided in
the Unit V Required Reading area of Blackboard. (You must be logged into Blackboard in order to access any
MyPsychLab features.)
Simulate the Experiment: Mental Rotation
In the Real World: Intelligence Tests and Stereotypes
Thinking Like a Psychologist: Intelligence Tests and Success
Cognition
The Basics: Theories of Intelligence
Language Development
What’s In It For Me?: How Resilient Are You?
What’s In It For Me?: Making Choices
UNIT V STUDY GUIDE
Cognition: Thinking, Intelligence,
and Language
PSY 1010, General Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Quite frequently, thoughts that we proactively seek to avoid wind up plaguing our conscious thoughts beyond
relief. Did you realize those unwanted thoughts can make peace and mental tranquility a seemingly elusive
goal? As a matter of fact, Wegner (1988) explained that the dilemma we face is not actually rooted in our
consciousness. No, trouble surfaces when we seek to suppress those thoughts. When you attempt to repress
a particular thought, you actually begin to focus on it even more. For example, if I told you stop thinking about
an orange basketball, could you do it? Try it. Do not think about a round, orange basketball. Now quickly,
what are you thinking about? Is it the orange basketball? As you explore this unit, you will gain more insight
into mental manipulation. Start to think about how you categorize various objects around you. Do you believe
all of your thoughts are conscious ones? Could you be thinking about something without really being aware
of such?
Are you a rational thinker? How often are you influenced by your gut instincts as you attempt to make a huge
decision in your life? Within this unit’s chapter readings, Ciccarelli and White (2017) discuss our ability to
make rational decisions. In fact, we are always thinking or processing mental information; however, we have
two major types of think.
The document discusses various topics related to the human brain including general facts about its functions, maintaining brain health, the importance of mental health, focus and attention, creativity, giving the brain a break, and issues like brain fog that have arisen during the pandemic. It also contains questions to prompt discussion around people's experiences with and perspectives on these brain-related topics. The discussions suggest raising awareness of brain health and mental well-being is important.
Assistive Technology 4; Support Needs.pptxzartashar
The document discusses the identification of support needs for individuals with autism spectrum disorder (ASD). It outlines that all individuals with ASD need safety, acceptance, and a sense of competence. Specifically, it notes that people with ASD commonly have difficulty regulating sensory information and are literal thinkers who need concrete expectations and consistency. It provides examples of how to support these needs through environmental modifications, teaching self-regulation skills, using positive language to provide clear expectations, and setting competency goals that are broken down into achievable steps.
Cognitive therapy views individuals as actively interpreting their environment and experiences through cognitive schemas and automatic thoughts. Therapists use assessment tools to identify clients' distorted thinking patterns and work collaboratively with clients to challenge maladaptive assumptions and beliefs through techniques like Socratic dialogue and recording automatic thoughts. The goal is to replace ineffective thinking with more adaptive cognitions to improve functioning.
Why Do You Want to Be a Nurse (300 Words) - PHDessay.com. Why Do You Want to Be a Nurse? Essay Writing Tips. Essay on Why I Want to Become a Nurse for all Class in 100 to 500 Words. How to Write an Essay on Why Do You Want to Be a Nurse – Wr1ter. Why Do You Want To Be A Nurse Essay Example - Reasons for Become a eNurse. Why you want to be a nurse essay by Williams April - Issuu. Business paper: Why do i want to be a nurse practitioner essay. Magnificent Reasons To Become A Nurse Essay ~ Thatsnotus. Why I Want To Become A Nurse Essay – Telegraph. The Reasons Why I Want To Be A Nurse Argumentative Essay [Essay Example .... Why I Want To Be A Nurse Essay Example | Topics and Well Written Essays .... Why i want to be a nurse essay - Writing Center 24/7.. Why i Want to Be a Nurse Essay (4) | Compassion | Nursing.
The self you take into medical dental school 2011Andrew Clarke
This document contains the text from a presentation given to medical and dental students about recognizing their personal strengths and vulnerabilities. It includes the results of a survey conducted with clickers that asked students questions about themselves, their colleagues, and what patients value. The presentation observes that students' strengths could become vulnerabilities in their future professional culture and discusses how a lack of experience with failure could also be a vulnerability. It ends with a director of a dental advisory program sharing a personal story of strength and vulnerability and emphasizing the importance of self-awareness and support systems for students.
Childhood Behaviors, Disorders, And Emotional IssuesKimberly Williams
This document discusses various childhood behaviors, disorders, and emotional issues. It notes that problematic behaviors often begin around age 2 and can include aggression, disruption, antisocial behavior, or defiance. Left unaddressed, some behaviors may persist into adolescence or adulthood. The document examines anxiety disorders, depression, bipolar disorder, attention deficit hyperactivity disorder, and other conditions. It explores causes such as biology, environment, and trauma, as well as treatments like therapy and medication.
Similar to Counseling collegiates with Autism Spectrum Disorder (9)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
2. They are strangely impenetrable and difficult to fathom.
Their emotional life remains a closed book.
– Hans Asperger
3. Bad news: ASD is an enduring way of
perceiving, processing, and interacting with the
world.
Good news: Learning can happen. It’s more
about skills to compensate or work around
differences.
5. •When is it appropriate to broach the subject of autism
spectrum disorder (ASD) with a student who may not be
aware that they fit some criteria for autism? And if so,
how do you suggest that be done?
Often after rapport has developed, “I was reading/
thinking about something the other day, and I
thought of you. I’d like to get your thoughts to see if
some of these fit your experience:” (paraphrase
criteria for Asperger’s or Autism Spectrum Disorder).
If they endorse a good many of the symptoms,
mention Asperger’s or ASD, holding it loosely.
Perhaps encourage them to read some on it to see if it
fits.
6. When is it appropriate to broach the subject of autism spectrum
disorder (ASD) with a student who may not be aware that they fit some
criteria for autism? And if so, how do you suggest that be done? (cont.)
If the referral is Narcissistic Personality Disorder or
Bipolar disorder, perhaps sooner, since they are
grappling with serious diagnoses anyway.
7. How difficult is it typically to get a client with ASD
to become more aware of thoughts and behaviors
that are not working well for them? (CBT?)
Varies with severity.
Insights may not stick.
With mild to moderate severity of inflexible thinking, CBT can be helpful.
Being data/evidence driven, CBT may be more helpful than insight-
oriented approaches.
Reality Therapy (William Glaser) and Motivational Interviewing might
similarly be useful. A commonality might be to start with the pain-point,
or distressing situation/outcome, and work backward to the unhelpful
behaviors and thoughts.
8. How difficult is it typically to get a client with ASD
to become more aware of thoughts and behaviors
that are not working well for them? (CBT?)(cont.)
It may be useful to use a CBT form, e.g., from Mind Over Mood - to
visually bring their thinking into more balance, to more fully account for
situations.
As examples, you can use seeing a dog running toward you, or seeing a
car pulling out in front of you. There’s your initial response, but there
may be more to the situation.
You can use examples of competing rules/virtues in social behavior,
computer programming, etc.
You can use examples of the effect of missing variables on engineering
outcomes as well as social situations.
9. How can I get a client with ASD to
communicate and understand feelings and
emotions better?
Ah, this is the crux of the biscuit!
Empathy training can help with understanding the
feelings and emotions of others, as well as one’s own:
10. How can I get a client with ASD to
communicate and understand feelings and
emotions better? (cont.)
Tailor training to their major. E.g., for business majors, you might try something like:
https://www.mindtools.com/pages/article/EmpathyatWork.htm
http://www.bbc.com/news/magazine-33287727 has some ideas. One that intrigues
me is “borrowing a person for conversation.” Teaching & role-playing would be
needed so the client is the “interested inquirer” vs. the interrogator.
https://www.questionwritertracker.com/quiz/61/Z4MK3TKB.html can be a skill
assessor/developer.
This interactive ‘book’ can help with learning to read facial expressions: https://
itunes.apple.com/gb/book/emotions-reader/id840124106?mt=11&ign-mpt=uo%3D4
Role-playing will be necessary to calibrate how and how much to communicate - can
use circles of closeness as a guide.
11. What obstacles do counselors working
with clients with ASD typically face?
Statements that come across as rude about the therapist or
others.
More dichotomous, black & white thinking than some other
populations.
Detail-oriented attention, including visual attention. E.g., eye
contact is usually poor, but they may keep looking at details
of our body. Sometimes that detail can hold sexual interest.
Often they are still listening, however. In fact, they may find it
easier to attend to what you are saying if they avert their eyes.
12. What obstacles do counselors working with
clients with ASD typically face? (cont.)
Relationship with support staff may be strained. E.g.,
overly commenting on staff errors, personal space
issues, blunt or demanding phone calls, etc.
Violations of social mores, e.g. Speedos example.
Maintaining focus on topics that are not part of their
special interest.
14. How prevalent are anxiety and depression
issues among those with ASD?
“Depression . . . is the most common co-occurring disorder in ASDs, with prevalence rates ranging from 5
to 82%.”(Ghaziuddin, 2005; Shtayermman, 2007)
Anxiety disorders have been reported in approximately 35% of individuals (Green, Gilchrist, Burton, &
Cox, 2000; Kim, Szatmari, Bryson, Streiner, & Wilson, 2000; Leyfer et al., 2006)
lab Children & adolescents: 30% clinically depressed, 35% clinically anxious http://www.ncbi.nlm.nih.gov/
pmc/articles/PMC3355529/
70% had experienced at least one episode of major depression, and 50% had suffered from recurrent
depressive episodes. Anxiety disorders were seen in about 50%. http://www.sciencedirect.com/science/
article/pii/S0891422211001442
Rates of mood and anxiety disorders were 35 and 77%, respectively. http://onlinelibrary.wiley.com/doi/
10.1002/aur.23/full
The ‘Extraversion’, ‘Agreeableness’, and ‘Conscientiousness’ scores of the NEO-FFI were significantly lower
in adults with AS than in controls, and ‘Neuroticism’ was higher in this Japanese study. http://
www.sciencedirect.com/science/article/pii/S1750946711000389
15. Are problems such as anxiety and
depression difficult to spot because
communication of emotions may be limited?
They can be, since nonverbals are different, not just verbal
communication. In nonverbals, look for changes in motor activity
(agitation, increased stimming, sullen staring at a spot in space)
Checking in each session with “how’s your mood been since our last visit”
can be helpful, instead of the more general “How’ve you been?”
Also, you can directly ask about current emotions (could be part of a
mindfulness exercise, where they check in with their emotions, body, etc.).
One approach would be to use questionnaires. There are problems with
ASD and self-report questionnaires, but endorsement of clinical
symptoms on questionnaires is high in ASD.
16. Do you have advice on a support group for
those with ASD? Could this be a good way for
a client with ASD to combat social isolation?
2014 - A Mindfulness-based group intervention improved psychological and
somatic symptoms. Improvement was maintained for 9 weeks. http://
www.mindfulnessbijautisme.nl/
L_termijn%20effect%20mindfulness%20032014.pdf
2013 - A group-based Mindfulness intervention reduced anxiety, depression and
rumination. Positive affect also increased. http://autismandmindfulness.org/
Mindful_spek%20et%20al%20RIDD1640.pdf. The autismandmindfulness.org
website says an English translation of their workbook is coming out.
2011 - Outcome study showing benefit from a group intervention based on the
Aspirations model: https://www.researchgate.net/publication/
225140378_Social_and_Vocational_Skills_Training_Reduces_Self-
reported_Anxiety_and_Depression_Among_Young_Adults_on_the_Autism_Spe
ctrum
17. Do you have advice on a support group for those
with ASD? Could this be a good way for a client
with ASD to combat social isolation? (cont.)
2007 - This is the Aspirations group program discussed in the
outcome study on the prior slide. https://www.researchgate.net/
publication/
230853073_Outcomes_of_a_Social_and_Vocational_Skills_Suppor
t_Group_for_Adolescents_and_Young_Adults_on_the_Autism_Spe
ctrum
2010 - This small study used Mind Over Mood in a group setting, and
found benefit. I requested the article but haven’t received it yet:
https://www.researchgate.net/publication/
46182215_Group_Cognitive_Behaviour_Therapy_for_Adults_with_
Asperger_Syndrome_and_Anxiety_or_Mood_Disorder_A_Case_Ser
ies
18. Can empathy typically be taught to someone who
has ASD? Would role-playing possibilities of
others' perceptions and emotions help with this?
While our interventions do not cure the underlying neurological differences,
skills training can help increase social success.
Twist on Golden Rule - Treat others as we wish to be treated — We wish to be
treated according to our sensibilities. Others wish to be treated according to
their sensibilities.
This program can help with reading nonverbal cues: https://
www.amazon.com/Mind-Reading-Interactive-Guide-Emotions/dp/1843102153
This covers more ground than just empathy, but includes ideas for social
perception and relationship skills. The author, Nowicki, also authored a book
below. https://www.amazon.com/Master-Tools-Adult-Social-Relationships/
dp/156145558X/ref=sr_1_1?s=books&ie=UTF8&qid=1471555636&sr=1-1
19. Can empathy typically be taught to someone who
has ASD? Would role-playing possibilities of others'
perceptions and emotions help with this? (cont.)
Nowicki’s other book, helps develop discernment of nonverbal cues.
https://www.amazon.com/Will-Ever-Fit-Breakthrough-Conquering/
dp/0743202597/ref=pd_sim_14_4?
ie=UTF8&psc=1&refRID=V5FZ0RGJQ51K4EER5R1X
This program is probably NOT a good fit for ASD, overall, but it might
provide some ideas that could be adapted. See url or included .pdf.
http://cultureofempathy.com/References/Experts/Others/Files/
Marieke-Kingma-Empathy-Training-Manual.pdf
This is for men with Asperger’s, but do you see any difficulties in this
list? http://www.adultaspergerschat.com/2011/05/30-relationship-
tips-for-aspergers-men.html
20. What are some techniques we can use to
help create more flexibility in rigid thinking?
Social stories or repeated practice/discussions about
probabilities vs. laws/guarantees. Can use sports
analogies, chaos theory, etc.
See CBT and general psychotherapy resources below.
21. What can we do to use more visual
techniques in our talk-therapy to help clients
with ASD understand concepts better?
See Attwood, under general psychotherapy resources.
Tailor to interests. E.g., for electrical engineers, software coders,
mathematicians or social science researchers, use schematics or flowcharts,
including balloons for unknown moderating variables (e.g., variables
important to others in relationships). For animation/video-oriented folks, use
story-boarding to help with sequencing and identifying gaps in social events,
and to develop alternate endings.
See Nowicki, above. Start with analyzing a painting. Move to silent video.
Goals are to identify emotions based on nonverbal information, but also to
discern cause and effect, or sequence in social narrative. Content could be
selected based on the current therapy theme/topic. E.g., dating relationship,
or job stress.
22. What can we do to use more visual techniques
in our talk-therapy to help clients with ASD
understand concepts better? (cont.)
Valerie Gaus: thought chain - bubbles, fleshing out
thoughts between antecedent and consequence.
During sessions move pebbles, avatars, or other
objects representing therapist and client closer or
further away, as a visual cue/meta comment about
how things are going in the session, then debrief/
discuss. Both therapist and client has access to these.
23. CBT TIPS & RESOURCES
2012 - article from Kennedy Krieger, reporting CBT can be effective in ASD.
One study with children found the only area of difficulty was in recognizing
emotions. They went on to say: “In addition, traditional CBT tends to require
strong linguistic and abstract thinking abilities, and these can be a challenge
for individuals on the autism spectrum. Realizing this, researchers have
worked to develop modifications to CBT that render it more ASD-friendly,
such as making it more repetitive, as well as visual and concrete.” https://
iancommunity.org/cs/simons_simplex_community/
cognitive_behavioral_therapy
Valerie Gaus - CBT for Adult Asperger Syndrome. See the included slide deck
on this topic from Dr. Gaus. Also, her book: https://www.amazon.com/
Cognitive-Behavioral-Asperger-Syndrome-Indivdualized-Treatment/dp/
1593854978/ref=sr_1_2?s=books&ie=UTF8&qid=1471551933&sr=1-2
24. General Psychotherapy tips &
Resources
The Complete Guide to Asperger’s, by Tony Attwood - See
included .pdf of this book, especially Chapter 14. https://
books.google.com/books?
id=ZwQGsuCNMPYC&pg=PA316&lpg=PA316&dq=aspergers+ps
ychotherapy+adult&source=bl&ots=7r8IA9yht8&sig=c2KtYJCOJ
rStdpT_IgLfEESgO4o&hl=en&sa=X&ved=0ahUKEwiC_J63jcvO
AhXCGR4KHePZDQc4ChDoAQhWMAk#v=onepage&q=asperge
rs%20psychotherapy%20adult&f=false
Rapport is essential, “but clients with Asperger’s can either
instantly, and permanently, like or dislike other people, especially
professionals.” p 318
25. General Psychotherapy tips &
Resources (cont.)
This client may “require more time to cognitively process
explanations, and will benefit from a clear, structured and
systematic approach with shorter but more frequent therapy
sessions. It will also help to have the main points from each
session typed and made available to the client and to review
those points at the beginning of the next session.” p 318
“Liane Holliday Willey explains that ‘Self-analysis does not
come easy to the aspie, particularly the male aspie. Some of
us never get to the point where we can look inward and
explain outward.’” p 318
26. General Psychotherapy tips &
Resources (cont.)
“The person with Asperger’s syndrome can be very self-critical, one of
the contributory factors to a clinical depression. Caroline, a teenager
with Asperger’s syndrome said to me that ‘The worst thing about
disappointing yourself is that you never forgive yourself fully.’
Psychotherapy can help reduce the self-doubt and self-criticism.” p
320
“The client with Asperger’s syndrome can be more relaxed and able to
provide greater insight into inner thoughts and experiences by being
asked to engage in a therapeutic ‘conversation’ using two connected
computers, exchanging e-mails or drawing events as a Comic Strip
Conversation.” p 326 Attwood goes into detail about these throughout
his book. Just use Comic Strip as a search term in the .pdf.
27. General Psychotherapy tips &
Resources (cont.)
“The psychotherapist may not be able to use transference constructively as
with other clients, but can become a mentor, someone who understands
and provides education, enabling the person with Asperger’s syndrome to
articulate his or her perspective and intentions better.” p. 325-326
“The altruistic desire to please people can be less of a motivation for
children with Asperger’s syndrome. I usually prefer to appeal to the
intellectual vanity of such children, and commend the child for his or her
intelligence, how smart he or she is, rather than commenting on how
pleased I am.” p 324
The Emotional Toolbox article, by Attwood, discusses a number of social
and emotion regulation tools for ASD. See included .pdf.
28. General Psychotherapy tips &
Resources (cont.)
Ramsay 2005 — See included .pdf of this article. “These patients are more likely to derive
benefit from therapists who are active in session and give directions, suggestions, and
information, than from therapists who rely on reflection, emotional encouragement, and the
notion that patients must discover their own answers to their problems. Said differently, AS
adults are in need of therapists who help make visible what had previously been invisible in
social situations.”
“Nondirective, exploratory treatments without specific behavioral goals that have relevance for a
patient’s daily functioning will likely result in the patient becoming frustrated and withdrawn,
and the therapist feeling ineffective.”
“Inviting a significant other familiar with the patient to early sessions helps the therapist get third
party information about the patient’s functioning.”
“Motivational interviewing techniques (Miller & Rollnick, 1991) that include a discussion of
a patient’s motivation for engaging in social interactions and that highlight areas of
dissatisfaction for the patient are helpful in eliciting workable treatment goals that are
relevant for the patient.”
29. General Psychotherapy tips &
Resources (cont.)
TIP: don’t be Aspie-centric. Be person-centered.
Asperger’s may be an adjective that capture various
characteristics about them. Self-identifying with
Asperger’s can be healthy, but over-identifying as
Aspie can have downsides, too.
30. General Psychotherapy tips &
Resources (cont.)
Paula Jacobsen - more of a psychoanalytic approach, primarily about
children. https://www.amazon.com/Asperger-Syndrome-
Psychotherapy-Understanding-Perspectives/dp/1843107430/
ref=sr_1_1?
ie=UTF8&qid=1471531487&sr=8-1&keywords=Asperger+Syndrome+
and+Psychotherapy+Understanding+Asperger+Perspectives+Paula+
Jacobsen
This article doesn’t give new information, but it’s an example of
therapy information an ASD person might find online: http://
www.adultaspergerschat.com/2011/10/counseling-aspergers-adults-
musings.html
31. Social Resources
A board-game coffee house in Mechanicsburg.
http://www.gametablecafe.com/
Social groups regarding Asperger’s: http://
www.meetup.com/topics/asperger-syndrome/
32. Apps & Other Resources
Best apps for college students with Autism — http://
cipworldwide.org/articles/12-best-apps-for-college-
students-with-autism/
Apps for Adult Aspies — https://www.reddit.com/r/
aspergers/comments/2rq0eo/apps_for_adult_aspies/
http://www.adultaspergerschat.com/
https://www.reddit.com/r/aspergers
33. Living Well & Stress Management
Valerie Gaus book for adult Asperger’s individuals. https://www.amazon.com/
Living-Well-Spectrum-Challenges-High-Functioning/dp/1606236342/ref=sr_1_1?
s=books&ie=UTF8&qid=1471551910&sr=1-1
Super Better, developed by a female gamer who went through depression after a
concussion. Research-based, and a University of Pennsylvania study found
benefits: https://www.superbetter.com/
Heart rate monitor apps (there’s a bunch) for monitoring heart rate before
relaxation strategies and after.
Diaphragmatic breathing apps (there’s a bunch) to help with focusing on the
process. A free one developed by the Department of Defense for soldiers is Tactical
Breather. It has voice directions you can turn on or off, and visual cues. http://
t2health.dcoe.mil/apps/tactical-breather
34. Random Info
Many ASD folks are gamers. The Guild web-series has a cult following, and illustrates
humor and pathos among gamers. The series opens with our heroine being fired by her
therapist: http://watchtheguild.com/ — season 1 trailer https://www.youtube.com/
watch?v=zYLOIMoSFv4
Some ASD folks like Autonomous Sensory Meridian Response (ASMR) sensory input:
https://en.wikipedia.org/wiki/Autonomous_sensory_meridian_response
ASMR on YouTube: https://www.youtube.com/results?search_query=asmr
Washing machine with 300,000 views… https://www.youtube.com/watch?
v=hTz_mS7kb2A
Information regarding facilitating the transition between high school and college - see
included slide decks, plus: http://secondarytransition.org/