Theories of Maladaptive BehaviorLocate at least two peer-rev.docx

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Theories of Maladaptive Behavior Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness: a) What are the specific biological mechanisms associated with each diagnosis? b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)? c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why? Reading pic Overview, History, and Psychological Theories Readings Butcher, J.N., Mineka, S., & Hooley, J.M. (2017). Abnormal psychology (17th ed.). Upper Saddle River, NJ: Pearson. Chapter 1: Abnormal Psychology: An Overview Chapter 2: Historical and Contemporary Views of Abnormal Behavior Chapter 3: Causal Factors and Viewpoints American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Introduction (pp. 5-17) Use of the Manual (pp. 19-24) Highlights of Changes from DSM-IV to DSM-5 (pp. 809 – 816) .

Education

Chapter 1: Abnormal Psychology: An Overview
Chapter 2: Historical and Contemporary Views of Abnormal
Behavior
Chapter 3: Causal Factors and Viewpoints
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Introduction (pp. 5-17)
Use of the Manual (pp. 19-24)
Highlights of Changes from
DSM-IV
to
DSM-5
(pp. 809 – 816)

1 Running head: ABBREVIATED VERSION OF YOUR TITLE [Type text] [Type text] [Type text] 3 ABBREVIATED VERSION OF YOUR TITLE Journal Article Review Comment by Allen: You can vary this title but it needs to refer to the journal article; title should be 12 words or less, per APA . Personalize the title for your particular article To delete this comment on your paper, right click and click on “delete comment” Student Name Comment by Allen: Use Times New Roman font for your entire paper School Affiliation Comment by Allen: Per APA 6th, the title page contains only these three elements To delete this comment on your paper, right click and click on “delete comment” Title of Paper Comment by Allen: On first text page repeat title of paper here exactly as it appears on title page To delete this comment on your paper, right click and click on “delete comment” Summary Comment by Allen: First major heading is for your summary section To delete this comment on your paper, right click and click on “delete comment” Left-aligned, bold, upper and lower case heading Comment by Allen: If you want to use other headings to organize your main points, here are the headings per APA. Most likely you would only need the three level one headings for this paper (summary, reflection, and application) To delete this comment on your paper, right click and click on “delete comment” Indented, bold, lowercase heading with a period. Indented, bold, italicized, lowercase heading with a period. Indented, not bold, italicized, lowercase heading with a period. Reflection Comment by Allen: Second major heading Application Comment by Allen: Third major heading (Reed & Enright, 2006) Comment by Allen: This is an example of in-text citation corresponding to the reference listing. Change this in-text citation to fit your journal article. References Comment by Allen: Not bold Reed, G. L., & Enright, R. D. (2006). The effects of forgiveness therapy on depression, anxiety, and posttraumatic stress for women after spousal emotional abuse. Journal of Consulting & Clinical Psychology, 74(5), 920-929. doi:10.1037/0022-006X.74.5920 Comment by Allen: This is one example of a reference listing corresponding to one of the journal articles. Provide the reference here for your article. Journal of Psychology and Christianity 2009, Vol. 28, No. 2,141-148 Copyright 2009 Christian Association for Psychological Studies ISSN 0733-4273 141 metaphysical extremism. Naturalistic metaphysical extremism assumes that human nature— indeed all of nature—is a purely naturalistic sys- tem and that any reliance on religious systems is likely to be damaging psychologically. While many psychologists adopt naturalistic assumptions, it is probably fair to say that few of them occupy the extreme position that sees religion and mental health as incompatible. For the purpose of the present discussion, it is the assumption ...

What evidence for psychotherapy to develop

The Existential Academy

Embry power point social anxietyNatalee1

For your first reflection please watch the following video and res.docx

budbarber38650

For your first reflection please watch the following video and respond to the prompts below (length should be close to 2 pages total): https://www.youtube.com/watch?v=18zvlz5CxPE 1) Please describe a time where you have felt that someone else has unfairly judged you based on the way you look, or because of a group membership you belong to (e.g., religious, political, sexual orientation, ethnic, etc.). 2) How did this make you feel about yourself? (Please be detailed in your response) 3) How did this make you feel about the person who incorrectly passed judgment on you? (please be detailed in your response) 4) Describe a time when you unfairly stereotyped an individual from a different culture? How did this make you feel once you realized you unfairly judged them? N umerous studies over the past two decades suggest that when individuals are diagnosed with a mental illness, they are placed into a cultural category (e.g., “a mentally ill person”) that damages their material, social, and psychological well-being (e.g., Link 1987; Link et al. 1989; Markowitz 1998; Rosenfield 1997). According to the modified labeling theory of mental illness (Link 1987; Link et al. 1989), the negative consequences of psychiatric labeling arise through two social psychological processes. First, when an individual is diagnosed with a mental illness, cultural ideas associated with the mentally ill (e.g., incompetent, dangerous) become personally relevant and foster negative self-feelings. Second, these personally relevant cultural meanings are transformed into expectations that others will reject the individual, expectations that trigger defensive behaviors aimed at preventing that rejection: con- cealing treatment history, educating others about mental illness, and/or withdrawing from social interaction. Ironically, however, these defensive behaviors are linked with harmful outcomes: a reduced social network, higher rates of unemployment, and feelings of demoralization (Link et al. 1989, 1991).1 Thus, diagnostic labeling is predicted to have a negative effect on self-feelings, and it is expected to trigger defensive reactions that create a type of “secondary deviance,” further damaging patients’ social interactions, occu- pational success, and self-image. We examine the first of these two processes in this study. Specifically, we examine the way that the cultural conceptions of the mentally ill are related to patients’ self-feelings. And, unlike other investigations of this relationship (e.g., Kroska and Harkness 2006; Link 1987), we explore the way that diagnostic category (adjustment, affective, or schizo- phrenic) shapes the association; that is, we Social Psychology Quarterly 2008, Vol. 71, No. 2, 193–208 Exploring the Role of Diagnosis in the Modified Labeling Theory of Mental Illness AMY KROSKA Kent State University SARAH K. HARKNESS Stanford University According to the modified labeling theory of mental illness, when an indi.

spiritual case study.docx

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Journal of Psychology and Theology2011, Vol. 39, No. 4, 29.docx

tawnyataylor528

Journal of Psychology and Theology 2011, Vol. 39, No. 4, 295-303 Copyright 2011 by Rosemead School of Psychology Biola University, 0091-6471/410-730 295 Jewish theology has long acknowledged twoimpulses at work in the human heart: the evilimpulse (yetzer hara) and the good impulse (yetzer hatov). Many rabbis believe that the Torah was given for the express purpose of teaching people how to combat and overcome the desire for evil (Amsel, 1996). Some scholars have suggested that Paul had these two impulses in mind when he reflect- ed on the intense internal struggles described in Romans 7 (Davies, 1980). Among Christian theolo- gians, Reinhold Niebuhr (1941) argued that a key distinguishing mark of the Christian view of human nature is its paradoxical claim for both “a higher stature for man” and “a more serious view of his evil” than other anthropological outlooks (p. 18). A.W. Tozer (2010) memorably quipped that “we are the glory and the rubbish of the universe” (p. 48). In short, the Judeo-Christian view of persons has long recognized that, as those who are made in the image of God yet also sinners, people are capable of great good and profound evil. It is fairly commonplace, however, to emphasize one dimension of the human condition to the neglect of the other. The thesis of this article, succinctly stated, is that the integration of psychology and theology has been out of balance, focusing so much on what is wrong with human beings that it has often neglected what is right about human beings. Before corrective mea- sures can be suggested, however, the historical antecedents that gave rise to the current situation need to be elucidated, and the nature of the present imbalance described. Only then can a more complete view be attained, one that rightly celebrates the positive features of human beings while also address- ing the pervasiveness of sin and its effects. The start- ing point is to understand the historical precursors that gave rise to the current one-sided focus on the dark side of human nature and functioning. HISTORICAL ANTECEDENTS IN MAINSTREAM PSYCHOLOGY Psychology, in its 140-year history, has predomi- nantly focused on what goes wrong with human beings. To a large extent, this situation reflects the emphasis of clinical psychology on treating mental illness. The early pioneers of clinical psychology focused on treating patients who had discrete types of psychopathology, including schizophrenia, bipolar disorder, and dementia (e.g., Kraepelin, 1883); hysteria (e.g., Breuer & Freud, 1895); and mental retardation and learning disorders (e.g., Witmer, 1907, 1909; Binet, Simon, & Town, 1912). The desire to treat mental illness was—and remains—a noble aspiration. The goal of treating psychological disorders led to funding for the National INTEGRATIVE PERSPECTIVES ON HUMAN FLOURISHING: THE IMAGO DEI AND POSITIVE PSYCHOLOGY The field of psychology in general, and clinical psychology in particular, has historically ...

Version 15.1 psy 102general psychologycourse syllab

BHANU281672

Health care providers at all levels.docx

sdfghj21

Overview This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions. For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response. Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas. Sample Response to the Discussion Question In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so. Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being “anti-Freudian” or “anti-behaviorist,” and to adopt—even if it meant taking serious intellectual risks—an untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologists’ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, “Do we ourselves want to be predicted and predictable? Controlled and controllable?” (1966, p.729). These ideas—looking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worlds—formed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis. How did these ideas affect psychologists’ understanding of human nature? In their fascinating review of George Kelly’s view of the human person—personal construct psychology—Franz Epting and Mark Paris (2006) wrote that Kelly’s use of the term “constructive” embraced four related but quite distinct meanings. The first contrasts “constructive” with “regressiv ...

Bipolar DisorderSabiraGannie

The Gurū-Chelā Relationship Revisited: A Review of the Work of Indian Psychia...

Université de Montréal

In a series of original and pathbreaking publications, Jaswant Singh Neki (1925-2015), a leading Indian Sikh scholar and psychiatrist (Sikhnet contributors, 2021; Wikipedia contributors, 2021), proposed the gurū-chelā (master-disciple) relationship to create a new paradigm for the therapeutic relationship, employing an accessible cultural idiom that Indian patients could understand and identify with (Neki, 1973, 1974, 1975, 1976, 1977, 1978, 1992). Contrasting his new Indian paradigm with the Western patient-therapist relationship, Neki explored both similarities and sharp contrasts between Western and Indian cultures. Neki argued (1974) that “both are voluntary associations wherein a master enables a change-seeker to dispel ignorance and the effects of undesirable social conditioning.” Using ideas adapted from Raymond Prince, one of the founders of Social and Cultural Psychiatry at McGill University, the author identifies the “I-centered assumptions” behind Western-based psychotherapy: based on the individual as the focus of therapy, using introspection and insight as key therapeutic methods, with personal independence as the goal of therapy (Di Nicola, 1985a, 1985b, 1997). The gurū-chelā relationship, by contrast, “encourages permanent dependency, since the guru assumes total responsibility for leading the chela toward self-mastery through the disciplines of persistence and silence,” and would be “most suited to cultures valuing self-discipline rather than self-expression, and creative harmony between individual and society” (Neki, 1974; emphasis added). The author will take stock of the impact of Neki’s paradigm in India (Carstairs, 1980; Parkar, et al., 2001; Sethi & Chaturvedi, 1985), in the Indian diaspora (Shridhar, 2008), among Indian trainees in the West and in their return to India (Ananth, 1981; Pande, 1968; Surya, 1966) and in Western psychiatric and psychotherapeutic cultures (Di Nicola, 1985a, 1985b, 1997), concluding with a synthesis of Neki’s gurū-chelā paradigm with contemporary trends in psychotherapy, psychiatry, and psychoanalysis.

Health Psychology Cognitive Behavioral Intervention HW.docx

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01 Thinking Critically with Psychological Science.ppt

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Appel PSY 150 403 Chapter 1 Slideskimappel

Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docx

lorileemcclatchie

Sociology of Mental Health Fall 2015 Exercise 2 Essay Questions: Please respond to THREE of the following questions in essays 1.5 to 2 pages long. 1) In Mad in America, Robert Whitaker argues that the treatment of mental illness is a “prism through which to view a society.” Put another way, he suggests, “Medical treatments for the severely mentally ill inevitably reflect the societal and philosophical values of the day (xv).” For this essay, please compare and contrast the dominant paradigm of mental illness treatment in two historical periods discussed in the book. You should consider: the underlying assumptions about the causes of mental illness; the prevailing treatment(s) of the day; how the mentally ill were regarded; and then describe what this tells us about that particular society at that particular time. 2) At the heart of Whitaker’s study is a question: Why do people with mental illness in the United States fare less well than people in poorer countries? Use Mad in America, as well as the other texts for our class, to address this question. Ask yourself, why might this be the case? What are the social, cultural and economic features of U.S. society that contribute to this situation? You may want to focus on the three or four most significant factors and explain how they all contribute to this situation. 3) Utilizing Karp’s “In Sickness and in Health” and one other reading from Voices from the Inside, compare and contrast caring for a family member with a physical illness to caring for a family member with a mental illness. In what ways are they similar, in what ways are they different? What accounts for the differences? What factors to social perceptions play? Do these differences matter, why or why not? Explain. 4) Karp and Sisson write, “I believe that one of the most important missions of sociology is to give voice…to the experiences of those whose voices and experiences would typically otherwise be blunted, marginalized…or simply ignored. If we want to understand how society works…we need particularly to listen well to the narratives of those who are too often powerless, marginalized, disenfranchised, and stigmatized (p. 4).” What do the narratives presented in Voices From the Inside tell us about how society works? Utilizing at least two selections from the book, please identify and discuss at least two different lessons these narratives tell us about how society works regarding mental health and illness. In general, the responses will be evaluated as follows: 1) Each response should be written in an essay format (introduction, body and conclusion-writing matters!). 2) Incorporation of specific examples from the relevant texts (you should demonstrate that you have a solid grasp of the material by drawing on the texts to support your claim, argument or analysis). If you pull an exact quote from one of our readings, you must include the author’s last name, year of publication and page number. For exam.

Discussion Factors That Influence the Development of Psychopatholog

widdowsonerica

Discussion: Factors That Influence the Development of Psychopathology Photo Credit: Getty Images/Blend Images In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015). Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach? To Prepare: Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology. Consider how theoretical perspective on psychopathology impacts the work of the PMHNP. By Day 3 of Week 1 Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology. Week 1: History and Theories of Psychopathology The history of the diagnosis of mental disorders is fraught with examples of how cultural norms and prejudices interfere with and warp a diagnosis. The result is that normal behavior and orientations have been pathologized as an illness or disease. An example of this would be the story of Alan Turing, the famous British computer scientist of the 20th century, who was instrumental in inventing modern computers and deciphering German code in World War II. He was convicted in 1952 in England of gross indecency for being gay. Turing was forced by the courts to undergo 12 months of hormone therapy and could no longer work for the British government. At the time, homosexuality was pathologized as a mental disorder in the Diagnostic and Statistical Manual of Mental Disorders and was criminalized in most Western countries. It was not until 1973 that the American Psychiatric Association (APA) finally removed homosexuality from the DSM . Historically, the process of rendering a diagnosis has been used to pathologize those who fell outside what was considered the cultural norm of human behavior. This process often marginalized diagnosed populations and prevented individuals from receiving appropriate care. It is of utmost importance to consider cultural issues that influence how you as a clinician interpret a client’s behavior and how cultural issues influence how a client may express behavior. This week, you explore the history of psychopathology and the evolut ...

• The text has been updated to a more clear and concise v.docx

anhlodge

• The text has been updated to a more clear and concise version with the latest research literature and a revised list of chapters. • New Illustrative Biographies: Sonia Sotomayor (Chapter 8) and Barack Obama (Chapter 13). • Clearer presentation of some issues (e.g., recovered memory; hypnosis) (Chapter 2), additional references making comparisons with other religious traditions (Chapter 16), and a more concise history of Buddhism (Chapter 16). • Expanded discussion, in the presentation of Erikson’s biography, of the current state of child analysis. Clearer presentation of identity development and moratorium, and some longitudinal research about identity development. Expanded discussion of cross-cultural research (especially regarding the stage of generativity). Mention of terrorists as examples of a foreclosed identity (Chapter 5). • Expanded content about research on relational approaches with respect to brain functioning and mental health issues (e.g., border- line personality; narcissism) (Chapter 6) and clearer presentation of psychological types (Chapter 3). • Updated discussion of religious orientations, including more cross-cultural material (e.g., religious orientation in Muslim populations, and in American ethnic groups) (Chapter 7). • Expanded discussion of the Big Five, and reduced focus on Cattell’s older theory. Expanded discussion of cross-cultural studies of the Five Factor model. More studies of implications of the five factors for life outcomes (e.g., aging and retirement) (Chapter 8). • Expanded discussion of behavioral genetics and new table on heritability of specific personality characteristics as well as cultural and cross-cultural issues as contexts (Chapter 9). • The Behaviorism section has been updated with an abridged version of Dollard and Miller’s theory along with Skinner’s theory (also abridged) and Staats’s theory. The Illustrative Biography of Tiger Woods has been updated, discussing how behavioral approaches are specific to particular behaviors, so that a behavioral interpretation of his success at golf (emphasized in the previous edition) shows the limitations of this approach, which does not present a broader view of personality that would have predicted his marital and infidelity problems, which are discussed in this edition (Chapter 10). • Mischel and Bandura are each discussed in a separate chapter, instead of being combined into the same chapter (in the previous edition). Expanded discussion of the Wediko Camp study (included in this edition) that was the basis of Mischel’s research on traits and situations. The CAPS model is presented as a distinct section. Discussion of the cultural learning and implications of cognitive affective units in the CAPS model (including race differences in response to the O. J. Simpson verdict, and interpersonal relation- ships in the context of prejudice). Discussion of cross-c.

COGNITIVE DISSONANCE THEORY .docx

monicafrancis71118

COGNITIVE DISSONANCE THEORY 3 Adams, J. S., Berkowitz, L. & Hatfield, E. (1976). Equity theory: Towards the general theory of social interaction. New York: Academic Press. The three authors of this book consider the theory of cognitive dissonance as, one that proposes that individuals should have motivational drive that reduces dissonance by way of altering the existing forms of cognitions. They also propose that the drive should also form new consistent belief systems, or even reduce the significance of any single element of dissonance. They consider the theory as one based on the proposition that if a person has two forms of cognitions which may be inconsistent with one another, he or she will experience some pressure of a motivational state referred to as cognitive dissonance. They argue that if a person has two forms of cognitions which may be inconsistent with one another, he or she will experience some pressure of a motivational state referred to as cognitive dissonance. This pressure seeks to alter either of the dissonant cognition. This book acts a source that identifies the major propositions within which the theory lies. Akerlof, G. A., & Dickens, W. T. (1982). Economic consequences of cognitive Dissonance. American economic review,72(3): 307–319. In this book, Akerlof and Dickens came up with an economic model of the phenomenon of cognitive dissonance. The two explain the phenomenon of cognitive dissonance using three simplified propositions. The first one they consider is the development of preferences of the actual state in addition to the traditional assumption over the actual state of the world; they also tend to have preferences over their own beliefs of the actual state of the world. They give an example of people believing that they are smart and compassionate. The other proposition is that people can only control their beliefs partially. They tend to belief what they choose to, if given some information. They also always chose the information to listen to. According to the authors, people prefer to think themselves as smarter, and they always tend to ignore any information that may suggest they made a wrong decision. The last proposition is that, once a particular person tends to choose his beliefs, they always persist over time. Cooper, J. (2007). Cognitive dissonance: Fifty years of a classic theory. Los Angeles: SAGE Publ. In his book, Cooper identifies cognitive dissonance as one of the most influential form of theories in the field of social psychology. He considers its oldest realization as the choice induced sort of dissonance. He claims that people always tend to rationalize past choices by way of devaluing the rejected alternatives and instead upgrading the embraced ones. He refers to this process as preference spreading. He demonstrates that every study he tested suffered from a fundamental form of methodological flaw. His analysis.

Note Please cover the introduction (origins of behaviorism and it.docx

curwenmichaela

Note: Please cover the introduction (origins of behaviorism and its development). And, also discuss why it was better than psychoanalysis, but less not as good as….cognitive social learning theory (I guess). How did it evolve? Directions: Locate the annotated bibliography and outline you created in the Topic 2 assignment. Using the outline you developed, the information from the annotated bibliography, and the feedback provided by your instructor, write a paper (2,000-2,250 words) that synthesizes the articles you have read and addresses the following: 1. Intro- Trace the origins of behaviorism and the impetus for its development. APPROX. 500 2. Discuss behaviorism as the 2nd major force in psychology and why is behaviorism a “better” alternative than the first force of psychology which was the Freudian psychoanalytic theory. 3. Name three crucial researchers in the school of behaviorism. 4. Analyze the contributions of these researchers to the development of behaviorism. PLEASE COMPLETE LINE ITEMS 1 & 2 …..SHOULD BE 1,00-1250 WORDS Annotated Bibliography Clark, R. E. (2004). The classical origins of Pavlov's conditioning. Integrative Physiological and Behavioral Science, 39(4), 279-294. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=0c5930f8-2858-4ab6-8798-4d950cba628d%40sessionmgr101&vid=1&hid=120 Clark examines the definition of classical conditioning through the lens of several researchers and traces its origin back to the late 1800s and the turn of the nineteenth century. The article offers insight into the development of classical conditioning in both the United States and Russia. While keeping with history, he credited Pavlov as the founder of classical conditioning. However, he describes the various positions of other researchers that weighed in and attempted to alter or clarify the stimuli-response process. Notably, Edwin Twitmyer, a U.S. doctoral student, made a “reflex” discovery before the Russian-born physiologist, Pavlov. Interestingly, Twitmyer never pursued his experimental findings beyond his initial observation while Pavlov’s findings are richly sketched in the fabric of psychology because of his commitment in the field of physiology. The author delivered a clear picture of the roles of Twitmyer and Pavlov in addition to other researchers: Watson’s classical conditioning, Hull instrumental conditional, and Skinner’s operant conditioning were all brought together and synthesized by Hilgard and Marquis, both are credited with coining the term ‘classical conditioning.' The author who holds a Ph.D. in psychiatry sufficiently assessed how the term ‘classical conditioning’ came into being and the relevance of other researchers. Digdon, N., Powell, R. A., & Harris, B. (2014). Little Albert's alleged neurological impairment. History of Psychology, 17(4), 312-324. doi:10.1037/a0037325. This article provides insight into the discrepancies of the historical account of Douglas “Albert” Me ...

South Asian American Mental Health

AbhiDalal4

This presentation reviews my research on South Asian American mental health (e.g., background, significance, methods, key findings, and next steps). I also review practical tips based on my preliminary findings and introduce mindfulness at the end, a likely culturally relevant intervention for South Asian Americans. The last slide has pictures of my list of South Asian mental health resources. This presentation was given at an event hosted by UC Riverside's South Asian Federation and Pakistani Student Association on 1/24/19. Please cite the authors if utilizing this presentation in the preparation of any future work including, but not limited to, PowerPoint presentations, IRBs, and articles. The primary author can be reached via email at ad4839@berkeley.edu.

From Chekhov to Pavlov, From Vygotsky to Luria: A Brilliant Foundation, A Pr...

Université de Montréal

Invited Keynote Address: "From Chekhov to Pavlov, From Vygotsky to Luria: A Brilliant Foundation, A Promising Future – Russian Adventures in the Humanities, Medical Psychology and Psychiatry" All-Russia Inter-university Scientific Conference "Mental Health: Modern Trends & Prospects" Moscow, Russian Federation 16 December 2021 Learning Objectives 1. To review the contributions of four pioneering Russian theorists and practitioners in the humanities, behavioural psychology, neuroscience, and psychiatry 2. To examine their legacies in the light of current issues in psychiatry and the medical humanities 3. To highlight the promises and challenges of a career in the branch of medicine called psychiatry at the crossroads of social sciences, the humanities, and neuroscience

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