the field of psychology. what do you think psychology is? think pair share psychology
TRANSCRIPT
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The Field of Psychology
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What do you think Psychology is?Think Pair Share
Psychology
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Definition of Psychology
Psychology is the scientific study of mental processes and behaviour.
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Psychology is Theory Based
Theory: a general frame work for scientific study.
Psychologist break the theory into smaller components to gather evidence to prove their theory
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History of Psychology
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Wilhelm Wundt
The “father of psychology”
1879 he started the first laboratory for studying humans.
Believed you could train peoples brains to acutely describe sensations.
They described 44000 sensations before they realized there was little similarities between sensations
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Wundt realized that humans were far to complex to be measured in mechanical measurements.
Which encouraged Wundt to look towards the emotional side of the brain. Posing the question how to people feel
This question formulated the concept of introspection
The process of looking into yourself and describing what is there.
Wilhelm Wundt
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When do you use the process of introspection?
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Wundt major contribution to psychology was showing the scientific world that human mental processing could be measured in a scientific manner.
Wundt
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Sigmund Freud
The father of psychoanalysis
First comprehensive theories of personality. Focused how
personality is developed
Described the Unconscious Mind.
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Elaborated the theory that the mind is a complex energy-system. In fact its so complex it has three parts: The Id The Ego The Superego
all developing at different stages in our lives.
Freud
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The id consists of all the inherited components of personality, including the sex instinct Eros—t he libido Thanatos– aggressive (death) instinct
The id is the impulsive part of our psyche which responds directly and immediately to the instincts.
The id demands immediate satisfaction and when this happens we experience pleasure, when it is denied we experience ‘unpleasure’ or pain.
The id is not affected by reality, logic or the everyday world.
Operates on the pleasure principle
Id
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The ego develops in order to mediate between the unrealistic id and the external real world.
The ego operates according to the reality principle, working our realistic ways of satisfying the id’s demands, often compromising or postponing satisfaction.
Like the id, the ego seeks pleasure and avoids pain but unlike the id the ego is concerned with devising a realistic strategy to obtain pleasure.
The ego has no concept of right or wrong; something is good simply if it achieves its end of satisfying without causing harm to itself or to the id.
Ego
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The superego incorporates the values and morals of society
The superego's function is to control the id's impulses, especially those which society forbids i.e sex and aggression.
It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection.
Superego
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The superego consists of two systems: Conscience Ideal self
The conscience can punish the ego through causing feelings of guilt.
The ideal self (or ego-ideal) is an imaginary picture of how you ought to be, and represents career aspirations, how to treat other people, and how to behavior as a member of society.
Superego
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Why don’t I have more of an Id? Why do some people have weaker of
stronger id’s ego’s and superego’s? If the Id is anger and sex, why is murder
worse thing then rape? How many theories do we need to know for
this class? How they know if all of this stuff is true?
Check and Reflect
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John B. Watson
Was one the first psychologist to study the impact of learning on human emotion.
His theory inspired the behaviorist approach.
Most famous for his “Little Albert” experiment.
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“Little Albert”
In his most famous and controversial experiment
They conditioned a small child to fear a white rat.
They accomplished this by repeatedly pairing the white rat with a loud, frightening clanging noise.
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Multiple IntelligencesHoward Gardner
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Howard Gardner
•Believed people have a unique combinations of intelligences
•There are 7 different types of intelligences
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Linguistic• words and language,
written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning
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Typical Roles
•Writers•Lawyers•Journalists•Speakers•Trainers•Copy-Writers•English Teachers•Poets•Editors
•Linguists•Translators•PR consultants•Media Consultants•TV and Radio
Presenters•Voice-Over Artistes
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Logical-Mathematical• logical thinking,
detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result
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Typical Roles
•Scientists•Engineers•Computer Experts•Accountants•Statisticians•Researchers•Analysts•Traders•Bankers
Bookmakers•Insurance Brokers•Negotiators•Deal-Makers•Trouble-Shooters•Directors
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Musical• musical ability,
awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling
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Typical Roles
•Musicians•Singers•Composers•DJ's•Music Producers•Piano Tuners•Acoustic Engineers•Entertainers•Party-Planners
•Noise Advisors•Voice Coaches
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Bodily-Kinesthetic
•body movement control, manual dexterity, physical agility and balance; eye and body coordination
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Typical Roles
•dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers
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Spatial-Visual• visual and spatial
perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect
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Typical Roles
•artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants
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Interpersonal• perception of other
people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people
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Typical Roles
•Therapists•HR
professionals
•Mediators•Leaders•Counsellors•Politicians•Educators
•sales-people•Clergy•Psychologist
s•Teachers•Doctors•Healers•Organisers•Carers
•advertising professionals
•coaches and mentors
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Intrapersonal• self-awareness,
personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change
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Typical Roles
•arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, and other people.
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Approaches to Psychology
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Biopsychological Approach
An approach that views behaviour as strongly influenced by physiological functions
Biopsychologists examine behaviour like this in terms of the physical changes that take place
Biopsychologist can be found researching physical changes that take place in depression.
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Behavioral Approach The behavioural
approach is an approach that views behaviour as the product of learning and associations
Behaviour is viewed as a product of learned responses
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Psychoanalytic Approach
Psychoanalysis is a system that views the individual as the product of unconscious forces
Behavior is viewed and a reflection of the unconscious aggressive and sexual impulses
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Humanistic Approach Humanistic
approach is an approach that views people as basically good and capable of helping themselves
Behaviour is viewed as a reflection of internal growth
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Cognitive Approach Cognitive approach is
an approach that emphasizes how humans use mental processes to handle problems or develop certain personality characteristics
Behaviour is viewed as a product of various internal sentences, or thoughts
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Sociocultural Approach Sociocultural approach
is an approach that views behaviour as strongly influenced by the rules and expectations of specific social groups or cultures.
Behaviour is viewed as strongly influenced by the expectations of social groups or cultures
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Class Teach Split into groups Each group covers one form of approach
o Teach fellow classmates about psychological approach• What are the characteristic of that approach?• How does this approach look at behaviour?• What are the careers specialize in this approach?
o MAKE IT MEMORABLE!! Biopsychological Behavioural Psychoanalytic Humanistic Cognitive Sociocultural
PowerpointPreziSong
Keep in mind multiple intelligences
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Carl Jung
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Carl JungO Jung was a colleague
of FreudO He was obsessed with
the unconscious mindO But, Jung viewed the
unconscious mind differently than Freud
O Jung saw personality development as lifelong process of striving to reconcile opposite urges
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Jung’s Theory
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The Psyche and the Self
Compensation: Example:O principle of the
relationships between the unconscious and consciousness, by which the unconscious provides what is missing from consciousness to make a complete whole
O dreaming about aggression, to compensate for lack of conscious awareness of aggressive impulses
O developing a psychosomatic illness that makes you tired, to compensate for neglecting your need for rest
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EgoOJung defines
this as the unconscious mind
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Personal UnconsciousOIn Jung’s theory
of personality, one of the two levels of the unconscious; it contains the individual’s repressed thoughts, forgotten experiences, and undeveloped ideas.
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Collective Unconscious
OThe level of the unconscious that is inherited and common to all members of a species.
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Collective UnconsciousO archetypesO inherited; genetic basis ("racial
unconscious")O shadow and anima/animus as archetypesO other archetypes
O The Great MotherO The Spiritual FatherO The HeroO The TricksterO MandalaO Transformation
O Psychosis: Dangers of the Collective Unconscious
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SHADOW those part of the
psyche that is rejected from consciousness by ego because they are inconsistent with one’s self-image
Example: Unacceptable sexual desires and aggression
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ANIMA & ANIMUSO Rejecting qualities that are
incompatible with identityO man’s inner feminine (anima)O woman’s inner masculine (animus)O Man possessed by Anima is moody
and emotionalO Woman possessed by animus is
opinionated and power hungryO projection of anima and animus
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ArchetypeO In Jung’s theory of personality, thought forms
common to all human beings, stored in the collective unconscious. O 4 main archetypes:
O The SelfO The ShadowO The AnimaO The Animus
O Commonly seen archetypesO The ChildO The HeroO The Great Mother
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PersonaO According to Jung, our public self, the
mask we wear to represent ourselves to others.
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ExtrovertOAccording to
Jung, a person who usually focuses on social life and the external world instead of on his or her internal experience.
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Introvert
OA person who usually focuses on his or her own thoughts and feelings.
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Alfred Adler: Individual Psychology
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Individual Psychology Focuses on uniqueness of each
person Denies universal biological drives and
goals
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Feelings of Inferiority Always present as motivating force in
behavior Source of all human striving Growth results from compensation:
attempts to overcome inferior feelings
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Inferiority Complex Inability to overcome inferiority
feelings: helpless, poor self-opinion 3 Sources:
• Organic: Physical deficits• Spoiling: Immediate gratification, little
regard for needs of others• Neglect: Lack love, security, develop
feelings of worthlessness
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Superiority Complex Overcompensate for feelings of
inferiority Exaggerated opinion of one’s abilities
and accomplishments
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Striving for Superiority Ultimate goal of life Drive to perfection Not an attempt to be better than
others Fictional finalism: Reach goals set in
the future to be complete, whole• Potential goals guide behavior
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Style of Life Expression of striving for superiority
to attain goals Learned from early social interactions Guiding framework for all later
behaviors
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Creative Power of the Self Ability to create an appropriate style
of life We create ourselves, personality and
character Reactions and interpretations of
experience more important than actual experience
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Universal Problems and Styles of Life for Dealing with Problems
Problems:• Involving behavior toward others• Occupational• Relationships/Love
Styles of Life: Specific Types• Dominant: Little social awareness• Getting: Expects to receive satisfaction from others,
becomes dependent• Avoiding: Avoids life’s problems• Socially useful: Cooperates with others, shows social
interest
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Social Interest Innate potential to cooperate with
others to reach personal and societal goals
Individual must cooperate with and contribute to society to achieve goals
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Birth Order Major social influence in childhood First born: Oriented to past, role of
leader, organized, scrupulous Second born: Optimistic, competitive,
ambitious Youngest: High achievers or helpless
and dependent Only child: Difficulty when not center
of attention, mature early
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Assessment: Early Recollections and Dream Analysis
Early Recollections:• Personality created in first 4-5 years • Earliest memories: reveal primary interest in life• Ex: 1st school memory: Attitudes toward achievement,
mastery and independence Dream Analysis:
• Reveal feelings about current problem and intended solution
• Oriented to present and future, not past• Ex: School exams: Unprepared in situations
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Research in Adler’s Theory Dreams: Support for solving current
problems Early Recollections: Early memories
may be associated with later problems Ex: Criminals
Neglected children: Later showed more depression (inferiority)
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Research in Adler’s Theory Continued
Social Interest: Higher social interest=less depression and stress, higher empathy and popularity
Birth Order: • 1st born: Overrepresented in achievement- oriented
positions• 2nd born: No support for competitive, ambitious nature• Last born: More likely to become alcoholics than 1st
born (pampered excessively)• Only: Adjustment, initiative comparable to groups with
siblings
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Research v.s. Applied Psychology
Research
Psychologist who study the origin, cause, or result of a behaviour.
Applied Psychology
Psychologists who uses the direct information from the research psychologist, to deal with their clients.
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Scientific Method
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Placebo a “medicine” that has no active ingredients
and works by the power of suggestion. Studies on pain relief remedies illustrates that
50% of pain is “cured” by the power of suggestion
Scientific Methods
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A study during which neither participants nor researches know to which group any subject belongs
Double-blind Study
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A statement of the results that the experimenter expects
Hypothesis
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People or animals on whom the study is conducted
Subjects
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Factors that change in an experiment Independent variables
The factor that the experimenter manipulates or changes in a study
Dependent variables: The factor in a study that changes or varies as
a result of changes in the independent variables.
Variables
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Field Study Research that takes place in a laboratory
Experimental Group The group on which the critical part of the
experiment in performed Controlled group
The group that does not participate in the critical part of the experiment
Types of Studies
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Survey Method
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A method of research that involves asking subjects questions about their feelings, opinions, or behaviour patterns
Survey
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Sample a group that repersents a larger group
Representative Sample A group that truly reflects a selected
characteristics of a larger population
Sample Types
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Must create a hypothesis and indicate the different variables included in your study.
Must have at least 10 questions Some psychology survey topics
Intelligence motivation Learning Personality Hobbies Bullying Pick a topic that interests you. For example internet
consumption, favorite food, or favorite music
Survey Creation
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Clinical Hypnosis
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AcknowledgementsThis presentation was adapted with
permission from:
Melanie A. Gold, D.O.Clinical Associate Professor of Pediatrics
University of Pittsburgh School of MedicineUniversity of Pittsburgh Student Health
Service
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Objectives Define clinical hypnosis Define typical hypnotic phenomena Identify the appropriate application of
hypnosis in the clinical setting Know how to introduce hypnosis to
patients and their families Know how to obtain training and
certification in clinical hypnosis Have participated in/observed clinical
hypnosis
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Definition Derived from the term "neuro-
hypnotism" (nervous sleep) coined by Dr. James Braid, 1841. (Wikipedia)
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Hypnosis An altered state of consciousness Usually, but not always, involving
relaxation (which may or may not be evident)
A heightened concentration on a particular idea or image
Purpose of altering a symptom
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Misconceptions About Hypnosis
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Misconceptions Patient is under control of
hypnotherapist Patient is asleep Only a few people can be hypnotized Only the weak-willed or minded can be
hypnotized Hypnosis masks symptoms All the patient’s psychiatric defense
mechanisms are abolished in trance
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All hypnosis is self hypnosis
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3 Laws of Hypnosis Subject must have a clear image of
what the result would feel and be like When will and imagination (or belief)
are in conflict, imagination wins out A suggestion is more likely to be
accepted when tied to a positive emotion or affect with which the subject can identify
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Hypnotic PhenomenaCognitive Characteristics
Relaxation Concentration Increased suggestibility Hypermnesia/Amnesia Increased control of
physiologic responses Perception of different
states Concrete thinking
Physical Characteristics
Muscle relaxation Twitching Lacrimation Fluttering eyelids Eye closure Eye movements beneath
lids Changes in respiratory
rate/depth Changes in pulse Jaw relaxation (drooling) Catalepsy (suspended
animation) Decreased postural tone
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Hypnotic phenomena Rapport Catalepsy Ideo-motor
activity (not reflex)
Ideo-sensory activity
Memory modification
Ambulation in trance
Time distortion Hypnotic
dreaming Age regression Post-hypnotic
suggestion
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Associated and Adverse EffectsAssociated Effects Relaxation Headache Dizziness Nausea Anxiety Tearing or crying
Adverse Effects Precipitate
psychotic or panic reaction
Precipitate suicidal behavior
Symptom substitution
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Problems that Respond to Hypnosis Acute and chronic pain Anxiety associated with procedures or
illness Asthma Attention deficit disorder Cerebral palsy Conditioned nausea and vomiting
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Problems that Respond to Hypnosis Diabetes mellitus Dysfluency Encopresis Enuresis Facial tics Habit coughs Insomnia
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Problems that Respond to Hypnosis Migraine syndromes Nail biting Nightmares Performance anxiety Pruritis Psychogenic seizures
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Problems that Respond to Hypnosis Thumb sucking Tongue thrusting Tourette syndrome Trichotillomania Warts
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Appropriate Use of HypnosisHypnosis is indicated when:One is responsive to hypnotic
suggestionA problem is treatable with hypnosisGood rapport exists between the
patient and the therapistPatient is motivated to remedy the
problemNo iatrogenic harm is anticipated by
use
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Inappropriate Use of HypnosisHypnosis is contraindicated when: It would lead to physical
endangerment It may aggravate existing problems
or create new ones It is used for “fun” or entertainment The problem is more effectively and
appropriately treated with a different treatment modality (e.g. medication or family therapy)
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Rules for Using Hypnosis Never treat a condition you are not
qualified to treat without hypnosis Never use authoritarian symptom
removal Do not use for entertainment
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Factors Affecting EfficacyPatient Age Intellectual ability Context of
symptom Acceptability of
hypnosis Hypnotizability (?)
Provider Attitude towards
hypnosis Belief in hypnosis Skill in developing
rapport Skill in
encouraging trance capacity
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Factors Affecting Efficacy
Milieu Attitude of family towards symptoms
and hypnosis Societal or cultural attitudes toward
symptom and hypnosis Attitude of staff towards symptom and
hypnosis
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Introducing Hypnosis Learn about the patient Learn about the problem Explain “hypnosis”.. Or not Elicit patient and family beliefs Demystify Use resources Consider the context
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Introducing Hypnosis Using your mind, Pretending about, Imagery,
Imagining, Imaging, Using Imagery, Biofeedback, Personal biofeedback, Mind-body interactions, Inside thinking, Inside talking with your [stomach, head, breathing tubes, muscles, bladder..], Relaxing and imagining, Daydreaming, Daydreaming on purpose, Thinking to help yourself, Meditation on your…, Learning how you work the controls in your mind, Learning about what you didn’t know that you knew, Finding out what breathing can do
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Goals of Clinical Hypnosis Develop skills in psychophysiological
self-regulation Balance allopathic therapy (medical
treatment) with self-efficacy Develop integrity in therapeutic
relationships
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Steps in Clinical Hypnosis Induction Intensification Therapy in Trance Usual Awareness Ratification/Reflection Follow-up
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Clinical Hypnosis Useful therapeutic tool – not a cure all An adjunct to medical or psychiatric
therapy, usually not the primary treatment
Requires self-motivation Not effective when there is a significant
secondary gain maintaining symptom Essentially no adverse effects Gives patient a sense of mastery and
control of symptoms
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Educational Media Adulthood and Aging Engineering Rehabilitation Community Forensic Psychology Consumer Behaviour Women Shelters Teaching
Experimental Psychological Testing Physiological Developmental Personality and Social
Behaviour Clinical Industrial Sports Environmental
Specialized Fields of Psychology
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42%
32%
16%
10%
Jobs
Universities, college, schools, industry, and self-employedNon-profit organiza-tionsGovernment
Where Psychologist Work