Category: Psychology 2075

The concept of one at the beginning, one at the end involves making a resolution or an aspiration at the start of the day and acknowledging the achievement or the reason for failure. For instance, an individual can state that they will not sleep at work on a particular day and evaluate whether the objective was achieved or not. The practice is crucial in monitoring progress and acknowledging progress.

After engaging in the recommended practices, I realized that it promotes positive thinking and an understanding of the balance between mistakes and positive occurrences. For an individual recovering from addiction, the concept can help them move from the stage of self-denial to acceptance. Capuzzi & Stauffer (2014) state that many persons struggling with change lack confidence or are in denial. Confidence is related to self-efficacy and acceptance, which is significant in recovery. When an individual acknowledges that there was a simple positive event toward the general recovery objective, it becomes clear that small goals are manageable.

In fighting addiction, those affected may fail to realize small gains made by their family member and concentrate on the negative aspects of the process. For instance, an individual can decide not to take alcohol for a day. In the evening, before going to bed, the individual can acknowledge that they failed to accomplish the set goals but continue blaming themselves and others for the mistake. However, according to the concept of one at the beginning, one at the end, the person should view the ability to recognize failure as a positive step towards accepting themselves. Appreciating each step provides motivation and the strength to understand that mistakes do not mean that there is nothing positive that was accomplished (Chodron, 2019). Life is filled with challenges, and it is almost impossible to succeed without encountering difficulties.

Generally, recognizing small achievements and knowing the balance between positive and negative encounters is crucial to recovering from addiction. Self-efficacy is gained when individuals overcome denial and get the confidence to pursue resolutions. People should avoid emphasizing failures over success because motivation is needed to overcome regrets and pursue prospects. Understanding that challenges are inevitable is a skill needed to achieve self-reliance.

References

Capuzzi, D., & Stauffer, M. D. (2014). Foundations of addictions counseling. Pearson.

Chodron, P. (2019). Taking the leap: Freeing ourselves from old habits and fears. Shambhala Publications.

It is important to note that the identified bad habit is cuticle biting, which is similar to fingernail biting. I have developed this problematic behavior within the past few days through associative learning. It is a mild form of dermatophagia, where one engages in an obsessive-compulsive activity. It is harmful to the skin around fingernails and unhealthy as well as unclean. The behavior was learned associatively because it only occurs voluntarily whenever using the computer, constituting operant associative learning.

The observation revealed that the key antecedent circumstances involved me sitting in front of my computer alone during the evening. The behavior starts with me noticing and constantly touching a skin tag near my fingernail, which is due to constant cuticle biting. It generates an obsessive behavior with the skin tag to remove it with other fingers first, which means that it is not classical since the action is voluntary and operant (Blackman, 2019). If it fails or leaves another skin tag, biting is used to remove it. The consequences involve satisfaction with removal and tiredness in fingers and bite muscles due to meticulousness of activity, and reinforcement is an important part of operant associative learning (Hughes et al., 2022). In addition, there is a feeling of disgust and uncleanliness, which leads to hand and mouth washing. Therefore, the habit itself is a voluntary action learned by associating it with my computer use.

In conclusion, dermatophagia behavior is an illustration of operant associative learning. Firstly, there is an element of reinforcement through satisfaction, which is key for the development of habits within this framework of associative learning. Secondly, the action to engage in the habit is voluntary, which constitutes operant associative learning and not a classical one. Thus, the bad habit was learned by associating my leisure time on my computer with dermatophagia.

References

Blackman, D. E. (2019). Operant conditioning: An experimental analysis of behavior. Routledge.

Hughes, C. E., Langford, J. S., Heukelom, J. T. V., Blejewski, R. C., & Pitts, R. C. (2022). A method for studying reinforcement factors controlling impulsive choice for use in behavioral neuroscience. Journal of the Experimental Analysis of Behavior, 117(3), 363-383.

Influence of Neobehaviorism School

Neobehaviorism emerged when behaviorism was combined with the ideas of logical positivism. The representatives of the latter believed that scientific statements about the world had to originate from physical observation; otherwise, they would not be scientific (Hergenhahn & Henley, 2014).

Like behaviorists, neobehaviorists supposed that stimuli coming from the persons environment are responsible for shaping their behavior; however, in contrast to their predecessors, neobehaviorists attempted to formulate and formalize laws that they believed govern human behaviors. This new principle of formalization of such laws was brought to psychology by this school of thought. The idea that mentality and cognition were observable characteristics of a persons behavior was also new to psychology and went even beyond the presuppositions of the so-called radical behaviorists.

The practice of using animals to study human behaviors, on the contrary, was not new to psychology. However, neobehaviorists offered some new reasons why animals should be used in such research; they believed that that the only difference between humans and animals when it comes to perception and learning is only in degree, which is why the experimental results obtained from animals should be generalized to cover humans; and, because it is simpler to control important variables while dealing with animals, such methods should be very effective (Hergenhahn & Henley, 2014, p. 407-408).

Even though the school ceased its existence, the methods of experimental and applied behavior analysis are still used to find answers to various questions arising in such areas as child development, education, business, and drug abuse (DeGrandpré & Buskist, 2000, p. 393).

Behaviorism vs. Psychoanalysis

Principles

Behaviorists believed that people have no free will and that all behaviors are responses to stimuli that come from the environment; before receiving any stimuli, a person is a tabula rasa. On the contrary, psychoanalysts thought that peoples character, behavior, etc. to a large extent originate from their internal, unconscious minds, which are strongly influenced by the events in a persons early childhood (Gabbard, Litowitz, & Williams, 2012).

Values

Behaviorists wanted to predict human behavior and explain it in terms of stimuli by using scientific methods; these explanations were to be complementary to physiology. Psychoanalysts wished to use their methods to better understand how the unconscious mind influences ones personality, and, in particular, which problems it could cause. The obtained knowledge was often used in clinical practice (psychotherapy).

Subject matter

Behaviorists believed that psychology should study observable behaviors and that these behaviors could be used to index cognitive or psychological events taking place in an individual (Hergenhahn & Henley, 2014, p. 395). Psychoanalysts studied peoples dreams and memories to understand the conflicts that exist in their subconscious minds.

Research approaches

Behaviorists gathered information by carefully measuring observable behavior and drawing conclusions about which stimuli provoke which behaviors. Some of them (radical behaviorists) even claimed that no behaviors can be explained by using (unobservable) mental events (Hergenhahn & Henley, 2014, p. 395). Psychoanalysts, on the contrary, asked their subjects to tell them of their thoughts and memories during a controlled process to better understand the subconscious driving factors. Many such factors (e.g., libido, the Oedipus complex, and various defense mechanisms used for self-deception) were important for psychoanalysts to explain human behaviors (Wertheimer, 2012, p. 195).

Applied methods

Behaviorists often used laboratory experiments on animals (using the presupposition that, since humans are animals, animals should respond to stimuli in analogous ways, and thus can be used to study human behaviors). Psychoanalysts analyzed and interpreted personal events and dreams, observed a persons free associations, etc., to make conclusions about a persons internal states of mind.

References

DeGrandpré, R. J., & Buskist, W. (2000). Behaviorism and neobehaviorism. In A. E. Kazdin (Ed.), Encyclopedia of Psychology (Vol. 1, pp. 388-392). Washington, DC: American Psychological Association.

Gabbard, G. O., Litowitz, B. E., & Williams, P. (Eds.). (2012). Textbook of Psychoanalysis. Washington, DC: American Psychiatric Publishing.

Hergenhahn, B. R., & Henley, T. B. (2014). An introduction to the history of psychology (7th ed.). Belmont, CA: Wadsworth.

Wertheimer, M. (2012). A brief history of psychology (5th ed.). New York, NY: Psychology Press, Taylor & Francis Group.

US psychologist Alfred Adler developed a theory that linked a childs personality to its order of birth. Adlers theory postulates that a middle child in the family may feel squeezed out of a position of privilege and significance. It may even be tempered and have a take it or leave it attitude or could become a fighter of injustice. The middle child experiences pressure from both sides. He behaves as if he were in a race; as if someone were a step or two in front and he had to hurry to get ahead of him. (Adler 148). Middle born children according to Adler are the ones likely to develop favorably, however, since they never occupy the pathogenic position of pampered only child (Ewen 96). When the third child arrives, the eldest child retains his status of being the oldest, but the second child has to make changes. He has to relinquish his role as the baby to become the middle child. This shuffling of roles causes what amounts to an identity crisis and often results in attention seeking behavior characteristic of middle child syndrome. The middle child becomes a study in conflict and contradiction. He wants the freedom and privilege given to the oldest and the attention given to the youngest. John Rosemond advices that in order to keep this syndrome at a minimum he should be kept mentally prepared of the third childs arrival and give him all the attention he desires (Rosemond 66).

Melina Stoney says: I was born with a disorder that causes me to experience symptoms such as loneliness, depression, lack of motivation, self-loathing and low self-esteem. This syndrome has caused me great emotional and psychological heartache, not to mention many sleepless nights. Theres no cure and no way out (Stoney 1). The syndrome she talks about is the Middle Child Syndrome. Stoney feels its quite a chronic disorder and can be quite damaging. She says that the middle child does not have a significant place in the family. While the first-born gets praised for being the first at everything and the youngest can get away with murder due to cuteness, the middle child ends up competing for attention, love and a little respect (Stoney 1).

Some psychologists argue that middle child syndrome affects the parents rather than their offspring, claiming that childrens behavior is molded by how their mother and father handle and teach them. They recommend a three-year gap between births because the first 36 months of a childs mental growth requires extra attention from its parents. Hilary Letts, founder of the Successful Learning Institute in Wirral holds that Middle Child Syndrome can arise when parents stop seeing each child as an individual, she explains: It is easy to say that one child takes after one parent and another after the other parent, but then the other child is not included. She wants that parents should be careful about the younger child idolizing the oldest child, leaving out the middle one.

Research has been conducted regarding the impact of birth order on personality characteristics of an individual. It has been scientifically proved that birth order is positively linked to personality, especially in the realm of traits such as creativity, independence, intelligence, competitiveness, and tendency to be extroverted or shy. Romeo (1994) has found that a childs position in the family impacts its personality in a great way. He also found that the lifestyles of the youngest children of two different families are more similar than those of the youngest and middle child of the same family. Adding further weight to the birth order theory, Travis and Kohli (1995) have found that intellectual destiny is influenced by the sibling situation into which one is born.

Birth order theorist Morales (1994) opines that the birth order in the family decides the pattern of individual behavior. This is done through impact on personality characteristics. Morales found through his studies that first-borns are given more power and responsibility, and therefore they tend to become more confident and positive. School psychologists Zajonc and Markus (as cited in Bianchi and Robinson, 1997) found birth position to be inversely related to achievement implying that middle children perform less efficiently than first born children. They attributed it to the lack of attention of parents as there are more children in the family. Joy B. Wilson in his research article titled Birth Order and personality Characteristics found through a survey that five negative traits of middle child: attention seeking, overlooked, average, lonely, and disobedient. The most commonly listed positive traits of middle born children were carefree, humorous, easy going, friendly, and sensitive (Wilson 1).

David Lester says that the middle child in a conventional family often feels unloved (Lester 128). The older children enjoy all the attention in the early years and are relatively superior in maturity and intellect to their younger siblings. The younger children are the babies of the family and have attention focused on them by others in the family. The middle children often get neglected and feel that they are unloved by their parents. As a result, middle children tend to misbehave and become deviant perhaps criminally or psychiatrically. Leman has said that it is hard to predict how the middle child would turn out to be (Lester 128). They can become quiet and shy or sociable and friendly. As a result of middle child syndrome, the peer group is very important to the middle born child than for other children. It is interesting to note that Osama bin Laden with his network of rebel associates is a middle child (Lester 129). Middle children are good at manipulating, mediating or negotiating. Donald Trump, the fourth born of five children, President Nixon, and President Bush Senior are all middle children who were great negotiators (Lester 129). Lester also says that middle children often keep their cards close to their chest, and can be secretive and difficult to know and they can be mentally tough and dependent.

However, Guy Cooper, managing director of Liverpool based computer technology firm Origin believes that being sandwiched between siblings can have its advantages (Davis 10). They often become brilliant diplomats, having developed strong negotiating powers from dealing with the first-born achiever and the dependent youngest child. They also often share the advantages of both their siblings, not having to live up to parental expectations as much as the eldest but still given the chance to stand on their own two feet (Davis 10).

Studies indicate that birth order and personality characteristics are interrelated and eldest kids in the family often emerge as strong confident leaders. For example, almost all of the U.S. Presidents were either the first-born child or the first-born son in their families (DeBroff 1). And, all but two of the first astronauts sent into space were first-borns. Firstborn child often gets full parental time and attention. Middle kids often complain of neglect and are resentful of the attention given to the oldest in the family and to the youngest in the family. They often have to compete for family attention with the oldest and try a little harder to be noticed. On the positive side, as parents tend to be much less anxious and demanding with second and third children, many middle children grow up with a more relaxed attitude towards life than their older siblings.

Based on her own experience, Melina Stoney reveals that middle child syndrome affected her differently during different phases in life. Initially, she suffered an identity crisis and had to cope with anonymity. During the next phase, she has to fight for attention. During this second phase she confesses that people paid attention to me only because she was making a complete fool of herself. Next, she suffered deep resentment and anger at the way she was being treated. The more serious phase of the Middle Child Syndrome is the denial phase during which, being the middle child dictates the many choices a person makes in his life. According to her, the number of phases a middle child goes through depends on the person and their willingness to walk in their siblings shadows. She declares that while Middle Child Syndrome is incurable, with proper care, a middle child can grow up to enjoy a virtually drama free life, give or take a few emotional outbursts. Melina Stoney says middle children by indulging in creative arts can find self expression and an identity. Moreover, she suggests that developing special skills can make them feel unique.

Middle Child Syndrome is the term attributed to a disorder in which a person develops negative traits such as attention seeking and problematic behavior because of their middle position in the birth order. This syndrome can be effectively coped through creative arts and acquisition of special skills and also through sensitive parenting. On the positive side, middle children by virtue of their position in the birth order are relaxed, carefree and great negotiators.

Works Cited

Adler, A. (1931). What life should mean to you. Little Brown Publications. Boston. 1931. Reprint: Capricorn Books. New York. 1958.

Bianchi, S. & Robinson, J. (1997). What Did You Do Today? Childrens Use of Time, Family Composition, and the Use of Social Capital. Journal of Marriage and Family 59, 332-345.

Davis, Laura (2004). Middle-Child Syndrome: Laura Davis Discovers How Your Place in the Family Hierarchy Can Affect Your Life. Daily Post. 2004. Page 10.

DeBroff, Stacy (2006). What are the effects of middle child syndrome? MSNBC Interactive. 2006. Web.

Ewen, B. Robert (2003). An Introduction to Theories of Personality. Lawrence Erlbaum Associates. 2003.

Lester, David (2004). Mass Murder: The Scourge of the 21st Century. Nova Publishers. 2004.

Morales, C. (1994). Birth Order Theory: A Case for Cooperative Learning. Journal of Instructional Psychology 21, 246-250.

Romeo, F. (1994). A Childs Birth Order: Educational Implications. Journal of Instructional Psychology 21, 155-161.

Rosemond, John (1993). Making the Terrible Twos Terrific. Andrews McMeel Publishing. 1993.

Stoney, Mellina (2006). Middle child syndrome an epidemic. The Lowell. 2006. Web.

Travis, R. & Kohli, V. (1995). The Birth Order Factor: Ordinal Position, Social Strata, and Educational Achievement. Journal of Social Psychology 135, 499-508.

Wilson, B. Joy (2008). Birth Order and Personality Characteristics. Missouri Western State University. 2008. Web.

Moral development is the development of an understanding of right and wrong in children in order to later apply this knowledge in situations with moral choices. It also covers the development of a strong and independent character, which, when faced with such a situation, will make the right moral choices, even in the face of the discomfort of opposition. Moral development has always played an essential role in the society, and has been a studied topic throughout human history, first by pedagogues and philosophers, and nowadays by sociologists and psychologists. However, it did not become the focus of scientific study until the late 1950s.

From the mid-twentieth century onwards the subject of moral development, particularly in children, has been scrutinized by numerous researchers, the key advances in the subject can be attributed to Jean Piaget and Lawrence Kohlberg, both of whom were involved in the study of human moral development (Slavin, 2014).

While Kohlberg based his theories on those of Piaget, by expanding and modifying them to fit his perspectives, both of their views have enough differences between them and applicability to be still relevant in psychology and highly regarded by modern researchers. It is important to understand them both on their own, as well as their similarities to evaluate them and their implications.

In his studies of how children developed their morals, Jean Piaget rejected the prevailing idea that they absorb those rules, morals, and ideals imposed upon them by their parents and teachers. Instead, he concluded that early in development rules provided by authority figures are accepted as absolute laws, but are not internalized by the child. He called this the morality of constraint or heteronomy.

The actual moral development occurs as the child grows older and begins forming the basis of their morality and concepts such as justice, fairness, and respect through interaction with their peers. These discoveries formed the basis of his idea of stages in the development of distributive justice in children. The first one is until 7-8 years when children defer to adult authority on the issue; the second is from 8 to 11 years,

While Piaget is widely known for the idea of stages in development that he introduced, he did not, in actuality, elaborate on them very much, and his insight is somewhat limited, as he conceded, and instead focused on the transition from one type of morality to the second one. However, these ideas were developed and expanded further by Kohlberg, creating his landmark theory of stages of childrens moral development.

He saw this is a slow, gradual process, and divided it into three levels and six stages, which an individual went through one at a time. The first level is the pre-conventional level, which consists of the Punishment-Obedience stage, where the children are at their most basic and obey rules provided by authority figures out of fear of punishment; and the Individual, Instrumentation, and Exchange stage, where child follows the rules if it sees profit in doing so.

The Conventional level is where the child realizes a need to be accepted and appreciated first in their social group (Interpersonal Conformity stage) and then in the society (The Law and Order stage). Post-conventional level, and its stages Social Contract and Individual Rights, and Principled Conscience mark the move from conventional morality towards the conscious morality based on reason. This is not a common level of moral development, as not many adults reach it (Moral development, n.d.).

Both theories have had a significant impact on the development of child psychology, but Kohlbergs is more refined and developed and is more applicable in education. His stages explain the tools a pedagogue or a psychologist has at their disposal for directing the moral development of a child in kindergarten, school, and later in life. While Kohlbergs stages mirror the Piagets two morality types, Kohlberg extrapolates upon the changes in the childs perceptions of right and wrong, and what is influencing them.

References

Moral development. (n.d.). Web.

Slavin, R. E. (2014). Educational Psychology: Theory and practice (11th ed.). New Jersey: Pearson.

Coaching is critical in personal and organizational development. The process enables individuals to undergo critical transformations in their personal development, with the majority of individuals reporting that coaching had positive outcomes in their careers and personal lives. At an individual level, coaching enables individuals to develop positive attitudes toward their careers, influencing them to take critical actions that channel their energy toward achieving their goals (Benefits of coaching, 2022). In addition, the process enables them to be self-reliant, giving them the courage to pursue things independently without having to depend on others for either approval or support.

At the organizational level, the coaching process enables individuals to develop the ability to become part of work teams. Such abilities are obtained through learning aspects like emotional intelligence and regulation, which enables them to learn to how to understand and manage the emotions they develop while they interact with others (Landry, 2019). In addition, such skills enable them to regulate emotions while responding to other peoples actions (Vieira & Palmer, 2018). Through such competencies, individuals can develop high professional skills that enhance their level of discipline while interacting with others in the workplace.

The post effectively outlined how coaching enabled Tiffany to transition from being an athlete, a military officer, and then to an entrepreneur, which are all positive impacts. She outlines how the coaching process boosted her confidence, steered her in a positive direction, and enabled her to develop cultural competence and professionalism but does not outline the various opportunities she missed due to her lack of such skills. She only focuses on the positive aspects of the process, leaving no room for the description of the challenges she experienced before being coached.

References

Benefits of coaching. Institute of Coaching. (2022). Institute of Coaching. Web.

Landry, L. (2019). Emotional intelligence in leadership: Why its important. Business Insights Blog. Web.

Vieira, D. A., & Palmer, S. (2018). Self-efficacy within coaching and coaching psychology. Handbook of Coaching Psychology, 2533.

Psychological disorders turning a person into a criminal often appear to be a consequence of deep childhood trauma, and the film entitled Identity and created in 2003 by director James Mangold illustrates one of such cases. The present paper is intended to analyze the motion picture, applying concepts and theories from the Psychology course.

The film begins with the phone calling in the flat of the judge, who should urgently re-hear the case of Malcolm Rivers, a notorious serial killer, who has been already convicted to death. However, his caseworker, psychiatrist, Dr.Malick, discovers Rivers diary, which might prove that Rivers was not able to understand his actions when committing the murders and needed life-long therapy in a mental health institution. When the trial is about the start, the camera switches to the events taking place in a small and temporarily deserted motel.

Due to the natural disaster, ten people are forced to stay in the motel: Paris, a former prostitute, who is now beginning a new life, Lou and Virginia Isiana, who have recently married under the womans pressure, Caroline Suzanne, an actress, Ed Dakota, her limousine driver, the York family with little boy Timmy, Samuel Rhodes, a criminal impersonating policeman, and Robert Maine, a prisoner transported in handcuffs by Rhodes. The guests of the motel are killed one after another, and because the perpetrator is not caught, the focus of the groups suspicion shifts from one man from the group to another. Finally, when the version of Maines responsibility is excluded, as the criminal is found stabbed, the survivors undertake an attempt to escape. At that time, Ed Dakota has a vision and sees himself on the trial, he tries to explain that his companions are in danger, but instead he is informed by Rivers psychiatrist that he, Edward, is merely one of the murderers identities. After Edward physically and mentally returns to the motel, he begins a clash with Rhodes and both men pass away as a result.

Paris, ostensibly the only survivor of the massacre, manages to get to the plantation she has dreamed about and involves in growing oranges. In parallel, Rivers, who has been discharged and received a more lenient sentence, is being transported to the mental asylum. Suddenly he begins to behave like Timmy, the Yorks boy, who appears to be the most violent and merciless identity born inside Rivers mind. Timmy comes to the plantation and murders, stating that prostitutes have no right to a second chance; at the same time, Rivers strangles Dr.Malick, his caseworker.

It is clearly stated in the film that the main villain, Malcolm Rivers, has a psychological disorder, or suffers from self-destructive and disruptive behaviors and emotional states, which have maladaptive effects and impair the persons relationships and involvement in the community; Rivers dysfunction is referred to as Dissociative Identity Disorder. By its definition, DID is associated with a condition in which the person displays multiple distinct identities and personalities with different traits, habits, and behavioral patterns (Kluft, 2003, p.72). The majority of the films characters (except for those displayed in the court settings) are positioned as Riverss identities, and through the patients eyes they seem to be separate personalities operating in the real-life environment, quarreling, suffering and leading their distinct lifestyles. All of them have certain plans and are moving towards selected destination; the only obvious similarities are the same birth date and family or first names coinciding with the names of the U.S. states. Therefore, Ginny, Edward, Rhodes, and the others are not merely roles, but rather integral self-concepts, or elaborated sets of roles (Petress, 2009, p.1) Most of Rivers identities are relatively harmless, as compared to Timmy, the little maniac, obsessed with the desire for taking human lives.

As revealed in the first scene of the motion picture, Rivers had a very difficult childhood with traumatic experiences, even covered by newspapers. In particular, he was abused by his only caregiver, his mother, who was a sex worker and often locked the child in the motel room without any facilities or opportunities to meet his basic needs (e.g. food, water) so that young Malcolm did not interfere with her work. In this sense, researchers contend that the victims of child abuse are more sensitive and predisposed to personality partition (Child Welfare, 2008, p.3; Kluft, 2003, p. 73). Child abuse can be defined as continuous verbal, physical, or psychological violence against the child, or the practice of leaving a child in a dangerous situation (Child Welfare, 2008, p.5). Kluft also draws a sequence of coping strategies, defined as cognitive or behavioral patterns which allow the person to cope with the psychological outcomes of a trauma (Kluft, 2003, p.73), which, as they are applied, create a path to the creation of the additionally alter ego. At first, the young child rejects the fact of mistreatment, but further develops a belief that he/she has deserved it.

This idea might lead the child to think that he/she wanted this abuse, he/she would be able to prevent it if he/she was a strong man or hurt someone by him/herself without being hurt. Other versions of coping strategies include such directions of reasoning as I wish I could feel nothing, I wish someone could replace me, I wish someone would comfort me (Kluft, 2003, p.73). As a rule, such dreams, thoughts, and desires are not confirmed in the real-life, so the disturbed child projects them into his/her inner world. Interestingly, the identities described by Kluft can be found in Identity; for instance, Timmys mother is a guardian or comforting angel, whereas Maine is a murderer, who presumably had similar disruptive experiences in his formative years. In the ending scene of the film, when Timmy appears before Paris, it becomes clear that these two characters, due to their survival of the massacre, are the most realistic identities, since Timmy crying that women of Pariss occupation have no second chance represents young Rivers, who was not able to forgive his mother, whereas the personality named Paris, respectively, is associated with Rivers real mother. Timmys cruelty in this episode demonstrates that the most aggressive and blood-thirsty part of Rivers self, the young boy, would pay back to his mother even if she tried to change her life and bring him up in a more supportive way.

It also needs to be admitted that all of Rivers identities are similarly deviant, as all of them have certain dark secrets. In particular, when trying to lock herself in the bathroom, Ginny confesses she has deceived Lou about her pregnancy to force him to give up his promiscuous lifestyle and marry her, so the former is a liar, whereas the latter fails to comply with the societys moral norms. Both Rhodes and Maine are responsible for grave crimes. As Krohn and colleagues suggest, deviant and criminal behaviorRivers a s are learned by children and adolescents from their parents, primary caretakers, and the closest environment when their socialization is occurring (Akers, Krohn, Lanza-Kaduce and Radosevich, 1999, p.636). In this sense, practically all identities, generated by Rivers, reflect his inner picture of society and social characteristics, learned from his marginalized mother and her friends. Interestingly, the removal of the physical label (prisoners uniform) also allows Rhodes to avoid psychological and social labeling, as he is commonly perceived as a policeman only because he drives the police car and handles the criminal according to the rules (i.e. puts handcuffs of Maine and isolates him). Thus, labeling, defined as a complex of expectations and beliefs, associated with the persons perceived social status (Akers, Krohn, Lanza-Kaduce and Radosevich, 1999, p.638), is in many cases based upon purely physical characteristics and aspects.

As one can conclude, although the film Identity appears to display the subjective picture seen by the person with Dissociative Identity Disorder, the analysis demonstrates that Rivers multiple identities are closely linked to his factual experiences and the real people he met. The above-presented analysis of the motion picture through the lens of psychological concepts and approaches allowed understanding Rivers path to dissociation as well as the background of his characters.

References

Akers, R., Krohn, M., Lanza-Kaduce, L. and Radosevich, M. (1999). Social Learning and Deviant Behavior: A Specific Test of a General Theory. Psychological Review, 106, 636-655.

Ptress, K. (2009) Discussion of Self Concept. Web.

Child Welfare Information Gateway. (2008). Long-Term Consequences of Child Abuse and Neglect. Washington, DC: Childrens Bureau Press.

Kluft, R. (2003). Current Issues in Dissociative Identity Disorder. Bridging Eastern and Western Psychiatry, 1(1), 71-87.

At the poker table, manners are just as crucial as correct formal etiquette in determining a personality. It requires more than just possessing the correct cards and being able to rank the various poker hands to understand how to play poker. Before the person sits down at the table, there are several more factors one should be aware of. The difference between a good player and a professional player can be found in poker etiquette. A player will eventually stop receiving an invitation to competitions if they develop a reputation for adopting negative behavior there. Additionally, the game strategy can be influenced by alcohol, which will lower the quality of cognitive activities and reactions, leading to loss. Players risk leaving a wrong impression, drinking, eating, smoking, damaging their reputation, and losing money.

Gaming is a risk-taking behavior in which one runs the chance of losing something valuable, such as money, in pursuing a more valued gain. Alcohol is frequently reported to have a disinhibitory influence on consumers. A substantial body of research supports the claim that this disinhibitory impact results in more excellent risk-taking behaviors (Ritchie, 2019). First off, alcohol will have an impact on a players poker inhibitions. The player will not be thoroughly considering the choices before making them in-game as a result. Such a procedure can seriously harm the poker bankroll. It is essential to access potential winning chances and risks while sober. Second, consuming alcohol while engaging in any activity will weaken overall decision-making abilities. Additionally, professionals stressed the value of leading a healthy lifestyle to keep control of their emotions and behavior (Morvannou et al., 2020). A poker player links leading a healthy lifestyle to keeping emotions under control when one loses.

The perception is that smoking during the game instantly reduces stress. However, it is only accurate temporarily. In the long term, smoking reliance is significantly more likely to cause tilt to occur more frequently and considerably sooner. Most recent research indicates that we can typically focus for 1-2 hours until cognitive performance declines. Humans are not capable of paying close attention for extended periods. In that regard, it may be claimed that smokings unavoidable forced breaks are not beneficial since they promote these brief cognitive breaks. It will be nearly impossible to consistently enter the zone if smoking is continuously on the mind. A person will not be able to enter a condition known as Flow, which was supported mainly by psychologist Cskszentmihályi and involves being wholly focused on the game and nothing else (Morvannou, 2020). Finally, much evidence demonstrates the connection between physical health and mental function. Smoking has been demonstrated to worsen attention, memory, response time, and visual working memory in young men, in addition to encouraging cognitive decline in later life.

It is critical to remember that poker is a pastime in which you frequently use your hands to place bets or inspect your cards. At the poker table, mainly when you are playing, you should not ever eat. Holding chips and cards with dirty hands is not only disapproved, but it can also lead to immediate table removal. Additionally, resulting in a worsened reputation in the activity field.

Therefore, various evidence shows that the focus during the game must be entirely concentrated on the activity, and drinks, food, or smoking can interfere with such an intention. Moreover, these habits also harm overall health conditions, particularly mental and cognitive processes, resulting in lower performance and winning chances with time. Remaining a clear mind and dedicated to the process can help to stay in the flow, which will boost the outcomes and absolute satisfaction in the long term.

References

Morvannou, A., Monson, E., Savard, A. C., Kairouz, S., Roy, E. & Dufour, M. (2020) It did not apply to me: poker players perspectives of prevention messages. Canadian Journal of Public Health, 111, p. 617626. Web.

Ritchie, E. V. (2019). The effect of alcohol cue exposure on gambling-related attentional biases and cravings among poker players who drink. University of Calgary, AB.

Helping People Change, written by Richard Boyatzis, Melvin Smith, and Ellen Van Oosten offers a unique personal and professional development approach. Based on decades of research in neuroscience and psychology, the authors explore ways to facilitate lasting change through coaching and self-directed learning. The book covers creating practical goals, building emotional intelligence, and navigating resistance to change. With practical exercises and case studies from various industries, Helping People Change is a valuable resource for coaches, leaders, and anyone looking to make meaningful progress in their personal and professional lives.

The book explores the concept of intentional change  the deliberate and thoughtful process of personal growth and development. The authors offer practical techniques for helping individuals bring about this change, drawing on various fields, including psychology, management science, neurology, and neuroscience (Boyatzis, Smith & Van Oosten, 2019). One key concept presented in the book is the change triangle, which highlights the interplay between emotions, cognition, and behavior in successful change efforts. Another essential idea is that change is not just about acquiring new skills or knowledge but also involves creating new meanings and relationships. The book offers valuable insights for coaches, therapists, managers, and anyone seeking to initiate positive transformation in their own lives.

Helping People Change delves into the science and practice of personal change. The authors break down their research and theories into simple steps to provide practical advice for anyone looking to change their life. One key concept is the separation between technical and adaptive skills (Boyatzis, Smith & Van Oosten, 2019). As individuals, we often focus on improving our technical abilities in specific jobs or tasks, but Helping People Change emphasizes the importance of enhancing our adaptive skills to create lasting change truly. The book also addresses the role that emotions play in changing behaviors and offers strategies for managing challenging emotions during the process of change (Boyatzis, Smith & Van Oosten, 2019). Overall, Helping People Change presents a comprehensive approach to personal transformation grounded in scientific evidence and accessible for everyday use.

In their work, the authors Richard Boyatzis, Melvin Smith, and Ellen Van Oosten explore the concept of change from a practical and scientific perspective. The book provides tools for individuals to seek out and create their own transformation and methods for coaches and leaders to support change in others (Boyatzis, Smith & Van Oosten, 2019). In addition, the book focuses on the strategies and techniques for helping others to effect positive change in their lives. Overall, Helping People Change offers insights and strategies for creating positive personal and professional growth.

One key takeaway from the book is the importance of creating a safe environment for change, as individuals may fear vulnerability and failure. Another significant point is that successful change involves a cognitive understanding of the desired outcome and an emotional commitment to making it happen. Another crucial point is seeking evidence-based solutions rather than relying on intuitive hunches or traditional wisdom. Lastly, a reader understands that change can be prompted through external motivation and incentives and by focusing on an individuals internal goals and values (Boyatzis, Smith & Van Oosten, 2019). Helping People Change also delves into methods for reinforcing desirable behaviors and addressing roadblocks in the change process. Overall, the authors offer practical advice for effectively guiding others toward lasting transformation. Encourage readers to learn more about the book and its authors.

Helping People Change by Richard Boyatzis, Melvin Smith, and Ellen Van Oosten. The book dives into research on change from multiple perspectives, including psychology, neuroscience, and organizational behavior. The authors draw on their extensive experiences as professors and consultants to provide practical strategies for creating lasting change. Whether as a manager looking to improve ones team performance or an individual seeking personal growth, Helping People Change has insightful advice.

Reference

Boyatzis, R. E., Smith, M., & Van Oosten, E. (2019). Helping people change: Coaching with compassion for lifelong learning and growth. Harvard Business Review.

Introduction

Maslows Hierarchy of Needs is an inspirational model that was established by Abraham Maslow. The model comprises of five levels of human necessities, which are categorized in stages within a pyramid. It explains how an individuals most basic needs must be met before they become motivated. As such, Maslows Hierarchy of Needs main objective is that a person should strive to attain self-actualization. This paper aims at expounding on Maslows theory and illustrate how the theory has impacted my life.

Main body

The first stage is the physiological needs, which must be addressed before humans move on to the next level of fulfillment. They include food, water, warmth, and rest, which I can access every day without any struggles. The safety need is at the second stage in the hierarchy. It includes the need for protection from violence, theft, and emotional stability, among others (Hopper). I believe I am safe from any harm because I live in a safe neighborhood.

Additionally, the third stage emphasizes the need for belongingness and love. It involves creating bonds between friends and family to elevate kinship. I am in a stable relationship, which makes me quite happy. The fourth stage involves esteem needs, which imply the need for self-esteem and self-respect, making humans feel valuable (Hopper). I work on my esteem each day because I had a tough childhood. Finally, the stage of self-actualization is where an individual realizes their full potential. Currently, I am working hard in school to have an amazing career and attain my goals and ambitions.

Conclusion

In conclusion, Maslows theory helps psychologists to explain human motivation based on their pursuit of different levels of needs. Despite the theory being clear, human beings are still in pursuit of different levels of needs. As such, some of them have gone up and down the hierarchy, while others have remained stable. Personally, I believe I am at the fourth stage, where I am working on how to be confident in myself and respect myself despite all the challenges I encounter. Over time, I am sure I will move up the hierarchy because I am currently happy and relatively stable.

Work Cited

Hopper, Elizabeth. Maslows Hierarchy of Needs Explained. Viitattu, 2019. Web.