Category: Psychology 2075

Current Complaint

The main character in the movie is called Anna, who suffers from abuse. The current complaint with Anna is the murder case she claims she witnessed, but everyone, including the authorities, is turning down her claims. Anna claims to have witnessed Neil killing his girlfriend, Lisa. Despite involving the FBI in the case, no one believes in Annas claims (Netflix, 2022). Due to the murder case that Anna claims to have witnessed, she continues with investigations to prove to the people doubting her that she was sure of what she said. However, her investigations are also turned down, which adds to Annas psychological problems. Although the authorities and people who knew Anna thought she was hallucinating about the murder scenes, it later turned out that they were true at the movies end.

History of Presenting Illness

The psychological ill-health of Anna began after her daughter, Elizabeth, was brutally killed and eaten by the killer. She has been unable to overcome the death of her daughter, who was murdered on a day when there was a heavy downpour. The death of Elizabeth came unexpectedly, and she was executed in a gruesome manner. Anna could not cope with the news of her daughters death, which affected her psychological well-being (Netflix, 2022). As a result, Anna develops a fear of rain and is characterized by frequent hallucinations that lead her to make wrong and poor decisions. She has also fallen into heavy drinking and even takes the drugs prescribed by her therapist alongside alcohol. Anna is overwhelmed by psychological problems and behaves in unusual and peculiar ways in all eight episodes.

Educational History

Although the episodes do not depict her educational background of Anna, she engages in activities that confirm that she is educated. For instance, her conversation with her therapist reveals that she is educated and can understand the psychological problems she is undergoing. Anna is outgoing and tries as much as possible to make friends with the people she meets. The episodes do not identify her level of education for Anna or any schools she might have attended (Netflix, 2022). However, the techniques she uses to investigate the murder of Lisa reveal that Anna has some basic knowledge about policing and how police operate. She can connect events well to try and identify the person who might have been behind the death of Lisa. However, her efforts are turned futile after the revelation that Emma, a nine-year-old girl, was behind all the murders in the eight episodes.

Occupational History

The episodes do not reveal the career or occupation that Anna might have been tied to in her life. The first episodes opening portrays Anna as a distressed woman trying to recover from the loss of her daughter. Anna sits in the house, staring out the window, and thinks about the handsomeness of her neighbor (Netflix, 2022). She imagines falling in love with him and hallucinates having sex with him. Anna is not involved in any occupation, and her psychological condition cannot be managed by a person holding any job position or involved in the business. People diagnosed with mental health issues cannot run business activities effectively. Additionally, many businesses fear that Anna will reduce their productivity as she cannot perform simple tasks that form the backbone of a firm. Generally, Anna lacks an occupation due to her state and the risks businesses fear they might be involved by hiring her.

Social History

Although Anna wishes to have friends, especially the newcomers in the compound, her psychological condition detaches her from any healthy relationships with other people. Anna spends most of her days indoors, staring out the window. Due to her psychological condition, she becomes a drunkard and hallucinates about many things (Netflix, 2022). Her friends view her as a person who cannot think and make decisions by herself, which explains why the authorities ignore her claims of witnessing the murder through the opposite door. Annas social history and life deprive her of opportunities to engage with others. It is revealed in the episodes that she parted with her husband after the death of Elizabeth.

Family History

Anna was married to Douglas, but they divorced after the death of their only child, Elizabeth. On the day of Elizabeths death, Douglas took her for a walk, but unfortunately, she was attacked and killed. After the divorce, Anna stayed alone and had no close relationships with other family members or friends. She spends most of her time locked in the house, taking alcohol and contemplating non-existent issues. During the last episode, Anna reunites with her husband, and they sire another child.

Symptoms

The psychological problems of Anna are evident from the things she does, and the activities engage in in the neighborhood. The first symptom of psychological problems affecting Anna is the fear of rain. During the day Elizabeth was murdered, there was a heavy downpour, and since that day, Anna became fearful of rain and would faint whenever she was rained on (Netflix, 2022). Anna is affected by hallucinations that lead her to make poor decisions and imagine non-existent things. Anna takes the pills prescribed by her therapist alongside alcohol, which is a sign of a person being affected psychologically.

Description of Substance Use History

The episodes explain that mixing alcohol with her potent prescription causes Annas hallucinations. However, the seventh and last episode of Woman in the House states that Anna is out of wine and that she never takes medication between her imprisonment and the events of the end. The first time Anna takes alcohol is after her daughters burial (Netflix, 2022). She is traumatized by the death of her only daughter, and after psychological problems overwhelm her, she opts to drink alcohol. She is often drunk and spends most of her time inside the house. Anna is not depicted to have used any other drug or substance besides alcohol.

Progression of Use from Onset

Anna became addicted to alcohol and could drink several bottles daily. Despite the warnings from her therapist, Anna could not stop taking alcohol and even went ahead to take it alongside the medications her therapist gave her. Due to taking the medicines and alcohol, Anna frequently developed hallucinations that led her to make unclear and dangerous decisions. Alcohol was the only comfort for Anna because it made her pass away and forget about her daughter (Netflix, 2022). She was also lonely after parting with her husband and failing to establish healthy relationships with her neighbors. Therefore, Anna kept drinking throughout the episodes until she reunited with Douglas and sire another child.

Polysubstance Use

Unintentional polysubstance usage happens when a person ingests drugs that have been unknowingly cut or mixed with other substances, such as fentanyl. Polysubstance use negatively affects Annas psychological well-being because she becomes unable to coordinate her thoughts and decisions (Netflix, 2022). Anna occasionally took the drugs prescribed by her therapists alongside alcohol. She mixes the pills with alcohol and takes them, which makes her pass away and hallucinate about non-existence things. At one point, Anna is warned by her therapist to stop taking the pills with alcohol, but she turns the warning down. Instead, she increases the amount of alcohol she takes alongside the pills. As a result, she sometimes becomes more psychologically affected and uncontrollable.

Treatment History

After identifying that she is suffering from psychological problems, Anna seeks healthcare services from a therapist. Surprisingly, the therapist Anna seeks services from is her husband, Douglas. Douglas takes Anna through counseling and prescribes some drugs intended to relieve her mental health condition and help her regain normalcy. The loss of her daughter, Elizabeth, weighed heavily on Anna, and she needed a therapists intervention to help her improve her mental health (Netflix, 2022). Anna had not undergone mental health treatment before. The services of a therapist only became vital after she lost her daughter and became traumatized. Anna is prescribed pills but abuses them by taking an overdose and taking them alongside alcohol. These pills are presumed to be Clozapine as they possess addictive substance that often leads to their users being dependable on them.

Co-Occurring Symptoms

Anna had several co-occurring symptoms that explain the persistence of psychological conditions. First, Anna would always turn to drink alcohol whenever the thoughts of her daughters death flashed through her mind. Alcohol was the only consolation for her anger and sadness following the gruesome murder of her only daughter. Secondly, Anna showed evident signs of withdrawal from friends and neighbors (Netflix, 2022). She spent most of her time locked in the house and detached from conversations. Instead, she delighted in being alone and taking alcohol throughout the day. She only imagined falling in love with Neil and having sex with him, but that never happened. Her personality completely changed, and she engaged in activities that would easily endanger her life, for instance, investigating the cause of her death of Lisa.

Analysis of Behavioral Patterns

The death of Elizabeth, Annas only daughter, was the cause of the psychological problems she encountered in the eight episodes. Anna loved her daughter so much and delighted in spending time with her. However, she was gruesomely murdered and eaten, which affected Anna psychologically. The loss of a close family relative like a parent or child can adversely affect a persons psychological well-being. Her psychological issues made it difficult for her to associate with other people effectively. She even developed a fear of rain because the day Elizabeth was murdered, it was raining heavily. Anna turns into alcohol and drinks several bottles of alcohol in a day. When a person becomes psychologically affected, they can quickly turn to alcohol and substance use. Instead, their psychological well-being becomes more deteriorated due to taking drugs and engaging in anti-social practices. Anna becomes anti-social and engages in activities that can easily endanger her life, like investigating the cause of death of the various people in the movie and confronting the people she thought were the murderers.

Reference

Netflix. (2022). [Netflix]. The Woman in the House across the Street from the Girl in the Window. YouTube. Web.

Biopsychology is the branch of psychology that studies the relationship between physiological events (biology) and psychological processes (behavior) (Kuther & Morgan, 2012). If human behavior is studied in the framework of biopsychology, cognitive processes such as perception, memory, speaking, thinking, etc., are studied within the scope of cognitive neuropsychology. Cognitive neuropsychology is situated at the intersection of cognitive psychology and biopsychology, studying the human mind as the information processor (Kuther & Morgan, 2012). As the research-oriented branch of psychology, cognitive neuropsychology has its applied counterpart: clinical neuropsychology (Kuther & Morgan, 2012).

Biopsychology and Cognitive Neuropsychology within the Field of Psychology

Biopsychologists study how various factors, such as genetics, social experiences, or hormones, influence human behavior. They work mostly in the research and academic settings, developing the theoretical base for the applied science (Kuther & Morgan, 2012). Cognitive psychologists study various processes of the human brain, such as calculation, reading, thinking, etc. They also investigate the differences between the ways these processes progress in the brains of different people. Similar to biopsychologists, cognitive psychologists are involved in research activity and are employed by universities, pharmaceutical companies, and research institutes (Kuther & Morgan, 2012).

Levels of Education

In order to work in the spheres of biopsychology and cognitive neuropsychology, one should achieve a certain level of education. Students with a bachelor degree in psychology might be science, psychiatric, clinical laboratory, and pharmacy technicians. These positions offer an opportunity to apply the general knowledge that students obtained during their studies as well as to learn more about the specialty area.

Graduate degrees increase the number of job opportunities. Students with a masters degree will be welcomed in the teaching and research spheres, and a doctoral degree allows them to do the applied work (Kuther & Morgan, 2012).

Jobs and Incomes

Technicians with a bachelor degree can work in scientific, clinical, and biotechnological laboratories, assisting scientists in their research, maintaining laboratories and equipment, monitoring experiments, and recording data. Such jobs offer a comfortable work environment; however, the salaries are low (approximately $27,705 per year), and career progression is limited (Kuther & Morgan, 2012).

Research and academic settings offer more opportunities and higher wages. However, there is the problem of the expensive laboratory experiments. To obtain money for the equipment, scientists should be engaged in a great deal of paperwork in order to win grants from the government. However, this distracts them from their primary projects (Kuther & Morgan, 2012).

Applied work offers public recognition and the highest salaries. According to Kuther and Morgan (2012), the average annual income of biopsychologists and cognitive neuropsychologists that are occupied both in the research and applied settings starts at $80,000, with a rise to six figures expected in a short period of time (p. 93). An applied career presupposes employment in medical settings and private practices.

Possible Career

Personally, I am interested in cognitive neuropsychology. I was always curious about the relationship between brain activity and language. What is original: thinking or speaking? Should the science consider thought and speech as two different mental activities or one indivisible unit of cognition? Cognitive neuropsychology addresses this issue. That is why the research activity seems to be the most attractive. The studies in cognitive neuropsychology allow for contributing to the sphere of knowledge that has been developing already and will be developing in the future, after we are gone.

Interesting Facts

Previously, I did not think that clinical neuropsychology offered a wide range of opportunities. Clinical neuropsychologists can save peoples lives because their knowledge allows for operating on patients with severe brain damage. They can share their experience while training the interns and consulting with their colleagues. They can perform various research activities, making important discoveries and elaborating on the scientific theory. Clinical neuropsychologists may be involved in the theoretical and the applied sciences, making significant contributions to both branches.

Everyday Experience

Currently, people have become more concerned with the issue of brain training, especially memory development. Natural cognitive decline due to aging is a challenging problem. There is a common belief that brain training games are helpful in this situation, but unfortunately, the studies have shown that these games do not help to develop and train cognitive abilities (Britt, 2010). Indeed, after my grandfathers stroke, many people advised him to solve Sudoku puzzles to retrain his mental activities that had become slightly inhibited. However, this only helped him to solve the Sudoku puzzles better and did not affect his cognitive abilities in any other way.

In spite of our expectations, the brain training games fail to perform their function. However, it does not mean that all psychological tricks are pointless for our brains and minds. For example, to decrease the number of car accidents on city streets, we may employ the works of 3D artists (Britt, 2015). It has been found that the image of a child on the road makes people slow down their cars more effectively than the special road signs. It seems to be a rather useful finding of cognitive neuropsychologists since it can be employed in everyday life.

Hot Topic

Neuropsychologists from the University of California, Irvine found how the two- to three-year cosmic flight to Mars that will take place in 2017 might adversely affect the cognition processes of the cosmonauts. Mastroianni (2016) reports that the exposure to highly energetic charged particles will lead to various performance decrements, memory deficits, anxiety, depression and impaired decision-making (para. 3). The consequences of such radiation may progress throughout life. For this reason, the same research team is looking for a drug that can prevent these consequences (Mastroianni, 2016). This is the example of how neuropsychology as a study of such cognitive processes as perception, memory, speaking, learning, and thinking may find its application in a wide range of other studies, saving peoples lives not only on the operating table but in outer space.

Conclusion

Biopsychology and cognitive neuropsychology are important and challenging branches of psychology. They are connected with many other sciences, for example, neuroscience and biology. The findings of biopsychologists and cognitive neuropsychologists may be applied in different spheres of human activity, from traffic control to space exploration.

References

Britt, M. (Presenter). (2010). Episode 128: Do brain training games work? Web.

Britt, M. (Presenter). (2015). Episode 252: How psychology gets you to slow down while driving. Web.

Kuther, T. L., & Morgan, R. D. (2012). Careers in psychology: Opportunities in a changing world (4th ed.). San Francisco, CA: Cengage Learning.

Mastroianni, B. (2016). Astronauts heading to Mars could risk chronic dementia. CBS News. Web.

The topic of coaching and training in todays information-overloaded world is very much in demand. Nothing contributes to success like a clear, sweeping vision of the future and choosing the best path and strategy for development. Emotional intelligence expert Richard Boyatzis and Weatherhead School of Management colleagues Melvin Smith and Ellen Van Oosten offer a new and effective method of coaching  with empathy  in their book Helping People Change. Unlike most models, coaching with empathy is not aimed at fixing the trainee or solving their problems but much more broadly at unlocking personal potential and creating the ideal self.

Empathy coaching helps to separate the desires of ones heart from the responsibilities imposed by life and to form a clear vision of who one wants to be and what one wants to do. The book is built on real-life examples and the results of years of research, including scientific experiments in neurophysiology. Their research shows how important it is to articulate aspirations and visions (Boyatzis, 2019, p. 4). It is more important than solving pressing problems, accomplishing specific tasks, or reaching certain standards.

When a person acts out of a sense of duty, without inner motivation, an inspiring dream, a vision, and an aspiration for an ideal future, the charge for continuous and consistent movement toward the goal, for significant changes for the better, as a rule, is not enough. The book Helping People Change asks the main qualitative question, how long is the result lasting? How conscious is the desire not to give up on what you have started and to achieve change (Boyatzis, 2019, p. 15)? The effectiveness of coaching is measured in terms of substantial changes in peoples lives. First, they will find and articulate their vision, including dreams, aspirations, goals, and values. Second, their behavior, thoughts, and feelings will change, bringing them closer to realizing their vision. Third, they will build a deep, emotionally responsive, resonant relationship with a coach or mentor and, ideally, with everyone who supports them.

The authors point out that to help someone secure long-term change, and people need to do the same self-care and homework activities that they encourage their clients, family, or co-workers to do. Research shows that for behavior change to continue, people need to emphasize the positive over the negative; people shut down when they feel guilt and judgment from the rational mind, and it is an emotion that drives behavior. Instead of triggering the stress hormones that come from the rational mind and the sympathetic nervous system, people need to engage the parasympathetic nervous system-the creative mind-and to engage the creative hormones more often. It is not a balance of equals, praise needs to come more often than threats, or the change will not last. It is still a version of threats and rewards, fear and love, carrot and stick, but scientists now know that they work better if they are driven from within rather than imposed. People cannot motivate from the top down or force people to change from the outside in, as the sages have said for thousands of years and now there is research to prove it.

This book gives examples of coaching people with empathy, and the author tries to emphasize that there should be a good working relationship between the coach and the person he or she is coaching, coaches should take an active interest in their behavior, their passions, their ideals. themselves, their vision of themselves and how they want to live their lives. Coaches must not only listen to those they coach, but also read between the lines to see if there are social obligations that are holding them back. Coaches should take an active interest in how they behave, what their hobbies are, their ideal self, their vision of themselves and how they want to live. Coaches must not only listen to those they coach, but also read between the lines to see if there are social obligations that are holding them back.

Reference

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

Optical illusions are examples of challenges that we may face when trying to see the world around us as it is. They prove that sometimes we fail to see what is out there as it appears in reality. The causes of such failures are specific characteristics of our vision. In Riveted, Davies states that an important effect of optical illusions is that an illusion does not go away once a viewer understands that it is, in fact, an illusion, i.e. a deceptive impression. For example, when there are two lines drawn on a piece of paper with certain elements surrounding them, our eyes can perceive one of the lines as clearly longer than the other one despite their identical lengths. Even after measurements, when a viewer knows that the lines are equal, the optical illusion persists, i.e. one of the lines appears to be longer. This is the target example. In order to explain it, it is necessary to review certain aspects of human vision and perception.

First of all, understanding the phenomenon of optical illusions requires examining the general principle of how humans see things. There were two major theories: the extra mission theory and the intromission theory. According to the former, our eyes emit certain radiation that reaches things around us, gets reflected, and brings back the information on what those things look like (color, shape, size, distance, and so on). The latter, on the contrary, states that human eyes do not emit any radiation but only absorb light that comes from natural (the Sun, flame, lightings) or artificial (lamps) sources and gets reflected by various objects. The extra mission theory was proved to be wrong. Human eyes are devices that absorb light from external sources without emitting any individual radiation. Therefore, it can be said that the original input of human vision, which is reflected light, is the same to everyone who is looking at the same objects, not individual. However, vision is not merely about absorbing light; it is as well about processing it.

Processing of what we see occurs in the brain and depends on various complicated factors of specific characteristics of our brain and our previous experiences. For example, when a person who speaks English looks at an English text, he or she sees something meaningful, while a person who does not speak English and is not familiar with the Roman alphabet, sees random combinations of strokes, lines, dots, and curves. The reason for the difference of perception is that the former person learned what certain letters meant, i.e. how to pronounce them and how they compose words, while the latter person did not learn that. Similarly, when we see any object, our brain breaks it into elements, compares each one to existing patterns (i.e. to objects we are familiar with and have seen before), and tries to make sense of what we look at. This process is described by the Pandemonium Model of Perception. It can be said that although people look with their eyes, they actually see with their brains. Optical illusions may occur both due to the specific characteristics of how our eyes work and how our brain processes images, i.e. both when we look at things and when we see them.

Various studies have pursued an understanding of how optical illusions work. One of the main directions of the attempts to explain optical illusions is through gaining and developing patterns. Since our brain tries to make sense of what we look at by comparing it to what we have seen before, it can be argued that those who have not previously seen illusions or recognized them as such fail to acknowledge optical illusions, i.e. admit that they are, in fact, false representations. World-famous psychologist Alexander Luria stated that the ability to conceptually perceive optical illusions is linked to systematic education (Lamdan, 2013). Although the validity of his studies results was challenged by the modern-day academic community, some scientists still agree with the idea that illiterate people fail to admit the deceptiveness of optical illusions, e.g. that the lengths of two lines can be the same if they appear to be different to the eye. Lurias studies bring an additional dimension to the phenomenon of human perception where images can be rationally recognized as false but not perceived as such nonetheless.

Another perspective on this phenomenon was described by Ross (2015) in a study of 3D cinema. The three-dimensional optical illusions are produced by projecting motion pictures on the screen in a special way and giving special eyewear to viewers. It creates an impression that a viewer can touch something that is on the screen because it appears to be within ones reach. Although viewers clearly understand that the events of a movie are recorded and not unfolding right in front of them, they are still impressed because the way their eyes receive light in a 3D movie theater makes their brains perceive what they see on the screen as three-dimensional. It is enjoyable for viewers, which Ross (2015) finds a significant component of the illusions persistence. Optical illusions give people the feeling of an unreal experience, which is a pleasant feeling and thus a strong incentive for preserving the illusion.

Finally, it is recognized by scientists that optical illusions are not perceived in the same way by all people. An illusion for some is not an illusion for others. For example, there are optical illusions that are drawings or combinations of lines and shapes that can be perceived in two different ways, e.g. as a human face or as an animal. While most people after looking at the drawing for a while will be able to switch, i.e. to see it either as a face or an animal at a given moment, there will be a number of people who will only be able to see it as one of the options or, possibly, neither of the options (Madrigal, 2014). There are certain applications of how a person individually perceives a particular illusion. Therefore, optical illusions are not only entertaining. They can help researchers gain a better understanding of the visual perception mechanisms (Brown, 2016). Also, optical illusions can be applied to identifying and studying various brain disorders.

The target example was the optical illusions persistence in spite of the realization that they are deceptive. An attempt was made to explain the phenomenon through the base example of specific characteristics of human vision and perception of visual data. The results are that people perceive optical illusions differently and do not necessarily recognize them as illusions. However, if they do, their ability to know that an illusion is a false representation in spite of what their eyes see is associated with systematic patterns of perception. The persistence of illusions may be connected to the desire to have seemingly unreal experiences. In conclusion, the phenomenon of optical illusions vividly demonstrates the relevance of perception studies because it shows how things turn out to be very different in reality from the way we might see them right in front of us.

References

Brown, V. (2016). The reason why not everyone can see an optical illusion. Web.

Lamdan, E. (2013). Who had illusions? Alexander R. Lurias Central Asian experiments on optical illusions. Dubna Psychological Journal, 3(1), 66-76.

Madrigal, A. (2014). Things you cannot unsee (and what they say about your brain). The Atlantic.

Ross, M. (2015). 3D cinema: Optical illusions and tactile experiences. New York, NY: Springer.

Introduction

In light of the plague of the 21st century  stress  apathy deserves special attention. Frequently being only a temporal state, it skillfully disguises the actual dangers that come with a chronic apathetic condition. Firstly, it attacks the sense of personal identity and affects the persons mental health. Then, it starts disrupting the natural physical processes of a subject, causing vast amounts of stress. Only a thorough examination of these effects and consequences can prove the apathys title of a silent killer.

Discussion

If approached figurately, the state of apathy serves as a killer of identity. At its core, apathy is a state of utter indifference to external and internal factors  an apathetic individual experiences little to no emotions, feelings, or interest. Moreover, interests or concerns regarding social, emotional, spiritual, philosophical, virtual, and real aspects of life are absent as well. Consequently, the variety of activities an apathetic person conducts narrows to solely existing. Existence alone does not imply any meaningful personal traits or expressions essential in constructing ones identity. In this context, the state of apathy elevated to an extreme makes a person indistinguishable from other life forms deprived of identity, such as, for example, plants. However, unlike plants that cannot showcase signs of identity for understandable reasons, people without identity resemble hollow shells. Despite being alive, apathetic people are seemingly dead inside, implying their identitys death.

Unfortunately, the effect of apathy is not limited by its figural meaning. Another peculiar contradiction of the apathetic state is creating constant stress in spite of the subjects dormant state. On the one hand, it might seem that a lack of external stimulus safeguards a person from potential social stress. To some extent, it is true  there are many possibilities for getting into a stressful situation during social interactions. Since the apathetic person avoids these interactions due to the absence of motivation, they successfully manage to avoid the associated stress. However, the overall complexity of the situation urges a broader picture.

On the other hand, the subjects isolation can cause an equal, if not more significant, amount of stress. Human beings are inherently social, which is proved by the evolutionary process and tendency to form groups. In this context, complete isolation resulting from disinterest in socialization will sooner or later have a detrimental effect on ones psychic. Moreover, the exposure to negative thoughts often looped inside the apathetic mind due to the inability to receive and communicate knowledge presents a substantial danger as well.

Last but not least is the harmful physical impact the apathetic state can have on an individual. It is known that moderate physical activity positively affects the body processes, such as blood circulation and hormone secretion. Not only can it make the organism more stress-resistant, but it also improves mood and contributes to the immune systems strength. Conversely, a lack of physical activity has a detrimental impact on the bodys homeostasis. Generally speaking, physical inactivity resulting from apathy deprives an organism of the means to naturally battle against it. Another destructive loop common among apathetic individuals is a lack of physical activity due to the absence of motivation that sustains the apathy and results in further unwillingness to be physically active. Thus, such a lifestyle, albeit not displaying any imminent danger, shortens the individuals lifetime and contributes to premature mortality.

Conclusion

In light of the effects of the apathetic state on an individual, the title silent killer genuinely fits the apathy. In a figural sense, apathy kills the very core of what it means to be human  the human identity. In a literal sense, apathy causes a dual effect on a person, disrupting their mental and physical states. Altogether, apathy poses a substantial threat to people affected by it and can gravely punish for the dismissive attitude.

Introduction

Bronfenbrenners ecological theory of development is one of the approaches toward explaining the factors that influence adolescents in their pre-school period of life. In this respect, observers should look at the peculiarities of systems existing around a childs space. The thing is that the developmental processes in a child can be easily explained through the ecological aspects. It also means that different contextual factors concerning living systems in which a child is placed can provide an advantage as well as disturbance to him/her. Hence, it is better to shape the theoretical grounds stated by Bronfenbrenner in terms of an individuals personal development throughout the life span. Thus, the identification of applicability of Broffenbrenners theoretical base is the subject for the discussion within the analysis.

Analysis

First of all, one should bear in mind that a human being is a biosocial creature experiencing different impacts on the part of the environment. In this respect, it is vital to point out such factors as the natural and the human ones. It is better to take more glimpses at the human factor as a decisive one in many points as concerned with a child. Communication, care, education, nutrition, everything that surrounds a child during the pre-school period can be combined into various systems.

These systems Bronfenbrenner outlined in terms of their extent of influence. On an ascending scale, this researcher marked, first, four main systems: microsystem, mesosystem, exosystem, and macrosystem (Zhao & Frank, 2003). Later Bronfenbrenner included one more system impacting childrens development, i.e. chronosystem (Coleman, 2004). All in all, each of these systems should be taken as a given, for they explain the psychological processes in a child due to different disturbances (impacts) from the outside.

It is about time to analyze each system, in particular. First of all, the microsystem is the smallest but close to a child system of influence. It can be related to parents, nannies, relatives, classmates who are always near a child. This system provides the first experience in developing the consciousness of a child. Everything is reflected in the imagination and definite attitudes of a child during this period. As for me, I was highly impressed when communicating with my parents who usually stimulated me to ask for more in life. Thus, I tried to work hard in my classes and while visiting different circles. The pivotal motivation to study and to achieve the top of the societal life was incorporated in me due to the influence of the microsystem.

Second, mesosystem can be interpreted as the space for the interrelation between systems focused on a child. In other words, it is the point, for instance, at which parents take care of anticipating with a teacher on a childs progress at school. Biotic (teachers, parents, mates, etc.) and abiotic (location, subject taught, physical background) components should be taken into consideration as per this system of relationships (Zhao & Frank, 2003). Hence, such interaction between the main actors providing impacts on a child should be reasonable. Moreover, it might be well-balanced urging for positive age and psychological development. In my mind, this systematic unity of relationships and parts that were arranged among my parents and teachers determined my talents subsequently. Communicating well with peers and people around, I had understood that human studies are for me and counseling children, particularly.

Third, exosystem relates to the field of external features that are considered to be of mere impact on a child. The most applicable example is the place where parents are working at the moment. According to this aspect of Bronfenbrenners theoretical approach children are likely to think of them positively or negatively through the profession or occupation of their parents. It also can be concerned with the external occupations of people closely related to a child. It motivates children to follow the most fascinating examples of living among relatives. The question is that my parents are representatives of the middle class. They were working in different positions. However, my father did his job well. There are lots of gratitude and honorary deeds referred to him. I knew that sometimes I would do my best to continue the way of parents and the whole family (along with uncles, aunts, etc.). Moreover, the provision of relationships in this very system serves as a predictor (Liddel & Rae, 2001).

Macrosystem is considered with a larger scope of disturbances that impact a child. At large, one may presume it with economic, social, political, or even financial relations going on throughout the society and across the country, in particular. This aspect should be treated in a combination of the social and cultural outlook of the society at the moment. It should also run the gamut of social and historically grounded processes that are challenging at a definite period.

Bronfenbrenner was motivated to impose this system by cultural, ethnic, and other factors being paramount for the emotional state of a child. Moreover, realities of the macrosystem (e.g., oppression, discrimination, enforced migration) may trigger the emotional disturbance (Coleman, 2004, p. 56). I feel that this kind of influence on me was crucial at the point when I had understood the cruelty of people and life. Social and economical conflicts turned me to the pathway of reason. It was a challenge for me to decide to be the best in my area of professional interests. To date, I am very thankful to all people who directed me in going along the right way. As a result, now I am highly motivated to obtain a Masters degree to complete my qualification and keep going on in career prospects.

Finally, the chronosystem can be shaped in terms of volatility of time and the set of rules, norms, and principles apparent in it. The external influences may change easily with the sequential change of generations along with systems of rules that characterize, for instance, contemporary youth and adults. The past can teach modern individuals in their attempts to improve their life and life in society as well. In this respect, each epoch can serve as a reminder for contemporaries. Historical analysis is extra significant for decision-making. Looking at the living of my parents and the reality which they were living in, I feel responsible to admit an overall look at how social affairs have been changing since the beginning of the twentieth century. Thereupon, I have got different examples to compare. Thus, I can be more accurate in improving my educational background as well as my living on the whole.

Conclusion

To conclude, the ecological theory of development by Urie Bronfenbrenner is applicable in explaining developmental changes in the psyche of a child. Five systems were analyzed regarding their applicability to my background. All of them have found logical approvals to be used generally by therapists and psychologists. Moreover, in the combination of all five systems discussed I feel convinced for achieving a Masters degree in the near future.

Reference

Coleman, H. L. K. (2004). Multicultural Counseling Competencies in a Pluralistic Society. Journal of Mental Health Counseling. 26(1): 56-66.

Liddell, C. & Rae, C. G. (2001). Predicting early grade retention: A longitudinal investigation of primary school progress in a sample rural South African children. British Journal of Educational Psychology. 71(3): 413-429.

Zhao, Y. & Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal. 40(4): 807-841.

Chapter 11 Summary

The chapter includes a detailed discussion on adolescent development, explaining the stage in detail to help the reader understand more about the teenage period. The adolescent development discussion defines adolescence by giving a brief history of the concept. The chapter encourages one to reflect on their teenage life to gain more insights into the phase (Erford & Tucker, 2016). The author describes the adolescent period as troubling for young adults while transitioning from childhood to adulthood, involving biological, physical, and social transitions.

Physical Development in Adolescents

The first section of this chapter discusses physical development amongst adolescents, including the various changes that are noticeable during the puberty stage, like the change in hormones. The section focuses on the development of female and male adolescents with a detailed description of the changes females and males undergo while at puberty (Erford & Tucker, 2016). In this part, the authors still give complete insight into adolescents health, including their eating patterns and appetite. They acknowledge the increase of appetite amongst adolescents, thus, encouraging them to be advised on taking balanced diets and engaging in physical activities to avoid obesity.

Cognitive Development in Adolescents

In the eleventh chapter, the authors introduce cognitive development as the second section that offers a lengthy discussion on the brain development of young adults at puberty. In this section, the learner can understand that cognitive development or growth occurs at two distinctive periods: in early adolescence of 12-13 years old and during mid-adolescence (Erford & Tucker, 2016). As adolescents go through physical development, their brains undergo a structural change. Piagets theory of the formal operation stage is discussed in detail, and its validity or application is evaluated.

Moral development amongst teenagers occurs at varying intensity, thus, creating a platform for them to freely discuss ethical issues and choices. It is a great step in ensuring they develop morally at the teenage stage. Correspondingly, other approaches like Eriksons and Marcias theories are brought to the readers attention to help explain identity development and gender and ethnic considerations relative to the general development of teenagers.

Chapter 12 Summary

The chapter discusses the emotional development of identity in the adolescent years. It provides a general discussion on how hormonal changes tend to influence emotions. The chapter offers detailed info about anxiety and depression as the common emotional problems that affect most adolescents. The text further describes the signs and symptoms of adolescents having depression and those most vulnerable to depression. A detailed discussion on the connection between depression and suicide in adolescents is detailed (Erford & Tucker, 2016). Eriksons and Marcias theories are brought to the readers attention to help explain identity development and gender and ethnic considerations relative to identity development.

In the social development section, the influence of family and peers on the development of adolescents is well articulated. In the discussion about how family influences the development of adolescents, the authors bring up the concept of parenting style as a crucial element in influencing the development of an adolescent. The authors identified four parenting styles identified by the writers, which include the authoritarian, authoritative, ignoring, and permissive parenting styles, which have a significant role in the development of an adolescents social life.

In the social development section, the authors further describe Seltzers social identity theory and discuss the various relationships adolescents engage in, like romantic and peer relationships, and how these relationships affect the development of adolescents. In this section, topics such as drug and substance abuse, delinquent behaviors, violence and gang engagement, adolescent sexuality, career development, and various stages of vocational decision-making are addressed by the authors.

Parenting Styles

The authoritarian parents are demanding and rigid, using harsh punishment and angered by the slightest change of behavior. Strict parents believe they are always right and their adolescent children should follow their instructions without question. With this type of parenting, the parent-child relationship is tense, and adolescents tend to shy away from opening their problems to their parents or elders (Erford & Tucker, 2016). Adolescents raised in this form of parenting have low self-esteem, are rebellious, and are greatly affected by peer pressure.

Authoritative parenting involves considerable control, rules, and vivid expectations from the parents, and consequences are developed in a mutual agreement. Parents using this form of parenting are caring and raise adolescents with high self-esteem and are less likely to be rebellious and engage in destructive behaviors. Adolescents raised under authoritative parenting are self-reliant, responsible, confident, and competent. In the permissive parenting style, parents cannot stand conflict and give in quickly, and parents are less involved in their adolescent childrens lives (Erford & Tucker, 2016). Adolescents raised under permissive parenting are anxious since the consequences and rules are unclear. On the other hand, adolescents raised with ignoring parents are typically left to decide and plan life for themselves. These adolescents lack self-esteem and are not competent since they are likely to engage in destructive behavior to gain their parents attention.

Seltzers Adolescent Social Identity

Seltzer develops a model that explains how the changes during puberty result in a state of anxiety and instability. The model is described as frameworklessness since adolescents are caught in between the familiarity of childhood and the unfamiliarity of adulthood. Seltzers theory states that adolescents peers are essential during the puberty stage because they share the frameworklessness sense (Erford & Tucker, 2016). After all, the peers are the same age, have similar feelings, and associate themselves with individuals who share commonalities.

References

Erford, B., & Tucker, I. B. (2016). An advanced lifespan odyssey for counselling professionals.

What Do You Hear at a Concert?

Music perception explicates the subjective responses elicited by auditory stimuli  in this case, concert music. From every music signal perceived, I will get information about its pitch, tonality, loudness, timbre, and combination tones. A fundamental attribute of simple or complex tones is the pitch, which is the perception of a high or low sound (Chaudhuri, 2012, p. 41). This perceptual quality is a one-dimensional component comprising tone chroma and height that can be organized in a musical scale with low-frequency tones (low pitch) and high-frequency tones (high-pitched sounds) (Foley & Matlin, 2010). The audible pitch has a frequency of 20-5000 Hz, which is within the range of piano sounds (Chaudhuri, 2012). Therefore, I will perceive tones with low (<50 Hz) and high (>800 Hz) pitches at the concert.

Pitches can be ordered hierarchically based on predefined relations or harmonic idioms. Tonality describes the systematic organization of tones in a piece of music in major or minor diatonic scales (Chaudhuri, 2012). In a perceptual sense, I will perceive the tonality of the musical composition as either consonant (harmonic) or dissonant (inharmonic) based on major or minor note intervals. Loudness refers to the intensity of sound pressure level that ranges from the softest (PPP) to the loudest (fff) based on the frequency of the sound signals (Foley & Matlin, 2010, p. 303). The musicians can amplify the different instruments to varying levels or reduce the tone intensity to signal transitions, which the listener subjectively perceives as mixed loudness.

Another quality of subjective perception of music is timbre, which is the distinctive sound signature of a source (Foley & Matlin, 2010, p. 303). Based on this perceptual characteristic, I will discriminate between two simultaneous tones with comparable loudness and pitch or identify the timbre of different sound sources. Simple tones played at high amplitudes and equal frequencies result in the sensation of tone combinations (Foley & Matlin, 2010). They are the outcome of nonlinear transmission, whereby the ear cannot discriminate between real components and false ones. Therefore, my perceptual experience will include the sensation of the non-acoustic combination tones resulting from the simple tones played at the concert. Question: How would you cancel tone combinations perceived by a listener?

Vision and Audition

An auditory percept is considered a distinct entity from a visual percept. However, the two channels appear to support each other in instances such as following directions, audiovisual speech perception, writing, etc. The loci of auditory and visual stimuli are the basilar membrane and retinal wall, respectively (Moulin-Frier & Arbib, 2013). Although the stimulus in each case is different, the two sub-organs are similar in the sense that they convert stimuli (sound or visual signals) into neural pulses that are passed to the brain. Another similarity relates to their spatial structure, i.e., they can perceive light from various directions (vision) and sounds of multiple frequencies (audition) (Moulin-Frier & Arbib, 2013). Visual and auditory discrimination are also similar. Both cognitive processes help us discriminate acoustic cues or visible objects and separate them from their backgrounds. Another commonality between audition and vision is perceptual closure, i.e., the capacity to discern auditory stimuli (sounds) or visual signal (figures) delivered in an incomplete form (Chaudhuri, 2012).

The differences between vision and audition are very significant. First, the role of visual sensation is to perceive visible cues that allow us to visualize objects within the visual field. In contrast, the function of audition is to discern sounds and related attributes such as loudness and pitch (Foley & Matlin, 2010). Second, research shows that visual memory centers on the recovery of the predominant features of an object, including shape and size (Chaudhuri, 2012). In comparison, the auditory memory entails the recall of the sensory attributes of sound (rote memory). Moreover, spatial relations, i.e., the determination of the positioning of entities in space, are only possible in the vision percept  consider speech vs. written word. While the writings are spatially perceived, the spoken language is not (Chaudhuri, 2012). In contrast, the auditory system hears sounds of different frequencies, but cannot delineate the direction of each source. This distinction explains why we can hear different sounds but pay no auditory attention to each of them. Question: What is the significance of the non-spatial aspects of audition in audio-visual perception?

Quiz

Auditory perception is a complex process. Acoustic signals reaching the basilar membrane are converted into neural pulses that are transmitted to the brain for interpretation and recognition (Chaudhuri, 2012). Central auditory processes play a significant role in the detection and processing of sound signals. They support various behavioral phenomena that are critical for normal hearing. First, central processes are involved in sound localization, i.e., the capacity to discern the direction of the sound source. According to Chaudhuri (2012), subcortical structures are implicated in the development of acoustic maps that define the time, intensity, and spectra of binaural sound signals (p. 49). Cortical sound localization involves the corpus callosum fibers, which connect the cerebral hemispheres (Chaudhuri, 2012). The central processes are also critical in auditory discrimination. People with central auditory processing disorder (CAPD), which has a neurological basis, lack phonological awareness (Foley & Matlin, 2010). Their recognition of differences between sounds is impaired. Cortical mechanisms involving the cerebellum and basal ganglia play a role in the perception of temporal dimensions of audition (Chaudhuri, 2012). These aspects include temporal resolution, structure, ordering, etc. Central processes also help us assess auditory performance and identify incomplete auditory forms.

People hear musical tones differently. Individuals with relative pitch (RP) have the capacity to perceive high-pitched or low-pitched notes by relating them to the sound notations they listened to earlier (Moulin-Frier & Arbib, 2013). For instance, one may identify pitches in a tune based on a familiar tonic note of musical compositions. Such a person can also utilize his/her interval recognition skills to determine the pitch based on the space between musical notes (Moulin-Frier & Arbib, 2013). In comparison, absolute pitch (AP) refers to the capacity to distinguish notes independent of the influence of unrelated notes (Moulin-Frier & Arbib, 2013). Excellent pitch perception is considered an innate ability. People with AP can intuitively state that an automobile hooter is Bm without hearing it or relating it to a reference key. Such individuals cannot necessarily tell if a note somewhat off-key. A few people are tone-deaf. The equivalent of tone-deafness is color blindness (Foley & Matlin, 2010). Although persons with this affliction can distinguish between two notes, they lack the ability to perceive the pitch. For example, they cannot differentiate C major from C minor, a distinction that is often clear to most people.

Music perception involves high-level cognitive processes. In particular, the brain plays a role in analyzing the acoustic frequencies of simultaneous tones to localize the sources, resulting in pitch perception (Foley & Matlin, 2010). The brain must parse simultaneous sinusoidal frequencies (within the harmonic spectrum) produced by musical instruments for the music to be perceived. The interpretation of pitch height, relative pitch, absolute pitch, and consonance involves mental mechanisms and memory of familiar tones. Neuropsychological research has implicated the primary auditory cortex in pitch cognition and the frontal cortex part of the brain to short-term pitch recall (Moulin-Frier & Arbib, 2013).

Melodic perception is also associated with the right hemisphere, whereas the left part of the brain processes verbal components of music, e.g., lyrics (Moulin-Frier & Arbib, 2013). Different parts of the brain play a role in AP and RP perception. According to Moulin-Frier and Arbib (2013), musicians with AP cognition have been shown to use the left posterior dorsolateral part of the brain, while those with RP do not. Thus, different brain parts specialize in the cognition of various aspects of musical tones, e.g., the pitch, resulting in music perception.

The speech perception theories explain specific aspects of spoken language recognition. Several models have been proposed to explain how speech signals and phonemes identified, decoded, and interpreted. Two dominant theories explain different perceptual aspects of speech: motor and auditory models. The motor theory is premised on the notion that speech perception entails a reference to phoneme articulation as understood by the listener (Moulin-Frier & Arbib, 2013). In contrast, the auditory model holds that the spoken language is characterized by acoustic invariance and experienced listeners have speech feature detectors (Moulin-Frier & Arbib, 2013). The two theories have two similarities. First, they are both based on the assumption that we can all hear abstract phonemic categories (Chaudhuri, 2012). Second, our perceptual system ignores or rectifies distorted speech signals. The two models differ in the content and mechanism of perception. While in the auditory theory, listeners discern speech features by referencing them to known phonemic categories, they extract such information from the sounds in the motor model (Chaudhuri, 2012). Further, in the auditory theory, speech perception involves a bottom-up approach, while the motor theory a top-down approach with the listener at the top.

References

Chaudhuri, A. (2012). Fundamentals of sensory perception/making sense in psychology pack. Oxford, MS: Oxford University Press.

Foley, H.J., & Matlin, M. W. (2010). Sensation and perception (5th ed.). London, UK: Psychology Press.

Moulin-Frier, C., & Arbib, M. A. (2013). Recognizing speech in a novel accent: The motor theory of speech perception reframed. Biological Cybernetics, 107(4), 421-447. Web.

Introduction

Personality characteristics strengths are believed to be are the basic mental attributes that determine an individuals distinct condition and make him feel real, active, and involved in life. The online Character Strengths Profile, which is formed based on the results of passing the survey, ranks the good characteristics in order of strength from the top to weakest. According to the results of the testing, the aspects of love, fairness, and justice are prevalent in my personality in comparison with other traits and feelings.

Discussion

Concerning the indication of the five highest strengths regarding the survey results, in my case, it is feasible to emphasize love, appreciation of beauty and excellence, fairness, honesty, and kindness. Love involves a wide spectrum of powerful and pleasant emotional and psychological experiences, from the most exquisite virtue or significant promise to the most basic enjoyment. The human inclination to feel tremendous spiritual emotions while observing attractiveness in the environment is related to the appreciation of beauty and brilliance. This might manifest as sensations of wonder, honest surprise, or exaltation. In fact, fairness is the ability to make judgements that are generally devoid of bias. Fairness, as a form of justice, has lately emerged as a critical component of classroom evaluation and group conduct (Rasooli et al., 2019). Honesty or sincerity is a moral quality that denotes good and ethical characteristics such as purity, truthfulness, clearness, including forthrightness of behaviour, and the avoidance of deception. Kindness is defined as actions of charity, compassion, or compassion for others that are performed without expecting recognition or return.

Considering how the abovementioned strengths are expressed in the daily life, it is possible to highlight several essential aspects. For instance, the appreciation of beauty includes spending time with nature and making art, being inspired by witnessing examples of good work or art, complimenting peers, and respecting the talents of others. Moreover, fairness is demonstrated in my daily life by treating and respecting all individuals fairly and imposing acceptable sanctions exclusively in case rules are breached. When one proactively opposes hegemonic authority and establishes linked networks, one is doing justice and fairness (Archer, 2021). In terms of love, I can tend to display and gain this feeling via giving gifts, doing something nice or useful for another individual, enjoying spending time with a person, and exhibiting signs of affection. In addition, to my mind, it can be stated that I do not practice kindness on a regular basis since I cannot underline this quality as a major separate one. I suppose this element is tightly connected with the factor of love and empathy.

Since I do not use and practice kindness regularly and distinctively in my work or school life, it is then feasible to propose recommendations regarding potential improvements. For instance, as a start, each morning, I should constantly remind myself to be nice and to direct my body and brain toward that aim. Furthermore, I should enhance my understanding of those around me so that I may begin to recognize the goodness of others. Moreover, I should not downplay the other individuals happiness of their choice to be good to me since the process of giving and providing offers enormous satisfaction. A modest remark or paying enough attention in a discussion are also examples of kind behaviors, as is offering to assist people in distress.

Conclusion

To conclude, in my situation, it is possible to accentuate love, appreciation of beauty and quality, fairness, honesty, and kindness as the five highest strengths based on the survey answers. Spending time in nature and creating art, being inspired by examples of outstanding work or art, complementing peers, and valuing the abilities of others are all instances of beauty appreciation. In my daily life, I display fairness by treating and valuing all others fairly and implementing reasonable punishments solely when rules are broken. Potential adjustments are required since I do not employ and practice kindness on a regular and unique basis in my job or school life. Every morning, I should remind myself to be polite and drive my body and mind toward that goal.

References

Archer, A. (2021). The ethics of love. The Journal of Ethics, 25(4), 423-427. Web.

Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualising fairness in classroom assessment: Exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice, 26(5), 584-611. Web.

Introduction

Various traumas and mental health problems can bring severe complications to the lives of individuals. Often times they are caused by specific events that happened in childhood or bad parental upbringing and prevent people from receiving satisfaction from life and personal relationships. Therefore, when dealing with psychological problems, it is essential to understand patients history better and apply different techniques for effective treatment. On the example provided by Suttenberg (2016), it can be seen that one of the powerful interventions is Cognitive Behavioral Therapy that leads to mood stabilization by identifying, challenging, actively disputing, and ultimately replacing maladaptive and irrational thoughts and behaviors (p. 231). The case study discussed that even though this particular instance is complicated due to the existence of several layers of trauma, cognitive restructuring is a useful strategy to deal with some aspects of the issue (Suttenberg, 2016). Nevertheless, in order to explore this case better, it is essential to examine other theories and their methods of intervention. Thus, the following paper will discuss the case using two other approaches and suggest an intervention based on them.

Psychoanalysis Theory

One of the concepts with the help of which the Gordon case can be discussed is the psychoanalysis theory. This method has originated from the thought of Sigmund Freud who claimed that every individual possesses opinions and memories in the unconscious mind that influences their choices and behaviors (Mitchell & Black, 2016). Psychoanalysis is established around a highly emotional analytical process of a patients personal experiences (Mitchell & Black, 2016). With the help of this thought individuals are able to connect and compare different parts of their lives, such as past and present, thinking and sensing, living, and fantasizing (Mitchell & Black, 2016). In other words, the psychoanalysis theory allows specialists to encourage their patients to find a correlation between certain conditions and understand the cause-effect relationships between them. Even though the psychoanalytical perspective can be seen as odd, vague, and alien by millions of people, it provides informed minds with various tools for the expansion, enrichment, and consolidation of ones existence and relationship with the surrounding world (Mitchell & Black, 2016). Hence, psychoanalysis theory is a useful practice which contributes to peoples understanding of themselves, their mind and experiences.

Psychoanalysis theory is appropriate for the Holocaust related trauma of Gordon because it can reveal important details about various processes that happened in the patients life. As it has been indicated by Suttenberg (2016), this case is associated with an exposure to a number of traumas during the course of life. Since experiencing several terrible situations contributes to the layering effect, the compression of multiple traumas over time reinforces, hardens, and deeply ingrains core beliefs associated with trauma (Suttenberg, 2016, p. 231). Consequently, such a psychological state does not let an individual receive joy and satisfaction, appreciate the opportunities life brings, and recover from different minor and major emotional distresses. However, while engaging Gordon in psychoanalysis and getting him acquainted with its techniques, he will be able to release the negative emotions and turn unconscious into conscious (Mitchell & Black, 2016). In general, this approach can explain why specific events are hidden deeply in the patients mind and teach him to analyze and connect them to the present time.

Family Systems Theory

It should be pointed out that family systems theory is one of the most sophisticated approaches to explaining the emergence and treatment of various psychological problems since it investigates people as members of their family. As noted by Kim-Appel and Appel (2015), Dr. Murray Bowen, who introduced this theory to the public, developed it during his whole life through the research of family as an emotional unit (p. 185). His findings concluded that the family environment could contribute to the process of emotional fusion as well as differentiation (Kim-Appel & Appel, 2015). A healthy development of a person is possible when family members have a psychological connection, anxiety is absent, and parents keep a positive relationship with their families of origin (Kim-Appel & Appel, 2015). Bowens general idea was that family growth is the procedure of expansion, contraction, a realignment that supports entry, exit, and development of family members (Kim-Appel & Appel, 2015). In other words, the main point behind family systems theory is that individuals should not be understood in isolation from each other; their personalities should be analyzed based on the family interactions and their relationships with relatives.

One of Bowens family systems theorys essential concepts is the differentiation of the self which did not happen in Gordons case. The approach emphasizes the importance of a persons ability to self-regulate and engage in the process of differentiation while being a member of the family (Kim-Appel & Appel, 2015). This belief means that every individual should have an opportunity to remain oneself without feeling constant pressure to be involved in family life. Even though a healthy relationship requires a desire for togetherness and support, there is also a need for separation and personal development (Kim-Appel & Appel, 2015). Thus, it can be stated that one of the contributors to the emergence of Gordons psychological problems is his inability to grow as an individual personality. After the death of his father, Gordon did not have any choice rather than becoming the head of the family. His mother was in need of emotional support, and, as a result, he was responsible not only for himself but also for his siblings (Suttenberg, 2016). Hence, such an environment did not let Gordon develop as an independent self.

In addition, family systems theory can be applied to the case of Gordon because it can explain his psychological problems based on the feelings and actions he experienced during childhood. It is in the nature of any family to stay emotionally connected throughout life; consequently, the members influence each others well-being based on their personal life circumstances, issues, or impressions. Kim-Appel & Appel (2015) concluded that families tend to impact their members so profoundly that it usually seems that individuals live under the same skin. The interdependence of relatives promotes cooperation, cohesiveness, support, and approval while also giving individuals a chance for personal growth (Kim-Appel & Appel, 2015). At the same time, when particular family members go through problems or suffer from anxiety, they spread these negative feelings onto others and contribute to the emergence of a stressful environment (Kim-Appel & Appel, 2015). Gordons parents lived in constant fear and did not receive life satisfaction which made him feel pressured and worried about causing any upset to them (Suttenberg, 2016). In general, he could not feel happy because his parents did not transfer these emotions to him.

Intervention

In order to design a possible intervention that would be appropriate for the case of Gordon and that would include each of the theoretical approaches mentioned before, it is first necessary to take a look at the various practices separately. Regarding the therapy of psychoanalysis, it can be noted that it is a long and careful procedure that requires a patient to complete multiple treatment sessions with a professional (McLeod, 2019). The lengthy duration of the therapy is primarily caused by the defense mechanisms used by the client in order to prevent the discussion of hurtful and personal topics (McLeod, 2019). For this reason, the analyst discloses very little information about themselves so that the individual feels comfortable sharing their concerns and emotional distresses (McLeod, 2019). Throughout whole therapy, the person is encouraged to create insights into their behaviors and feelings while being influenced by various techniques, such as associations, inkblots, interpretation, and resistance and transference analysis (McLeod, 2019). Therefore, psychoanalysis therapy is an effective way of receiving access to the deepest thoughts of the clients and understand the roots of the psychological problems they experience in the present life.

As it has already mentioned, family systems theory explores how family members impact each others emotional well-being and establish an environment for individual development. Thus, when a person experiences troubles or suffers from mental health disorders, it is essential to analyze the internal processes in their immediate family. It is proved that one of the best ways to begin this kind of treatment is gaining an understanding of the family system by building a genogram (Spiegel, 2017). While entering important information, such as names, critical life events, and the strength of emotional relationships with the relatives, an individual can analyze the prevailing behavioral patterns and dysfunctions that should be addressed (Spiegel, 2017). Moreover, a complete family genogram can be a critical tool in investigating their own feelings and activities by comparing them to those of other family members (Spiegel, 2017). In general, a family genogram is a vital element of any family systems therapy that helps both the professional and the client to understand relationships between the relatives.

In order to construct an appropriate intervention for Gordon by using the two mentioned therapies, it is crucial to include particular practices from each. The first step of a possible treatment process will be designing a family genogram that will encourage him to understand the level of relationships he had with his parents during early childhood and behavioral tendencies that contributed to his negative feelings about himself. Since, most probably, it will be hard for Gordon to share his thoughts about emotional events, such as the death of his father or the mental instability of his mother, a professional should use specific psychoanalytical techniques at this stage of therapy. For instance, free association, during which a person talks about anything that comes to mind, can make Gordon feel more open and confident about sharing his feelings (McLeod, 2019). While free-associating patients can experience an intense memory that makes them feel like they are reliving this situation again and, as a result, it becomes harder to resist talking about it with the doctor (McLeod, 2019). Hence, by practicing the mentioned techniques, a specialist will establish a foundation for patient analysis.

After that, an intervention should focus on understanding and treating the problems discovered during the construction of a family genogram and free association. During multiple sessions, a psychologist should encourage the patient to talk about his childhood experiences and share whatever details Gordon feels were important or disturbing. As mentioned by Spiegel (2017), a specialist should carefully listen to the patient and pay considerable attention to the cycles of grief, guilt, relief, worry, and guilt. At this moment, it may be possible to distinguish different parts of the clients personality that continually have conflicts and conversations inside the mind (Spiegel, 2017). Such kind of an intervention can prove to be sufficient for Gordons case because by using the techniques of two different theoretical approaches it will give him a chance to discover and analyze the most painful memories from his childhood that contribute to the appearance of current psychological problems. In addition, after talking through all the concerns and feelings, the emotions will no longer be repressed and cause new issues.

Conclusion

Overall, it is clear that psychological traumas bring serious complications to the lives of people. They do not give them an opportunity to receive satisfaction from life and find their purpose. Nevertheless, individuals present experiences are not the only phenomena responsible for their issues; mental health problems are created during the times of early childhood if people do not receive enough attention from their parents and develop negative feelings about themselves. On the example of Gordons case it can be seen how childhood traumas contribute to the emergence of severe psychological issues. Therefore, the presented reflection paper discussed it by using two theoretical approaches and designing a possible intervention.

References

Kim-Appel, D., & Appel, J. K. (2015). Bowenian family systems theory: Approaches and applications. In D. Capuzzi & M. D. Stauffer (Eds.), Foundations of couples, marriage, and family counseling (pp. 185-213). John Wiley & Sons.

McLeod, S. (2019). Psychoanalysis. Simply Psychology.

Mitchell, S. A., & Black, M. J. (2016). Freud and beyond: A history of modern psychoanalytic thought. Hachette UK.

Spiegel, L. (2017). Internal Family Systems therapy with children. Routledge.

Suttenberg, L. P. (2016). Never forget: Cognitive restructuring limitations in Holocaust related layered trauma. Clinical Social Work Journal, 44(3), 231-240.