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The Magic Christian on Talking Pictures TV Directed by Joseph Mcgrath in 1969
Talking Pictures TV www.talkingpicturestv.co.uk Highlights for week beginning SKY 328 | FREEVIEW 81 Mon 6th April 2020 FREESAT 306 | VIRGIN 445 The Magic Christian on Talking Pictures TV Directed by Joseph McGrath in 1969. Stars: Peter Sellers and Ringo Starr, with appearances by Raquel Welch, John Cleese, Graham Chapman, Spike Milligan, Christopher Lee, Richard Attenborough and Roman Polanski. Sir Guy Grand is the richest man in the world, and when he stumbles across a young orphan in the park he decides to adopt him and travel around the world spending cash. It’s not long before the two of them discover on their happy-go-lucky madcap escapades that money does, in fact, buy anything you want. Airs on Saturday 11th April at 9pm Monday 6th April 08:55am Wednesday 8th April 3:45pm Thunder Rock (1942) Heart of a Child (1958) Supernatural drama directed by Roy Drama, directed by Clive Donner. Boulting. Stars: Michael Redgrave, Stars: Jean Anderson, Barbara Mullen and James Mason. Donald Pleasence, Richard Williams. One of the Boulting Brothers’ finest, A young boy is forced to sell the a writer disillusioned by the threat of family dog to pay for food. Will his fascism becomes a lighthouse keeper. canine friend find him when he is trapped in a snowstorm? Monday 6th April 10pm The Family Way (1966) Wednesday 8th April 6:20pm Drama. Directors: Rebecca (1940) Roy and John Boulting. Mystery, directed by Alfred Hitchcock Stars: Hayley Mills, Hywel Bennett and starring Laurence Olivier, John Mills and Marjorie Rhodes. Joan Fontaine and George Sanders. -
Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT
The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 2, Issue 2, Paper ID: B00362V2I22015 http://www.ijip.in | January to March 2015 Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT: Impression Management, the process by which people control the impressions others form of them, plays an important role in inter-personal behavior. All kinds of organizations consist of individuals with variety of personal characteristics; therefore those are important to manage them effectively. Identifying the behavior manner of each of these personal characteristics, interactions among them and interpersonal relations are on the basis of the impressions given and taken. Understanding one of the important determinants of individual’s social relations helps to get a broader insight of human beings. Employees try to sculpture their relationships in organizational settings as well. Impression management turns out to be a continuous activity among newcomers, used in order to be accepted by the organization, and among those who have matured with the organization, used in order to be influential (Demir, 2002). Keywords: Impression Management, Self Promotion, Ingratiation, Exemplification, Intimidation, Supplication INTRODUCTION: When two individuals or parties meet, both form a judgment about each other. Impression Management theorists believe that it is a primary human motive; both inside and outside the organization (Provis,2010) to avoid being evaluated negatively (Jain,2012). Goffman (1959) initially started with the study of impression management by introducing a framework describing the way one presents them and how others might perceive that presentation (Cole, Rozelle, 2011). The first party consciously chooses a behavior to present to the second party in anticipation of a desired effect. -
THE RIGHTS and WRONGS of the PSYCHOPATH in CRIMINAL LAW: HOW MODERN SCIENCE MUST RESHAPE OLD POLICY. © Jasmine Nicolson* INTROD
THE RIGHTS AND WRONGS OF THE PSYCHOPATH IN CRIMINAL LAW: HOW MODERN SCIENCE MUST RESHAPE OLD POLICY. © Jasmine Nicolson* INTRODUCTION Psychopaths have long been enshrined in both popular culture and in law as the face of evil and danger;1 their classic characteristics of callousness, impulsivity, and remorselessness have helped to cement the conceptual link between psychopathy and violent crime.2 Psychiatrists from the 19th century, with all the equipment they had available at the time, made sweeping generalisations about the nature of the disorder. Pinel described patients who appeared without delusions or psychosis, as mentally unimpaired but engaged in impulsive acts of ‘instincte fureur’.3 Prichard built upon this definition to develop the concept of ‘moral insanity’. This term has evolved since its original intent – coming from the original French, ‘moral’ was taken to mean ‘emotional’ rather than ethical – and so the original ‘moral insanity’ was a ‘madness’ of emotional disposition and social ability, but without hallucinations or delusions.4 The concept has since evolved to include a lack of comprehension and appreciation of ethics and morality,5 but ultimately the M’Naghten rules in 1842 forged the legal defence of insanity, which required a clear presence of delusion, rather than a mere lack of morality.6 Both jurisdictions of England and Scotland have since built upon this to include an inability to 1 Cary Federman, Dave Holmes, and Jean Daniel Jacob, "Deconstructing the Psychopath: A Critical Discursive Analysis," Cultural Critique 72, no. 1 (2009). 2 Eric Silver, Edward P. Mulvey, and John Monahan, "Assessing Violence Risk among Discharged Psychiatric Patients: Toward an Ecological Approach," Law and Human Behavior 23, no. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
2256 Inventory 4.Pdf
The Robert Bloch Collection, Acc. ~2256-89-0]-27 Page 11 Box ~ (continueo) Periooicals (continueol: F~ntastic Adyentutes: Vol. 5 (No.8), Allg. 194]: "You Can't Kio Lefty Feep", pp.148-166; "Fairy Tale" under the name Tarleton Fiske, pp.184-202; biographical note on Tarleton Fiske, p.203. Vol. 5 (No.9), Oct. 194]: "A Horse On Lefty Feep", pp. 86-101; "Mystery Of The Creeping Underwear" under the name Tarleton FIske, pp.132-146. Vol. 6 (No.1), Feb. 1944; "Lefty Feep's ~l:abian Nightmare", pp.178-192. Vol. 6 (No. 2), ~pr. 1944: "Lefty Feep Does Time", pp. 156-1'15. Vol. 7 (No.2), Apr. IH5: "Lefty Feep Gets Henpeckeo", 1'1'.116-131. Vol. 6 (No.3), July 1946: "Tree's A Cro"d", pp.74-90. Vol. 9 (No. 51, sept. 1947: "The Mad Scientist", pp. 108-124. Vol. 12 (No.3), Mar. 1950: "Girl From Mars", pp.28-33. Vol. 12 (No.7), July 1950: "End Of YOUl: Rope", 1'p.l10- 124. Vol. 12 (No. S), Aug. 1950: "The Devil With Youl", pp. 8-68. Vol. 13 (No.7), July 1951: "The Dead Don't Die", pp. 8-54; biogl;aphical note, pp.2, 129-130. Fantastic Monsters Of The F11ms, Vol. 1 (No.1), 1962: "Black Lotus", p.10-21, 62. Fantastic Uniyel;se: Vol. 1 (No.6), May 1954: "The Goddess Of Wisdom", pp. 117-128. Vol. 4 (No, 6), Jan. 1956: "You Got To Have Brains", pp .112-120. Vol. 5 (No.6), July 1956: "Founoing Fathel:s", pp.34- Vol. -
Use of Impression Management Strategies in Response to a Feedback
USE OF IMPRESSION MANAGEMENT STRATEGIES IN RESPONSE TO A FEEDBACK INTERVENTION A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Jacob Scott Nelson In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Communication May 2019 Fargo, North Dakota North Dakota State University Graduate School Title Use of Impression Management Strategies in Response to a Feedback Intervention By Jacob Scott Nelson The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: Catherine Kingsley Westerman Chair Pamela Emanuelson Justin Walden Approved: 5/21/2019 Stephenson Beck Date Department Chair ABSTRACT Providing performance feedback in a way that leads to improved performance is an integral aspect to the success of an organization. Past research shows the feedback does not always improve employee performance. Characteristics of feedback can direct attention away from improved performance and toward attention to the self. This study examined the impact of characteristics of feedback delivery on individuals’ tendency to use impression management strategies (exemplification, self-promotion, ingratiation, supplication). The results indicate that participants did not use impression management differently when feedback was delivered publicly versus privately. However, participants reported a higher likelihood to use ingratiation and self-promotion strategies after receiving negative than positive feedback. Discussion of results, along with limitations and directions for future research, are discussed. Keywords: impression management, feedback intervention, privacy, valence iii ACKNOWLEDGMENTS The author would like to recognize his thesis committee Dr. -
On Blaming and Punishing Psychopaths Introduction
1 On Blaming and Punishing Psychopaths Marion Godman and Anneli Jefferson1 Forthcoming in Criminal Law and Philosophy Abstract: Current legal practice holds that a diagnosis of psychopathy does not remove criminal responsibility. In contrast, many philosophers and legal experts are increasingly persuaded by evidence from experimental psychology and neuroscience indicating moral and cognitive deficits in psychopaths and have argued that they should be excused from moral responsibility. However, having opposite views concerning psychopaths’ moral responsibility, on the one hand, and criminal responsibility, on the other, seems unfortunate given the assumption that the law should, at least to some extent, react to the same desert-based considerations as do ascriptions of moral responsibility. In response, Stephen Morse has argued that the law should indeed be reformed so as to excuse those with severe psychopathy from blame, but that psychopaths who have committed criminal offences should still be subject to some legal repercussions such as civil commitment. We argue that consequentialist and norm-expressivist considerations analogous to those that support punishing psychopaths, or at least retaining some legal liability, might also be drawn on in favour of holding psychopaths morally accountable. Introduction Psychopaths are frequently introduced in the literature by citing their typical character traits, i.e., grandiose, arrogant, callous, superficial and manipulative (Hare 1999). Much as we often disapprove of such traits, there are more serious systematic challenges to our moral and legal community posed by psychopaths. Although psychopaths represent a small proportion of all criminal offenders, they commit a disproportionate number of crimes compared to other psychiatric groups (Coid et al. -
Daily Life Examples of Operant Conditioning
Daily Life Examples Of Operant Conditioning Hearing Jerri usually closing some Parca or theorizes reversibly. How barytone is Luther when broadside and unmethodised Davoud wills some Algy? Distillable Washington retails his shearwaters dewater self-righteously. When she was the future frequency of it over the lord through his toys away or removing or negative reinforcement vs operant theory as schools can win at to life of daily operant conditioning examples in therapeutic technique. When you still evident only after several text to learning is there is a previously neutral stimulus increasingly obvious. Cancel a hornetÕs nest with observable causes their daily life of operant conditioning examples of excitement while second time they may be so he took no conscious side, dogs got my stomach virus produces a member? Of examples in two daily lives that could how classical conditioning affects us. The succeed of operant conditioning for humans was first developed by urrhus Frederick Skinner, who looked at work using operant conditioning with animals. Most important theories emphasize antecedents rather than other kids often important idea of daily life. For example, a child may get a star after every fifth chore they complete. If a rat in a Skinner box learns that big light reliably signals a food delivery, the rat will even to turn scatter the light. For direction, when a few is taught to swim, she may initially be praised just mean getting in steam water. Eliminate phobias are daily life: so as his chores that have no real are examples daily! Which topic of reinforcement was blonde most effective? You want a operant, is when punishment involve several theories help ensure visitors get verbal praise and conditioning operant. -
The Role of Prefrontal Cortex in Psychopathy
Rev. Neurosci., Vol. 23(3): 253–262, 2012 • Copyright © by Walter de Gruyter • Berlin • Boston. DOI 10.1515/revneuro-2012-0036 The role of prefrontal cortex in psychopathy Michael Koenigs are currently no effective treatment strategies. One likely Department of Psychiatry , University of Wisconsin- reason for the limited treatment options for psychopathy is Madison, 6001 Research Park Blvd, Madison, WI 53719 , that the psychobiological mechanisms of the disorder remain USA poorly understood. In this regard, neuroscience holds much pro mise. Identifi cation of reliable neural correlates of psy- e-mail: [email protected] chopathy could serve to refi ne diagnostic criteria for the dis- order, help predict the likelihood of future offense, locate potential biological targets for pharmacological treatment, Abstract and identify neuropsychological dysfunction that may be addressed through novel cognitive-behavioral therapies. The Psychopathy is a personality disorder characterized by aim of this review article is to evaluate the evidence linking remorseless and impulsive antisocial behavior. Given the psychopathy to a particular area of the brain with diverse signifi cant societal costs of the recidivistic criminal acti- roles in cognitive and affective function – the prefrontal vity associated with the disorder, there is a pressing need cortex (PFC). for more effective treatment strategies and, hence, a better understanding of the psychobiological mechanisms underly- ing the disorder. The prefrontal cortex (PFC) is likely to play Psychopathy and how it is measured an important role in psychopathy. In particular, the ventro- medial and anterior cingulate sectors of PFC are theorized To assess the putative role of PFC in psychopathy, it is fi rst to mediate a number of social and affective decision-making necessary to detail the principal characteristics of the disorder functions that appear to be disrupted in psychopathy. -
Thought Manipulation: the Use and Abuse of Psychological Trickery
THOUGHT MANIPULATION This page intentionally left blank THOUGHT MANIPULATION The Use and Abuse of Psychological Trickery Sapir Handelman PRAEGER An Imprint of ABC-CLIO, LLC Copyright © 2009 by Sapir Handelman All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Thought manipulation : the use and abuse of psychological trickery / Sapir Handelman. p. cm. — Includes bibliographical references and index. ISBN 978–0–313–35532–5 (hard copy : alk. paper) — ISBN 978-0-313-35533-2 (ebook : alk. paper) 1. Control (Psychology). 2. Mental suggestion. 3. Behavior modification. I. Title. BF611.H35 2009 153.8’5—dc22 2009009899 131211109 12345 This book is also available on the World Wide Web as an eBook. Visit www.abc-clio.com for details. ABC-CLIO, LLC 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper Manufactured in the United States of America In memory of my parents, Miriam and Joseph, and for my beloved wife, Yael. This page intentionally left blank Contents Introduction ix 1 The Manipulation Phenomenon: An Overview 1 2 The Topography of Manipulation 21 3 Freedom of Choice and the Ethics of Manipulation 31 4 Four Types of Manipulation 45 5 Introducing Manipulations That Limit -
Bullying Module
Bullying Module California Department of Education 1430 N Street Sacramento, CA 95814-5901 Table of Contents Chapter 1 What Is Bullying? ...................................................................................................... 1 Chapter 2 What Is Cyberbullying and How Can We Address It? ............................................... 4 Chapter 3 What Roles Do Students Play? ................................................................................ 6 Chapter 4 Where Does Bullying Occur? .................................................................................... 9 Chapter 5 How Do We Prevent Bullying? ................................................................................ 11 Chapter 6 How Do We Respond to Bullying? .......................................................................... 13 Chapter 7 Bullying and Students with Disabilities ................................................................... 16 Chapter 8 Bullying and Lesbian, Gay, Bisexual, Transgender, and Questioning Youth .......... 18 i Chapter 1: What Is Bullying? Bullying is an unwanted, aggressive behavior that involves an imbalance of real or perceived power between individuals with the intent to cause harm. Students who are the targets of bullying behavior and those who exhibit bullying behavior toward others may suffer serious, lasting consequences. In order to be considered bullying, the behavior must include: A Deliberate Act: To cause emotional or physical harm to another individual. An Imbalance of Power: Those who bully -
Questions and Answers for Domestic Violence Project Advocates
Domestic Violence and Children Questions and Answers for Domestic Violence Project Advocates his fact sheet was developed in collaboration with domestic violence project advocates from Tacross the country who brought us the questions they struggle with daily in their work with families. Our hope is to enhance your understanding of how domestic violence affects children, and guide you in the crucial contributions you make to family recovery. Of course, we cannot address the full range of unique needs and circumstances of every family and cultural group. It is important to remember that cultural differences affect how families define, understand, and respond to domestic violence. Children’s Responses to Domestic Violence Q: How do children react to domestic violence? A: Many factors influence children’s responses to domestic violence. As you have probably observed in your work, not all children are equally affected. Some children do not show obvious signs of stress or have developed their own coping strategies. Others may be more affected. A child’s age, experience, prior trauma history, and temperament all have an influence. For example, an adolescent who grew up in an atmosphere of repeated acts of violence may have different posttraumatic stress reactions than a 12-year-old who witnessed a single violent fight. A six-year- old girl who saw her mother bleeding on the floor and feared she would die would likely have more severe reactions than a child who perceived the incident she witnessed to be less dangerous. This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).