Monday, May 18, 2020

Psychology Today - Developing Intimate Relationships

How to Have Deeper, More Intimate Conversations

In a time of disconnection, deep conversations can make all the difference.

Posted May 03, 2020
Pixabay / No Attribution Required
Source: Pixabay / No Attribution Required
David Brooks, the opinion columnist for The New York Times, wrote an article last month titled "Mental Health in the Age of the Coronavirus," describing how the anxiety and isolation of the pandemic were impacting everyone in some way. He quoted Bonnie Badenoch, an expert in trauma, who felt one antidote to this stress was a need to have “deep reciprocal attunement (with others) that makes you feel viscerally safe,” and Martha Welch, a professor at Columbia University, who stressed the need to connect with others by having “vulnerable," deep conversations. 
Deep conversations may be an important way to connect with those we care about in these difficult times, but they are always a good idea. They are the foundation of strong intimate relationships — those “we talked all night” conversations when dating, or those seemingly rare but cherished, heartfelt times when you lowered your guard and spoke from your heart with someone you trust. They connect you to the human race, to those important in your life, in some way to yourself.
Good idea, but often easier said than done. Here are some tips of going deeper into your conversations:
Make sure it’s a good time to talk
This is a matter of logistics. It’s hard to have a deep conversation when someone is on their cell phone driving to the grocery store or when they are trying to get their three kids to bed. These times are for quick check-ins — how-you-doing, catch-you-later speed conversations. For those deeper conversations you need time; find out if the other person has some. Simple question: Is this a good time to talk?
Set the tone
Because you’re the one initiating this, you need to be the one to set the tone, the one to let the other person know that you're interested in having more than a how-you-doing check-in. There are two ways of doing this.
One is to set the tone by talking about yourself more deeply than you usually do. You want to move beyond the standard, “I’m good," to more honest statements about how you are really doing – I’ve been feeling down lately; I don’t know about you, but my kids are driving me crazy; I had been doing okay until Tom and I had this argument last night. This is about self-disclosure and revealing more of you and your feelings. With this introduction, you are letting the other person know what kind of conversation you want to have, what emotional level you are comfortable talking about. You can then turn the conversation towards them.
The other approach is to ask hard questions at the start: Not the “Doing okay?” but "Have you been having a hard time?" "Have you been feeling depressed or worried?" "Are your kids driving you crazy or struggling?" People only know what is safe to talk about based on what you talk about and what you ask. By drilling down into specific, more emotionally difficult conversations, you are letting the other person know that you are ready to hear what they have to say, that you are ready to go there.
Ask about details
Good therapists do this instinctively. They try to move from broad statements ("I’ve been feeling anxious") to the details: What about, what thoughts have you had, how do you talk to yourself? You don’t need to be a therapist and try to deconstruct the other person’s psychology, but you want to ask about details (about an argument they had or about how the kids are driving them crazy) because emotions ride on content. Broad questions yield broad, bland emotions; detailed questions stir deeper, more poignant feelings. And expressing these deeper emotions and having them accepted glues people together.
Give space between emotions
And when these emotions arise, you only need to acknowledge them ("That must have been hurtful; that sounds so frustrating") and then stop and be silent. This can be hard—our instincts are to repair, to fix, to make it better by saying the right thing right then to calm the waters. Don’t. Take a few deep breaths, allow room for you both to absorb what has been said (or for them to finish ranting or crying).
Slow down, focus on them
In the same vein, you want to slow the conversation overall. Move through the conversation like a turtle, not a jackrabbit. Keep the focus on them, give them the room and attention they need, and resist using their stories as launchpads to talk about your own. Only when they are done is it time to turn the conversation towards you.  
Take risks
You know if you are moving into more vulnerable and intimate territory if what you want to say makes you feel uncomfortable, you get those butterflies of anxiety. Intimacy is not about disclosing some big, dark secret, but saying anything that is, for you, difficult to say. Take that risk for yourself, and listen for it in the other person. They may say "I’ve never said this before or thought about this before," or there may be a hesitation or an unfinished sentence and a sigh. Ask them to finish the sentence. Give them space to say what is hard to say. 
Use your anxiety as a sign that you are emotionally plowing new ground. Go deeper to connect.

About the author
Bob Taibbi, L.C.S.W., has 45 years of clinical experience. He is the author of 11 books and over 300 articles and provides training nationally and internationally.

Tuesday, January 15, 2019

HIPAA Privacy and Minors

How does the HIPAA Privacy Rule apply to minors?

Patient privacy is just as important for children under the age of 18 as it is for adults. However, health care providers must follow certain stipulations under the HIPAA Privacy rule when handling the protected health information of these individuals.
How does the HIPAA Privacy Rule apply to minors?
Answer: Before a child reaches the age of majority, which is 18 years old in most states, he cannot legally exercise his rights granted by the HIPAA Privacy Rule. Minors’ parents or guardians act as personal representatives under special patient considerations. The most important thing to note is that the Privacy Rule grants parents access to their children’s medical records. As such, a health care provider handing over sensitive information about a patient under the age of 18 to his parent would not be in violation of the law.
Generally, covered entities should treat parents - and all personal representatives - as they would the individual whom the person represents. The guardians of minors have the same rights as the patient. As such, beyond granting access to the patient’s medical record, health care providers must also let these representatives know about the release of PHI, authorize disclosures and make decisions on the patient’s behalf.
There are certain circumstances in which a child’s parent is not his personal representative, and release of information to the parent in this situation would constitute a violation. According to the U.S. Department of Health and Human Services, a doctor should not consider a parent the personal representative when:
  • A parent agrees that the minor and health care provider may have a confidential relationship.
  • Parental consent for care is not required under law.
  • A court provides direction for care or appoints an individual to care for the minor.
Additionally, as with all personal representatives, a doctor can use his discretion in determining whether passing on information to a parent would be beneficial to the patient. If the health care provider suspects the guardian neglects the child or subjects him to abuse, for example, the physician may refuse to continue treating the parent as a personal representative.

Source: https://www.hipaahelpcenter.com/privacy/how-does-hipaa-privacy-rule-apply-to-minors

Tuesday, December 11, 2018

John Bowlby Attachment Theory

John Bowlby Attachment Theory

Sponsored
JOHN BOWLBY:
  • British Child Psychiatrist & Psychoanalyst.
  • First attachment theorist who described attachment as a “lasting psychological connectedness b/w humans”. He gave the famous theory known as “John Bowlby Attachment Theory”, which is discussed below.
  • Believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life.
  • According to him,the attachment tends to keep the infant close to the mother ultimately improving the child’s chances of survival.

☆ What is Attachment?

A strong & affectionate tie we have, with special people in our lives gives us pleasure whenever we interact with them and provides a sense of comfort in times of stress.
Through psychoanalytic and behaviorist perspective, feeding can be seen as a central context, where the care-giver and babies develop attachment.
bowlby_attachment_theory

☆ Attachment Theory

First relationship of a child is a love relationship that will have profound everlasting influence on an individual’s mental development.
  • Mothers (Caregivers) who are available and responsive, establish a sense of security in the infants such that they know that the caregiver is dependable, creating a secure base for the child to explore the world.
  • Attachments must build a good foundation for being able to form other secure relationships.

☆ Components of Attachment

  • Safe Haven: A child can return to the caregiver for comfort and soothing whenever the child feels threatened or afraid.
  • Secure Base: A secure and dependable base is provided by the caretaker for the child to explore the world.
  • Proximity Maintenance: The child strives to stay around the caregiver, which provides safety.
  • Separation Distress: The child will become upset and distressed during the separation from the caretaker.
components of attachment

☆ BOWLBY’S ETHOLOGICAL THEORY

  • Ethological Theory of Attachment recognizes infant’s emotional tie to the caregiver as an evolved response that promotes survival.
  • John Bowlby induced this idea for infant-caregiver bond.
  • He retained the psychoanalyst idea that the quality of attachment with the caregiver has profound implication for child’s security and capacity to form trustworthy relationship. He said ‘FEEDING IS NOT THE BASIS FOR ATTACHMENT’.
  • The central theme of this theory is that the mothers who are available and responsive to their infant’s needs create a sense of security among their children. Knowing the dependability of the caretaker on them creates a secure base for the child to then explore the world.

Please note that the ages below are just in one of our groupings.  However, attachments occur at ALL ages but the first attachments determine how the successive ones go!  So when you are doing your attachments, you must show how they connected to your first attachment.


 ☆ 4 PHASES OF ATTACHMENT DEVELOPMENT

Babies are born with behaviors like crying, babbling and laughing to gain adult attention & on the other side, adults are biologically programmed to respond to their signals.

He viewed the first 3 years as the most sensitive period for the attachment.
According to Bowlby, following are the 4 phases of attachment:
  • Pre attachment Phase (Birth – 6 Weeks)
  • “Attachment in Making” Phase ( 6 Weeks – 6 to 8 Months)
  • “Clear Cut” Attachment Phase ( 6-8 Months to 18 Months-2 Years)
  • Formation Of Reciprocal Relationship (18 Months – 2 Years and on)
1.  PRE ATTACHMENT PHASE (BIRTH -6 WEEKS)
  • The innate signals attract the caregiver (grasping, gazing, crying, smiling while looking into the adult’s eyes).
  • When the baby responds in a positive manner ,the caregivers remain close by.
  • The infants get encouraged by the adults to remain close as it comforts them.
  • Babies recognize the mother’s fragrance, voice and face.
  • They are not yet attached to the mother and don’t mind being left with unfamiliar adults as they have no fear of strangers.
2. “ATTACHMENT IN MAKING” PHASE (6 Weeks – 6 to 8 Months)
  • Infants responds differently to familiar caregivers than to strangers. The baby would smile more to the mother and babble to her and will become quiet more quickly, whenever picked by the mother.
  • The infant learns that his/her actions affect the behavior of those around.
  • They tend to develop a “Sense of Trust” where they expect the response of caregiver, when signalled.
  • They do not protest when they get separated from the caregiver.
3. “CLEAR CUT” ATTACHMENT PHASE (6-8 Months to 18 Months -2 Years)
  • The attachment to familiar caregiver becomes evident.
  • Babies show “separation anxiety”, and get upset when an adult on whom they rely, leaves them.
  • This anxiety increases b/w 6 -15 months, and its occurrence depends on the temperament and the context of the infant and the behavior of the adult.
  • The child would show signs of distress, in case the mother leaves, but with the supportive and sensitive nature of the caretaker, this anxiety could be reduced.
4. FORMATION OF RECIPROCAL RELATIONSHIP (18 Months – 2 Years and on)
With rapid growth in representation and language by 2 years, the toddler is able to understand few factors that influence parent’s coming and going, and can predict their return. Thus leading to a decline in separation protests.
  • The child can negotiate with the caregiver to alter his/her goals via requests and persuasions.
  • Child depends less on the caregiver along with the age.
SOURCE: https://studiousguy.com/john-bowlby-attachment-theory/

Monday, October 8, 2018

Cuteness Article

How cute things hijack our brains and drive behaviour

Awwwwww. Paul Hakimata Photography
What is the cutest thing you have ever seen? Chances are it involves a baby, a puppy or another adorable animal. And chances are it is forever imprinted on your mind. But what exactly is this powerful attractive force and how is it expressed in the brain?
Together with our colleagues Marc Bornstein from the National Institute of Child Health and Human Development and Catherine Alexander from the University of Oxford, we have reviewed the existing research on the topic and discovered that cuteness is more than something purely visual. It works by involving all the senses and strongly attracting our attention by sparking rapid brain activity. In fact, cuteness may be one of the strongest forces that shape our behaviour – potentially making us more compassionate.
Babies are designed to jump to the front of the queue – our brain-processing queue, that is. They get ahead of everything else going on in our minds, which makes them difficult to ignore. They also grab our attention even before we have time to recognise that they are babies. They do it by being cute.
Babies not only look cute, with their big eyes, chubby cheeks and button noses, their infectious laughs and captivating scent also make them sound and smell cute. Their soft skin and chubby limbs may even make them feel cute. Together, these aesthetic qualities act as a crucial mechanism that enables babies to attract us through all our senses. Babies need constant attention and care to survive, and cuteness is one of the main ways they get it.
We find infants and baby animals (left) cuter than adults (right). Cuteness can be further manipulated by exaggerating the roundness of the face, high forehead and big eyes, small nose, and mouth (high vs low). Frontiers/Getty imagesAuthor provided
This nurturing instinct could even be driving our wider perception of cuteness – research has shown that we typically feel affection for animals with juvenile features. Dogs, for instance, have been bred to have similar features to babies, with big eyes, bulging craniums and recessed chins. They are also soft to touch. Whether we want it or not, we may also feel a certain affection for adults and even inanimate objects with infant-like features such as dolls, teddies and even miniature products.

Cuteness on the brain

Cuteness may help to facilitate well-being and complex social relationships by activating brain networks associated with emotion and pleasure and triggering empathy and compassion. When we encounter something cute, it ignites fast brain activity in regions such as the orbitofrontal cortex, which are linked to emotion and pleasure. It also attracts our attention in a biased way: babies have privileged access to entering conscious awareness in our brains.
As a result, we like looking at babies and other cute things. Research has shown that people would rather look at cute baby faces than adult faces and that they would rather adopt or give a toy to babies with cuter faces. Studies have also shown that even babies and children prefer cute baby faces and that cuteness affects both men and women, even if they are not parents. Cute babies also spur us to action: research reveals that people will expend extra effort to look longer at cute baby faces.
Human orbitofrontal cortex (OFC). The top image shows the OFC on a slice through the middle of the brain, while the bottom image shows the brain seen from below, revealing the OFC covering the part of the brain just over the eyeballs. Morten Kringelbach
Neuroimaging research has shown that in adults, the orbitofrontal cortex becomes active very quickly – 140ms or a seventh of a second – after seeing a baby face. The orbitofrontal cortex is strongly involved in orchestrating our emotions and pleasures, so its rapid activity may partly explain how babies appropriate our attention so quickly and completely.
Cuteness also initiates a response that happens much more slowly. The initial fast attention triggers slower, more sustained processing in large brain networks. This kind of brain activity is associated with complex behaviours involved in the caregiving and bondingthat are the hallmarks of parenting. Caring for a baby calls for a set of skills that take time to acquire and hone, and this slow attainment of expertise changes the caregiver’s brain. This kind of considered behaviour cannot be reduced to the fast, instinctual rapid reaction to cuteness.

Can cuteness make us better people?

Parenting is a good example of how cuteness can trigger slow, sustained brain processing in networks associated with emotion, pleasure and social interactions. Still, as shown by our interest not only in our own infants but in other infants and baby animals, cuteness can help trigger empathy and compassion beyond parenting. Activating this network of brain activity may also enable cuteness to boost moral concern by expanding the boundary around what we regard as worthy of moral consideration. For example, an image of a cute infant or baby animal can help charities nudge us to donate more money.
Double cuteness: Can you resist smiling?
Research on cuteness could also help us to understand how problems in parent-child bonding arise, such as following postpartum depression or an infant being born with a cleft lip and palate. We know these things can disrupt caregiving by changing how people process signals from babies.
Both parental depression and infant cleft lip are associated with developmental difficulties in infants. These conditions are relatively common: post-partum depression affects 10-15% of parents in high-income countries and up to 30% in middle- and low-income countries. Cleft lip affects one in 700 live births in the UK. A better understanding of how we succeed and sometimes fail to receive and interpret baby signals that are crucial for caregiving may help us to develop better treatments for families affected by problems such as these.
We are currently developing early interventions to help increase caregivers’ ability to properly interpret infant signals and provide appropriate responses. We have developed a “baby-social-reward-task” to do this, where participants learn about the temperament of infants through the use of emotional infant vocalisations and faces. Babies that were initially perceived as less cute became more cute through the positive feedback of infant laughter and smiles.

Tuesday, September 8, 2015

Psychology Standards

Psychology Standards


Psychology Content Standards
Area 1 - Foundations and Scientific Inquiry Domain
Standard 1.1 - Understands research methods, measurements, and statistics used in
Psychology.
Standard 1.2 - Understands the history and perspectives of Psychology
Area 2 - Biopsychology Domain
Standard 2.1 - Understands biological bases of Behavior.
Standard 2.2 - Understands the process and perception of sensation and perception.
Standard 2.3 - Understands the levels of consciousness and unconsciousness.
Area 3 - Development and Learning Domain
Standard 3.1 - Understands Life Span development.
Standard 3.2 - Understands the process of learning.
Standard 3.3 - Understands Language development
Area 4 - Sociocultural Context Domain
Standard 4.1 - Understands Social Interactions and how they form behavior.
Standard 4.2 - Understands Sociocultural Diversity and diversity among individuals.
Area 5 - Cognition Domain
Standard 5.1 - Understands encoding, storage, and retrieval of Memory.
Standard 5.2 - Understands basic elements of Thinking.
Standard 5.3 - Understands perspectives, assessment, and issues with Intelligence.
Area 6 - Individual Variations Domain
Standard 6.1 - Understands perspectives on Motivation.
Standard 6.2 - Understands perspectives on emotion, emotional interpretation, and
expression of Emotion
Area 7 - Personality Domain
Standard 7.1 - Understands perspectives on Psychological Disorders and abnormal
behavior.
Area 8 - Applications of Psychology Domain
Standard 8.1 - Understands categories, perspectives and types of Treatments.
Standard 8.2 - Understands legal and ethical issues in treatment.


Professionalism
Standard 1 - Uses appropriate time management and organization.
Standard 2: Presents quality product with focus on interpreting and
communicating information.
Standard 3: Demonstrates ability to work positively and productively with peers
and teachers.

Standard 4: Demonstrates creative and logical approaches to both work process and the final product.