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Sunday, 8 December 2013

Take The Stress Test

Take a look at the following pictures for a moment one at a time. What do you see?


These pictures are used to measure how well people can handle levels of stress. The slower the pictures 'move' for you, the better you can handle stress. These images are completely still and have no animation.

So, how stressed are you?

Manage stress with hypnosis

Friday, 6 December 2013

VIDEO Why We Think It's OK To Cheat And Steal (Sometimes!)


Wednesday, 4 December 2013

Forming Habits... And Sports Rituals

Legendary Dutch footballer Johan Cruyff used to slap his goalkeeper in the stomach before each match. Tennis ace Serena Williams always bounces her ball five times before her first serve. Jennifer Aniston, it is reported, touches the outside of any plane she flies in with her right foot before boarding.

From touching wood for good luck, to walking around ladders to avoid bad luck, we all have little routines or superstitions, which make little sense when you stop to think about them. And they are not always done to bring us luck. I wait until just after the kettle has boiled to pour the water for a cup of tea, rather than pouring just before it boils. I do not know why I feel the need to do this, I am sure it cannot make a difference to the drink.

So, why do I and others repeat these curious habits? Behind the seemingly irrational acts of kettle boiling, ball bouncing or stomach slapping lies something that tells us about what makes animals succeed in their continuing evolutionary struggles.

Repeat behaviour
We refer to something that we do without thinking as being a habit. This is precisely why habits are useful – they do not take up mental effort. Our brains have mechanisms for acquiring new routines, and part of what makes us, and other creatures successful is the ability to create these habits.

Even pigeons can develop superstitious habits, as psychologist B. F. Skinner famously showed in an experiment. Skinner would begin a lecture by placing a pigeon in a cage with an automatic feeder that delivered a food pellet every 15 seconds. At the start of the lecture Skinner would let the audience observe the ordinary, passive behaviour of the pigeon, before covering the box. After fifty minutes he would uncover the box and show that different pigeons developed different behaviours. One bird would be turning counter clockwise three times before looking in the food basket, another would be thrusting its head into the top left corner. In other words, all pigeons struck upon some particular ritual that they would do over and over again.

Skinner's explanation for this strange behaviour is as straightforward as it is ingenious. Although we know the food is delivered regardless of the pigeon's behaviour, the pigeon doesn't know this. So imagine yourself in the position of the pigeon; your brain knows very little about the world of men, or cages, or automatic food dispensers. You strut around your cage for a while, you decide to turn counter clockwise three times, and right at that moment some food appears. What should you do to make that happen again? The obvious answer is that you should repeat what you have just been doing. You repeat that action and – lo! – it works, food arrives.

From this seed, argued Skinner, superstition develops. Superstitions take over behaviour because our brains try and repeat whatever actions precede success, even if we cannot see how they have had their influence. Faced with the choice of figuring out how the world works and calculating the best outcome (which is the sensible rational thing to do), or repeating whatever you did last time before something good happened, we are far more likely to choose the latter. Or to put it another way: “if it ain’t broke, don’t fix it”, regardless of the cause.

Habit forming
University of Cambridge psychologist Tony Dickinson has taken the investigation of habits one step further. Dickinson trains rats to press a lever for food and perform another action (usually pulling a chain) for water. The animals can now decide which reward they would like most. If you give them water before the experiment they press the lever for food, if you give them food beforehand they pull the chain for water.

But something strange happens if the animals keep practising these actions beyond the point at which they have effectively learnt them - they seem to “forget” about the specific effects of each action. After this “overtraining”, you feed the animal food before the experiment and they keep on pressing the lever to produce food, regardless of the fact that they have just been fed. The rat has developed a habit, something it does just because it the opportunity is there, without thinking about the outcome.

Sound like anyone we know? To a psychologist, lots of human rituals look a lot like the automatic behaviours developed by Skinner's pigeons or Dickinson's rats. Chunks of behaviour that do not truly have an effect on the world, but which get stuck in our repertoire of actions.

And when the stakes are high – such as with sports – there is even more pressure on our brains to “capture” whatever behaviours might be important for success. Some rituals can help a sportsperson to relax and get “in the zone” as part of a well-established routine before and during a big game. But some of the habits you see put my kettle boiling routine to shame. Tiger Woods always wears red the last day of a golf tournament, because he says it is his “power colour”. In baseball, Wade Boggs claimed he hit better if he ate chicken the night before. Soccer’s Kolo Toure once missed the start of the second half because he refused to come out – superstition dictated he had to be the last player to re-emerge from the dressing room, but on that occasion he was stuck there waiting for a stricken teammate to finish treatment.

We cling to these habits because we – or ancient animal parts of our brains – do not want to risk finding out what happens if we change. The rituals survive despite seeming irrational because they are coded in parts of our brains, which are designed by evolution not to think about reasons. They just repeat what seemed to work last time. This explains why having personal rituals is a normal part of being human. It is part of our inheritance as intelligent animals, a strategy that works in the long-term, even though it clearly does not make sense for every individual act.


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Tuesday, 3 December 2013

What Is Psychological Assessment/Evaluation?

Psychological assessment is a process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, personality and capabilities. Psychological assessment is also referred to as psychological testing, or performing a psychological battery on a person. Psychological testing is nearly always performed by a licensed psychologist, or a psychology trainee (such as an intern). Psychologists are the only profession that is expertly trained to perform and interpret psychological tests.

Psychological assessment should never be performed in a vacuum. A part of a thorough assessment of an individual is that they also undergo a full medical examination, to rule out the possibilities of a medical, disease or organic cause for the individual’s symptoms. It’s often helpful to have this done first, before psychological testing (as it may make psychological testing moot).

4 Components of Psychological Assessment
Norm-Referenced Tests
A standardized psychological test is a task or set of tasks given under standard, set conditions. It is designed to assess some aspect of a person’s knowledge, skill or personality. A psychological test provides a scale of measurement for consistent individual differences regarding some psychological concept and serves to line up people according to that concept.

Tests can be thought of as yardsticks, but they are less efficient and reliable than actual yardsticks. A test yields one or more objectively obtained quantitative scores so that, as much as possible, each person is assessed in the same way. The intent is to provide a fair and equitable comparison among test takers.

Norm-references psychological tests are standardized on a clearly defined group, termed the norm group, and scaled so that each individual score reflects a rank within the norm group. Norm-referenced tests have been developed to assess many areas, including intelligence; reading, arithmetic, and spelling abilities; visual-motor skills; gross and fine motor skills; and adaptive behavior. Psychologists have a choice of many well-standardized and psychometrically sound tests with which to evaluate an individual.

Norm-referenced tests have several benefits over non-norm-referenced tests. They provide valuable information about a person’s level of functioning in the areas covered by the tests. They relatively little time to administer, permitting a sampling of behavior within a few hours. Each appraisal can provide a wealth of information that would be unavailable to even the most skilled observer who did not use testing.

Finally, norm-referenced tests also provide an index for evaluating change in many different aspects of the child’s physical and social world.
Interviews
Valuable information is gained through interviewing. When it’s for a child, interviews are conducted not only the child, but the parents, teachers and other individuals familiar with the child. Interviews are more open and less structured than formal testing and give those being interviewed an opportunity to convey information in their own words.

A formal clinical interview is often conducted with the individual before the start of any psychological assessment or testing. This interview can last anywhere from 30 to 60 minutes, and includes questions about the individual’s personal and childhood history, recent life experiences, work and school history, and family background.
Observations
Observations of the person being referred in their natural setting — especially if it’s a child — can provide additional valuable assessment information. In the case of a child, how do they behave in school settings, at home, and in the neighborhood? Does the teacher treat them differently than other children? How do their friends react to them?

The answers to these and similar questions can give a better picture of a child and the settings in which they function. It can also help the professional conducting the assessment better formulate treatment recommendations.
Informal Assessment

Standardized norm-referenced tests may at times need to be supplemented with more informal assessment procedures, as such as projective tests or even career-testing or teacher-made tests. For example, in the case of a child, it may be valuable to obtain language samples from the child, test the child’s ability to profit from systematic cues, and evaluate the child’s reading skills under various conditions.

The realm of informal assessment is vast, but informal testing must be used more cautiously since the scientific validity of the assessment is less known.
Psychologists seek to take the information gathered from psychological assessment and weave it into a comprehensive and complete picture of the person being tested. Recommendations are based on all the assessment results and from discussion with peers, family, and others who may shed light on the person’s behavior in different settings. For instance, in children, information must be obtained from parents and teachers in order for psychological assessment to be considered complete and relevant to the child. Major discrepancies among the findings must be resolved before any diagnostic decisions or recommendations for treatment are made.

Psychological assessment is never focused on a single test score or number. Every person has a range of competencies that can be evaluated through a number of methods. A psychologist is there to evaluate the competencies as well as the limitations of the person, and report on them in an objective but helpful manner. A psychological assessment report will not only note weaknesses found in testing, but also the individual’s strengths.

Sunday, 1 December 2013

VIDEO The God Part Of The Brain