dimanche 28 avril 2013

Anglais pour psychologues (Lynn Leger) : The Five Axes of DSM-IV

To diagnose and describe a patient using DSM-IV, a clinician rates the patient on five dimensions or axes. (Axes is the plural of axis and is pronounced AK-seez.)

What are the five axes of DSM-IV?

Axis 1 describes clinical disorders and "other conditions which may be a focus of clinical attention." These are typically problems that require immediate attention from a clinician.

Axis 2 focuses on personality disorders and contains a rating scale for mental retardation. These problems may not require immediate care, but they can complicate treatment and should be taken into account by any clinician who treats a patient.

Axis 3 labels any general medical conditions. These are important even when a problem seems to be mental or behavioral, because sometimes psychological problems are the byproduct of an illness such as diabetes or heart disease.

Axis 4 specifies "psychosocial and environmental problems" such as poverty, dysfunctional families, and other factors in the patient's environment that might have some impact on the person's ability to function.

Axis 5 is labeled the "Global Assessment of Functioning Scale." It is an overall rating of a person's ability to cope with normal life. The rating goes from low scores such as 10 ("Persistent danger of severely hurting self or others") to 100 ("Superior functioning in a wide range of activities").

What is a major advantage of DSM-IV?

In addition to encouraging a comprehensive evaluation, DSM-IV provides a standardized format for exchanging clinical descriptions with other health care professionals. DSM-IV provides a way for psychiatrists, psychologists, and other mental health care workers to communicate in a common language that all can understand.

Anglais pour psychologues (Lynn Leger) : Developmental Disorders

Developmental Disorders

A developmental disorder is a problem that interrupts the normal sequence of development by which people mature and learn skills. Developmental disorders include most of the well-known syndromes that include intellectual disabiliy, such as Down syndrome. Other developmental disorders affect only one isolated part of the intellect. An example is dyslexia (classified as a communication disorder in DSM-IV). Still other developmental disorders are complex syndromes with widely varying effects, such as autism. What all developmental disorders have in common is that they represent unusual limits or blockades on development.
What are developmental disorders?
DSM-IV covers developmental disorders under "Disorders Usually First Diagnosed in Infancy or Childhood." On coming pages we depart from strict adherence to the DSM-IV scheme in two ways: by using the term developmental disorders (which was used as a category in DSM-III but not in DSM-IV) and by taking a look at Down syndrome (which is almost ignored in DSM-IV).

Down Syndrome

Down Syndrome is the most common form of mental retardation. It is caused by a common genetic problem that can be diagnosed while a baby is still in the womb.
What is Down Syndrome? What are some physical symptoms of Down Syndrome?
Physical symptoms of Down Syndrome children may include the following:
—short, wide, or broad body parts: e.g. a short thick neck; a large tongue which may protrude involuntarily; small, broad, flat hands and feet; lack of overall body height
—a distinctive facial appearance, including small teeth; underdeveloped bones of the nose; small, round, bulging or slanted-looking eyes with a fold of skin near the bridge of the nose
—a variety of medical problems, not inevitable, but more common among Down Syndrome children: heart disorders, eye problems, a rare type of leukemia, missing or misaligned teeth, and metabolic irregularities.

Autism 

Autism is a problem that affects certain children from birth onward. It is far less common than Down Syndrome but receives a lot of attention because of its intriguing characteristics, and it has become more frequently diagnosed in recent years-a fact which is controversial in itself. Nobody is sure whether some environmental cause of autism is becoming more common or whether people are simply more aware of autism now, compared to a few decades ago.
DSM-IV categorizes autism as a Pervasive Developmental Disorder because it tends to influence all aspects of a child's life. Twin studies suggest autism is a genetic disorder, although the nature of the disorder has not been pinned down as it has in the case of Down Syndrome (Ritvo, 1985).
What is autism?
The autistic baby fails to respond to cuddling and seems cut off from other people. He or she does not progress as quickly as other children. Speech onset is delayed, if the child learns to speak at all. . In the days before newborns were screened for hearing problems, parents would often bring an autistic child to a doctor because they suspected that the child is deaf. It would turn out the child was not deaf but was ignoring people. To this day, one of the informal ways to screen for autism in a child younger than one year of age is to call the baby's name and see if it turns toward the voice. Normal babies will do this around eight or nine months of age. Autistic babies will not do it.
What are ingredients of Kanner's description?
Social aloneness is one part of the autistic syndrome. There are many other characteristics that autistic children have sometimes but not always. Together they form a distinctive syndrome. Leo Kanner, sometimes called the father of child psychiatry, mentioned many of these characteristics in his original description of the syndrome in 1947:
—As a baby, the autistic child fails to assume the normal anticipatory posture prior to being picked up.
—The children often show an excellent rote memory for "poems, songs, lists of presidents and the like."
—When and if the child learns to speak, the first sentences tend to be "parrot-like repetitions of word combinations," sometimes echoed immediately and sometimes stored for long periods and "uttered at a later date."
—Autistic children typically have difficulty learning to use pronouns correctly; the child speaks of himself as "you" and of another person as "I," failing to switch the words to suit the context of who is speaking.
—The child may show an "obsessive desire for sameness" and become enraged when a piece of furniture is moved.
—The child may show a fascination with spinning objects and regularly occurring environmental events.
—Autistic children typically show no evidence of abnormality in the EEG and no other signs of brain damage.
—Autistic children are often strikingly good looking, unlike many retarded and brain-damaged children.
—Autistic children often excel at a particular, limited skill, such as finding prime numbers, memorizing calendar dates, or composing music.

Learning disorders

A learning disorder is a selective impairment of performance. A person with a learning disorder may do perfectly well in all areas of school except one. In that one area (or a set of related areas) the student cannot seem to learn despite hard work and ample opportunities. Typically a learning disorder involves some distinct type of information processing such as memorization, mathematics, motor skills, foreign language learning, or reading. An exception is the most commonly diagnosed learning disorder, ADD (attention deficit disorder) and the common variation called ADHD (attention deficit/hyperactivity disorder).

ADD and ADHD

A child with ADHD typically shows these symptoms: inattention ("often fails to finish things he or she starts, often doesn't seem to listen, easily distracted, has difficulty concentrating on schoolwork or other tasks"); impulsivity ("often acts before thinking, shifts excessively from one task to another, has difficulty awaiting turn in games or group situations"); and hyperactivity (fidgets excessively, has difficulty staying seated, moves about excessively during sleep, is always "on the go" or acts as if "driven by a motor").

Dyslexia (reading disorder)

The most commonly diagnosed learning disorder in school settings is dyslexia. Dyslexia is a learning disorder involving reading ability. In fact, DSM-IV does not use the term dyslexia. It simply labels the syndrome "Reading Disorder."
What is dyslexia, and what is it called in DSM-IV?
A reading disorder may leave other intellectual abilities untouched. The dyslexic person may be smart in all the normal ways, except for this one problem: the dyslexic person has a hard time extracting meaning from the written word.
Several different types of dyslexia can be identified. About two-thirds of dyslexics are verbal dyslexics whose specific problem is sound of a written word and hearing it like a normal word. This problem slows them in reading and prevents them from extracting the meaning (a problem illustrated by a demonstration in Chapter 7).
What are two different types of dyslexia?
The remaining third of dyslexics are spatial dyslexics who have trouble discriminating the spatial relationships of letters in a word. These individuals tend to invert letters, turning them backwards. Their reading is also disrupted.

Anglais pour psychologues (Lynn Leger) : Defining Abnormal Behavior

Defining Abnormal Behavior

When starting a discussion of abnormal behavior, students sometimes ask, "How can anybody tell what is abnormal, anyway?" There are several different criteria that can be used:

What are some of the different ways to define abnormal behavior?

1. Statistical abnormality. A behavior may be judged abnormal if it is statistically unusual in a particular population.
2. Violation of socially-accepted standards. An abnormal behavior might be defined as one that goes against common or majority or presumed standards of behavior. For example, one might be judged abnormal in one's failure to behave as recommended by one's family, church, employer, community, culture, or subculture.
3. Theoretical approaches. Theories approach abnormality by starting with a theory of personality development, If normal development can be defined, then abnormality is defined by the failure to develop in this way. For example, if adults normally arrive at a moral stage that prohibits killing other people, and someone does not arrive at this stage, that person might be called abnormal.
4. Subjective abnormality. Abnormal behavior can be defined by a person's feeling of abnormality, including feelings of anxiety, strangeness, depression, losing touch with reality, or any other sensation recognized and labeled by an individual as out of the ordinary.
5. Biological injury. Abnormal behavior can be defined or equated with abnormal biological processes such as disease or injury. Examples of such abnormalities are brain tumors, strokes, heart disease, diabetes, epilepsy, and genetic disorders.

Personality Disorders

Personality disorders are, by definition, exaggerations of normal personality traits that are both inflexible and maladaptive (Widiger and Trull, 1985). Let us examine those two words.

1. Inflexible. People with personality disorders find they cannot change, even if they want to. In some cases they do not consider themselves abnormal and are brought into treatment (if ever) by people around them, such as parents or marriage partners, rather than volunteering for treatment.
2. Maladaptive. By definition, an abnormality prevents some normal, expected talent or ability from being expressed, or it has an adverse impact on the individual's ability to live harmoniously with others. To say personality disorders are maladaptive is to say they harm people or make it harder for people to live normal and productive lives.

Schizophrenia

Psychoses are major psychological disorders in which a person experiences a breakdown of normal reality-orientation. In other words, the person seems to be living in another world and may have trouble with routine tasks such as getting dressed or holding a job. Schizophrenics suffer disturbances of thought or speech, blunted or inappropriate emotions, hallucinations (perception of things which are not there), and delusions (persistently held, false beliefs).

The prefix schizo means split, but schizophrenia is not the same thing as "split personality." Mental health professionals were disappointed when a movie by comedian Jim Carrey re-introduced the error in 2000, referring to Carrey's character, who had a multiple personality, as "schizophrenic." Schizophrenia has nothing to do with multiple personality, and sufferers of Dissociative Identity Disorder (multiple personality) are seldom schizophrenic. The name schizophrenia comes from the gap that develops between a schizophrenic and reality. A schizophrenic may laugh at nothing, hear voices, or develop strange delusional systems, giving the impression of being split off from normal reality.

The disorganized type (formerly called hebephrenic) schizophrenic shows disorganized speech and behavior as well as flat or inappropriate affect. (The word affect is pronounced AFF-ect in this context and means emotion.) A person with flat affect seems emotionless. A person with inappropriate affect may weep uncontrollably at something that seems harmless, or laugh hysterically at nothing in particular. This type of schizophrenic is called "disorganized" because a primary symptom of the problem is difficulty in performing ordinary daily activities such as showering or getting dressed.

Catatonic schizophrenics have disordered motor activity. They can be wildly active with inappropriate and purposeless activity, or they may be completely still. The still reaction is best known and is what most people mean by a catatonic state. It is also called waxy flexibility because the individual acts like a wax figure, holding perfectly still, yet remains flexible. One can reposition the limbs of a person in a catatonic state, and that person will keep the same position—or the limbs will gradually fall due to muscle fatigue and the effects of gravity—while the catatonic person remains staring straight ahead, hardly blinking, not reacting to anything.

Paranoid schizophrenia is the most common type of schizophrenia. It is characterized by prominent delusions that usually involve some form of threat or conspiracy, such as secret plots to control people's brains through radio transmissions. 
There is a difference between paranoid schizophrenia and the paranoid personality disorder. The paranoid personality disorder is not a form of schizophrenia. The person with only a personality disorder does not have delusions or hallucinations, just extreme suspiciousness. 

Depression 

Affective (AFF-ect-iv) disorders are disturbances of mood. Depression is the most common. In its most severe form, depression is crippling. Typical symptoms are hopelessness, inability to take initiative, and "frozen emotions." The present moment seems joyless if not unbearable; the future seems bleak.

Mania 

Mania, the opposite of depression, features frantic activity and wild plans. Although a person experiencing a manic episode is sometimes euphoric (filled with joy) this does not always happen. The manic person's emotions are intense but not always joyful. For example, such a person may be very irritable. A "flight of ideas" is common in mania: the thought process wanders or takes off on wild tangents.

The bipolar disorder ("Manic-Depression")

Mania and depression alternate in the disorder once known as manic-depression. Psychologists now call this the bipolar (two-sided) disorder.

Anxiety 

Disorders Panic Attacks 

The obsessive-compulsive disorder

OCD stands for obsessive-compulsive disorder. Obsessions are persistent thoughts that a person cannot make go away. Compulsions are irresistible impulses. In obsessive-compulsive disorder, a person (who might otherwise seem perfectly normal) feels compelled to think about certain things, or perform certain actions, even though these thoughts and actions may not make any sense and the person may know they do not make sense. 

Dissociative Identify Disorder

The most dramatic and unusual dissociative state is multiple personality disorder (MPD), which was, renamed dissociative identity disorder (DID) in the 4th edition of the DSM manual. 

Anglais pour psychologues (Lynn Leger) : Diagnosing Mr. Smith

Diagnosing Mr. Smith

For this exercise, I divide students up into small groups and ask them to make a differential diagnosis of "Mr. Smith." Because Mr. Smith's case is somewhat ambiguous, making the diagnosis is not straightforward. The exercise helps students appreciate various aspects of diagnosis, including how to assess symptoms, how to apply inclusion/exclusion criteria, the necessity of obtaining accurate information about the patient, and the sometimes unavoidable ambiguity of diagnostic categories. Below is the handout for the exercise.


Diagnosing Mr. Smith

Mr. Smith, a sixty year old employee of a local taxation office, claims that the IRS has been "observing Him" for the past three weeks. He believes that some errors he accidentally made at his job have led the federal IRS to suspect him of gross tax fraud on his own income tax return. Even though his wife and boss have tried to convince him that his perceptions are inaccurate, he is convinced that IRS agents are watching his house, tapping his phone, and perhaps hiding in the attic. Because he fears the consequences of this "investigation," he often avoids going to work, and, when at home, draws all the curtains and removes the phone from its hook. Mrs.Smith reports that her husband seems to have changed significantly since he lost his first job, which was approximately one year ago. Once being very active fixing up the house, Mr. Smith now spends most of his free time munching on food or dozing on the couch. Although he often stated that he enjoys his new job at the taxation office, he sometimes complains of "having trouble figuring out the numbers" - which surprises Mrs. Smith since he was always very good at mental calculations. Mr. Smith state that "all this stuff really doesn't bother me all that much," and strongly denied any suicidal thoughts when the psychologist asked him about this possibility. "I only came to see a shrink because my wife and two sons suggested it."

The objective: Using the criteria below, diagnose Mr. Smith
as either a paranoid disorder or a major depressive episode
.


Diagnostic Criteria for a Paranoid Disorder:

A. A persistent persecutory delusion is present (e.g., beliefs about being conspired against, cheated, spied upon, followed, poisoned or drugged, etc.) B. Emotion and behavior appropriate to the content of the delusional system
C. Duration of illness of at least one week
D. Symptoms of schizophrenia are not present (e.g., hallucinations, incoherence, bizarre delusions)
E. Cannot be diagnosed as a depressive or manic syndrome
F. Condition is not due to an organic or physiological cause
Note: These individuals rarely seek treatment and often are brought for care by relatives, associates, or government agencies. Eccentric behavior is common.

Diagnostic Criteria for a Major Depressive Episode:

A. At least 4 of the following symptoms are present every day for a period of at least 2 weeks:
    1. poor appetite with weight loss, or increased appetite with weight gain
    2. insomnia or hypersomnia
    3. psychomotor agitation or retardation
    4. loss of interest or pleasure in usual activities, or a decrease in sexual drive
    5. loss of energy or fatigue
    6. feelings of worthlessness, guilt, self-reproach
    7. complaints or evidence of a decreased ability to concentrate (slow thinking, indecisiveness)
    8. recurrent thoughts of death, wishes to be dead, suicide attempt
B. None of the symptoms of schizophrenia are present (see above) C. Not due to an organic or physiological cause
Note: If patient reports feeling "blue, sad, hopeless, low, down in the dumps," etc., use diagnosis Depressive episode with Melancholia.
Note: If gross impairment of reality testing is present (e.g., hallucinations, delusions) use diagnosis "Depressive episode with Psychotic Features"

Anglais pour psychologues (Lynn Leger) : Personality Disorders

Personality Disorders Exercise

In this exercise, I divide the students into small groups (3 to 7) and give them two handouts. The first describes how various people, each with a different personality disorder, behaves at a party. The second handout lists the DSM-IV symptoms of various personality disorders. The student's task is to "diagnose" each of the characters at the party. After the groups are finished, we discuss the results.


Handout 1 - (here is a pdf version of this handout which contains graphic illustrations for each personality disorder)

...imagine a party where all the people had

PERSONALITY DISORDERS

Donna danced into the party and immediately became the center of attention. With sweeping gestures of her arms and dramatic displays of emotion, she boasted about her career as an actress in a local theater group. During a private conversation, a friend inquired about the rumors that she was having some difficulties in her marriage. In an outburst of anger, she denied any problems and claimed that her marriage was "as wonderful and charming as ever." Shortly thereafter, while drinking her second martini, she fainted and had to be taken home. William wandered into the party, but didn't stay long. The "negative forces" in the room were unsettling to his "psychic soul-spot." The few guests he spoke to felt somewhat uneasy being with this aloof "space cadet."
Sherry paraded into the party drunk and continued to drink throughout the night. Laughing and giggling, she flirted with many of the men and to two of them expressed her "deep affection." Twice during the evening she disappeared for almost half an hour, each time with a different man. After a violent argument with one of them, because he took "too long" to get her a drink, she locked herself into the bathroom and attempted to swallow a bottle of aspirin. Her friends encouraged her to go home, but she was afraid to be alone in her apartment.
Winston spent most of the time talking about his trip to Europe, his new Mercedes, and his favorite French restaurants. People seemed bored being around him, but he kept right on talking. When he made a critical remark about how one of the woman was dressed - and hurt her feelings - he could not apologize for his obvious blunder. He tried to talk his way around it, and even seemed to be blaming her for being upset.
Peter arrived at the party exactly on time. He made a point of speaking to every guest for five minutes. He talked mostly about technology and finance, and avoided any inquiries about his feelings or personal life. He left precisely at 10 PM because he had work to do at home.
Before entering, Doreen watched the party for several minutes from outside through the window. Once she went in, she seemed very uncomfortable. When people tried to be nice to her, she looked guarded and distrustful. People quickly became uncomfortable with her habit of finding fault with everything little thing you said or did. She seemed to be picking fights with people. She didn't stay very long at the party.
Margie didn't come to the party, even though she promised the hostess that she would bring the ice. The hostess was very upset that everyone had warm drinks.
Harold wasn't invited to the party. No one really knows him very well because he rarely talks. In fact, he spends most of his time alone at home reading.

Handout 2

DSM Characteristics of Several Personality Disorders

Match up the following disorders with the descriptions of the party:

Paranoid: suspicious, argumentative, paranoid, continually on the lookout for trickery and abuse, jealous, tendency to blame others, cold and humorless Schizoid: has few friends; a "loner"; indifferent to praise and criticism of others; unable to form close relationships; no warm or tender feelings for other people
Sociopath: breaks rules and laws; takes advantage of other people for personal gain; feels little remorse or guilt; appears friendly and charming on the surface; often intelligent
Schizotypal: also aloof and indifferent like the schizoid; magical thinking; superstitious beliefs; uses unusual words and has peculiar ideas; a very mild form of schizophrenia
Borderline: very unstable relationships; erratic emotions; self- damaging behavior; impulsive; unpredictable aggressive and sexual behavior; monophobia; easily angered
Histrionic: overly dramatic; attention seekers; easily angered; seductive; dependent on others; vain, shallow, and manipulative; displays intense, but often false emotions
Narcissistic: grandiose; crave admiration of others; extremely self-centered; feel they are privileged and special; expects favors from others; emotions are not erratic
Compulsive: perfectionists; preoccupied with details, rules, schedules; more concerned about work than pleasure; serious and formal; cannot express tender feelings
Passive-Aggressive: indirectly expresses anger by being forgetful and stubborn; procrastinates; cannot admit to feeling angry; habitually late


Suggested answers: Donna=hystrionic, William=schizotypal, Sherry=borderline, Winston=narcissistic, Peter=compulsive, Doreen=paranoid, Margie=passive-aggressive, Harold=schizoid

Anglais pour psychologues (Lynn Leger) : The People and Their Problems

Which Treatment is Best?

For this exercise, I divide students up into small groups and give them the following two handouts. For each of the people descibed in the first handout, the group is to discuss and choose which mental health treatment from the second handout would probably be best for that person and his/her particular problem.

(handout 1)

The People and Their Problems

Joan can't understand why she feels down and despondent. Just last week she was feeling so wonderful that she decided to quit her job so she could leave for the Himalayas. She just knew she could climb Mt. Everest. Tom's friends say he has a drinking problem. He said he can stop whenever he wants, but secretly he doubts it. Is booze slowly destroying his life?
Melissa is unable to sleep, has lost 15 lbs, and cannot concentrate on her studies. She is beginning to feel worthless and suicidal.
Barry believes everyone in the hospital is plotting to kill him. He has already punched two nurses, stabbed his psychiatrist in the leg with a fork, and tried to jump out the window. Despite his many drug treatments, he is getting more psychotic and violent. Everyone is afraid of him.
Archie is such a perfectionist that it drives others and himself crazy. He always hears himself thinking, "It has to be perfect or it is no good! YOU should always be the best or you are no good!"
Anna has this recurring dream about a prince who is searching for her, but she is being held captive by a evil witch. Sometimes it is so scary it wakes her up. The dream started on the anniversary of her father's death. What does it mean? Does it have something to do with her feeling anxious lately?
Susan realizes she just has to get over this fear of flying as soon as possible! When she gets the promotion, she will have to travel often.
Lyle is bored and unsatisfied with his life. He has his health, a good job, friends, and a happy family - so why does he feel so unfulfilled? Why does he feel something is missing?
Martha says, "Joe is a lazy slob! All is does is lay around, drink beer, and watch the games. He doesn't pay any attention to me or help around the house." Joe says, "Martha is such a bitch! Nag, nag, nag!"
Sharon has problems relating to other people. She really wants to know what she does wrong. She really wants to know what other people think of her.
Willy says he feels so nervous and "hyped-up" that he can't even sit still to talk about what's bothering him - in fact it's sometimes even difficult to talk at all without blocking or stumbling over his words.
Harry believes he is the Emperor of Rome because a voice in his lawnmower told him so.
Mr. and Mrs. Smith can't stop complaining about their little Johnny. "He won't listen to us, he fights at school, and he's wetting his bed. Why can't he be a good kid like his big brother?"
Sam keeps sinking deeper and deeper into depression. He won't take his pills. He doesn't talk or respond to anything. He just lies there all day and stares off into space.


(handout 2)

The Treatments

I. Somatic (biological) Treatments
    A. Drugs ("psychopharmacology")
      1. Antipsychotic drugs
      ..... (major tranquilizers - e.g., the phenothiazines, such as thorazine)
      2. Antidepressant drugs
      ..... (e.g., tricyclics like elavil; MAO inhibitors)
      3. Anti-anxiety drugs
      ..... (minor tranquilizers: benzodiazipines like valium; barbiturates
      4. Mood swing drugs (e.g., lithium)
    B. Psychosurgery, e.g., the frontal lobotomy
    C. Electro-convulsive treatment ("ECT")

II. Individual Psychotherapy
    A. Psychoanalytic therapy
    B. Humanistic/Existential Therapy
    C. Cognitve Therapy
    D. Behavioral Therapy
    E. Child therapy
Note: the distinction between "insight" and "action" therapies
Note: most therapists describe themselves as "eclectic"

III. Couples/Marital Therapy
(couples/marital may be based on psychoanalytic, humanistic, cognitive, or behavioral theories, or combinations thereof)

IV. Group Approaches
    A. Group therapy
    B. Family therapy
    C. Self help groups
* For the exercise:
When you select a treatment, specify whether it is A, B, C, etc.
If you select drugs as a treatment, specify 1, 2, 3, or 4.





Suggested answers :

Joan (mood swing drug)
Tom (self help group, AA)
Melissa (anti-depressant, perhaps ECT)
Barry (psychosurgery?)
Archie (cognitive therapy)
Anna (psychoanalysis)
Susan (behavior therapy)
Lyle (humanistic/existential therapy)
Martha and Joe (marital therapy)
Sharon (group therapy)
Willy (anti-anxiety drug)
Harry (anti-psychotic drug)
The Smiths (family therapy & child therapy)
Sam (ECT)

samedi 27 avril 2013

Oral d'ergonomie : analyse ergonomique dans le cadre d'une réalisation d'une recette de cuisine

Un oral plutot réussi dans l'ensemble. De l'humour, de l'éloquence. Des étudiants riant aux éclats. Appréciant les blagues freudiennes que j'ai su introduire dans la présentation. Dommage qu'il y avait si peu d'élèves pour m'écouter parler.

Madame Perez a été assez satisfaite de ma prestation. Et moi, fier d'avoir passé un oral si bien construit et si bien orchestré. Et seul en plus à le faire ! Je suis content !

Néanmoins, il va y avoir des choses en plus à rajouter pour le dossier :

- des précisions dans la partie de la tache
- modèle d'analyse pour l'autre opérateur
- enlever les photos sombres
- ajouter des exemples de variabilité

jeudi 25 avril 2013

Psychologie ergonomique (Perez) : exercice (pour le 16 mai)

Questions :

Illustrer à partir du texte les notions :
- de tache
- d'activité
- de diversité et de variabilité
+ construire le modèle d'analyse

Pour lire le texte ("Extrait de : Linhart R. (1981). L'établi. Paris : Les éditions de Minuit) suivre ce lien :
http://www.leseditionsdeminuit.eu/images/3/extrait_2172.pdf

Anglais pour psychologues (Lynn Leger) : Review for Final Exam

A revoir pour le partiel final (16 mai) :

Topics to be included are : social, developmental, clinical, and cognitive.

Different branches of psychology.

Social psychology terms.

Examples of social psychology terms.

Operant and classical conditionning.

Clinical psychology and diagnostic tools.

Common disorders in childhood and what symptoms are present.

Influences of developpement.

Any other general vocabulary topics may also be included.

vendredi 19 avril 2013

Anglais pour psychologues (Lynn Leger) : Letter to your child

In Paris, on 14th April 2036,


Dear Charles,

Son, today is your eighteenth birthday. I hope you enjoyed this day and that you will enjoy the next several years too. This day is particular special for you. You left your childhood and have just entered into adulthood. This is a little step for humanity, but a big step for a man. Charles, I know this age is the most complicated period. You have to make important choices in your life. Choosing the right direction takes time. And the time flies. But just know, I will be proud of you until my death. 
 
I have always desired to build a family. Because of love, you are here. And I’m still in love today. Love brought us a miracle. You have been the first fruit that has fallen from the divine tree. Nothing will be able to change that. Yes, I am too weepy with this letter here. You are so great now. I realize that it will be your turn soon to become a father. Giving life, isn’t it the meaning of life ? Without you, life can’t be. You were born at the right time, when we were really ready to welcome somebody in our life. 
 
It has not been easy to be a good parent. I tried to give the best education in spite of problems that can occur in a family. I tried to be a present father even if I work a lot. Family is a priceless treasure. Stability and security are important for a child. I educated you with discipline. But I have never been an authoritarian parent. I wanted you to be autonomous, to think by yourself and make your own decisions. This is the reason why you have grown so fast. I fear but I trust in you Charles.

Then I would like to explain other things. Sometimes, you don’t understand your sisters. But I think it’s just a question of age. They are still young. You have to be patient like me. Time will be right. Then you must know we try to educate you and your sisters in the same way. I believe it’s essential to unite family members. We were careful to give you the same affection. Unconditional love kills jealousy. Learn and apply this point, and you will be happy in family.

The road is still long. However, I think you are orientating yourself very well. You do what you like. And I hope you will succeed nicely in this way. If I have to give you three pieces of advise for your new life. I would say to you that you have to keep smiling as today. You are lucky to be an optimistic person. A smile is the best arm to overcome all fighting of human existence. Then, get to know yourself is the key for happiness. We can love only if you know yourself very well, qualities and weaknesses. And at last, if you make mistakes, learn from them to avoid making the same negative experiences again .
Finally, this was just to say I love you with the hope to see you next time with a woman who will make you happy.

With love, your dad.

(Note : 18/20)

Anglais pour psychologues (Lynn Leger) : Social Psychology Terms

Attribution theory : the concept that an individual attempts to understand the behavior of others by attributing feelings, beliefs, and intentions to them.

Cognitive Dissonance : the state of having inconsistent or opposing thoughts or beliefs at the same time.

Conformity : the act of matching attitudes, beliefs, and behaviors to group norms.

Discrimination : the prejudicial or distinguishing treatment of an individual based on his or her membership - or perceived membership - in a certain group or category.

Ethnocentrism : the judging of another culture solely by the values and standards of one's own culture.

Groupthink : the psychological phenomenon that occurs within groups of people, in which the desire for harmony in a decision making group overrides a realistic appraisal of alternatives.

In group Bias : the preference and affinity for one's own group over another group, or anyone viewed as outside the main group.

Interpersonal attraction : an attraction between to people which leads to friendship and romantic relationships.

Normative social influence : the influence of other people that leads us to conform in order to be liked and accepted by them.

Obedience : a form of social influence in which a person yields to explicit instructions or orders from an authority figure.

Physical attraction : the state of being attracted to another person because of their pleasing physical traits.

Physical proximity : the tendency for people to form friendships or romantic relationships with those whom they encounter often.

Prejudice : preconceived, usually unfavorable, judgements toward people or a person that is not based on reason or actual experience.

Similarity : the close relations of attitudes, values, interests and personnality traits between people.

Situational attribution : the idea that an individual will judge outcome of another's behavior or actions based on the environnement or circumstances.

Anglais pour psychologues (Lynn Leger) : Who will survive ?

A group of 15 individuals are traveling in a space ship on their way to colonize a distant planet that is presently void of any intelligent life but has an environment, which could easily support humans. There is a sudden malfunction in the oxygen replenishing equipment on the ship that cannot be repaired. It can only supple oxygen for a max of 8 people. If the 15 continue to breathe the air, they will exhaust the oxygen and all will die before reaching the planet. Therefore, 7 people must be eliminated. List below the 7 people who were eliminated and briefly list the reasons for the decision.

1.
reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
7.
Reason:


Here are the members of the ship :

Sarah Jansen: age 34: Divorced, unable to have children. Advanced degree in education, excellent teacher.

Bonnie Jansen: Age 9: 4th grade student, good health, Mrs Jansen's daughter.

Susan Adams: Age 31: Unmarried, beginning nursing student, does not date men.

Sam Markus: Age 25: Interested in electronics, Comes from very poor background, Married with pregnant wife, Introvert who likes to be left alone.

Ruth Markus: Age 20: Wife of Markus. Six months pregnant. College grad in art. Having marital problems.

Father Crimble: Age 40: Catholic priest. Good health. Socialist who is active in liberal politics.

DR. Joe Perkins: Age 68: Medical Doctor. History of heart problems but is currently practicing medicine.

Dr. Joe Ed Miller: Age 38: Ph.D in Psychology. University professor. 1 child. Recently divorced.

Micheal Miller: Age 11: son of Dr Miller, Physically healthy but mentally retarded with an IQ around 75.

Jean Majors: Age 21: Former beauty queen. high school dropout. like to work with children.

June Hart: Age 42: Women's right activist, college education in nursing. Divorced, no children.

Tom Stein: Age 27: Atheist, history of emotional problems, last year med student.

Cynthia Allen: Age 25: Reformed prostitute, divorce, one infant child. Unable to have more children.

Lisa Allen: Age 1: Infant daughter of Cynthia. Nursing, good health.

John Watson: Age 19: Sophomore college student, average grades, undecided on major.

Interactions, milieu et développement cognitif (Guerini) : Bibliographie