Monday, March 26, 2007

Teenage Depression

The symptoms may be harder to spot than obvious blues. The following are some of the signs of teenage depression, and are most significant when they occur in combination and over a period lasting more than two weeks.

  • Sadness, anxiety and hopelessness.
  • Lack of interest in food or compulsive overeating with resulting weight loss or gain. Or, night time insomnia and daytime sleeping.
  • Social isolation. Friends are important to teens and if your child is withdrawing from friends, this is a sign of trouble.
  • Sudden drop in grades, cutting school, or relentless rebellion.
  • Psychosomatic complaints - headaches, stomachaches, low back pain and fatigue. These can plague depressed teens.
  • Alcohol, drug use or sexual activity can be ways of coping with depression. Suicidal feeling and behavior are a sign of serious depression and a real cry for help via
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Treatment for Depression

Having depression doesn't mean that a person is weak, or a failure, or isn't really trying... it means they need TREATMENT.

Most people with depression can be helped with COUNSELING, provided by a professional psychologist, and some are helped with Counseling and Medicine.

COUNSELING, or psychotherapy, means talking about feelings with a trained psychologist who can help you change the relationships, thoughts, or behaviors that are causing the depression. Think about it, you feel depressed because you think your life is bad. What if you're wrong? What if you're missing all the good things around you? What if your future holds a lot more promise than you think? When you're depressed, you're in a rut, and you can't see anything good. You need to talk to someone who can help you get out of that rut! Don't wait, ask your parents, or your school counselor for help today.

MEDICINE is used to treat depression that is severe or disabling. Antidepressant medications are not "uppers" and are not addictive. When depression is so bad that you can't focus on anything else, when it interferes with your life in an overwhelming way, medication might be necessary, in addition to counseling. But most often, counseling alone is sufficient.

With treatment, most depressed people start to feel better in just a few weeks.

So remember, when your problems seem too big and you're feeling low for too long,

YOU ARE NOT ALONE!
There's help out there and you CAN ask for help. And if you know someone who you think is depressed, YOU CAN HELP. Listen and encourage your friend to ask a parent or a responsible adult about treatment. If you friend doesn't ask for help soon, talk to an adult you trust and respect-- especially if your friend mentions suicide. Your friend's life is more important than keeping a secret!
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Causes of Depression

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Causes of Depression

Depression has no single cause; often, it results from a combination of things. You may have no idea why depression has struck you.

Whatever its cause, depression is not just a state of mind. It is related to physical changes in the brain, and connected to an imbalance of a type of chemical that carries signals in your brain and nerves. These chemicals are called neurotransmitters.

Some of the more common factors involved in depression are:

  • Family history. Genetics play an important part in depression. It can run in families for generations.
  • Trauma and stress. Things like financial problems, the breakup of a relationship, or the death of a loved one can bring on depression. You can become depressed after changes in your life, like starting a new job, graduating from school, or getting married.
  • Pessimistic personality. People who have low self-esteem and a negative outlook are at higher risk of becoming depressed. These traits may actually be caused by low-level depression (called dysthymia).
  • Physical conditions. Serious medical conditions like heart disease, cancer, and HIV can contribute to depression, partly because of the physical weakness and stress they bring on. Depression can make medical conditions worse, since it weakens the immune system and can make pain harder to bear. In some cases, depression can be caused by medications used to treat medical conditions.
  • Other psychological disorders. Anxiety disorders, eating disorders, schizophrenia, and (especially) substance abuse often appear along with depression. via
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Saturday, March 24, 2007

Symptoms of Antisocial Personality Disorder

ndividuals with antisocial personality disorder:

* May begin displaying symptoms during childhood. Such behaviors include fire setting, cruelty to animals, and difficulty with authority.

* Often have legal problems resulting from failures to conform to social norms and a lack of concern for the rights of others.

* Often act out impulsively and fail to consider the consequences of their actions.

* Display aggressiveness and irritability that often lead to physical assaults.

* Have difficulty feeling empathy for others. This inability to consider the thoughts, feelings, and motivations of other people can lead to disregard for others.

* Display a lack of remorse for damaging behavior.

Treatments for Antisocial Personality Disorder

* Those with antisocial personality disorder rarely seek out treatment on their own.

* Individuals generally receive treatment only after some type of altercation with the legal system.

* Cognitive therapy can be useful in helping individuals gain insight into their behaviors and to change maladaptive thought patterns.

* Effective results usually occur only after long-term treatment.
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Impact of Age and Mood on Information Processing

A new study published in the journal Psychology and Aging suggests that the effects of mood on information processing may be impacted by age.

In the study, negative and positive moods were induced in younger and older participants, who were then asked to interpret the actions of others. Older adults were more likely than younger adults to attribute another’s actions to the individual rather than attributing actions to situational factors.

Based upon the results, researchers suggest than older adults are more concerned with suppressing negative emotions than younger adults. Researchers suggest that because attention is focused on regulating negative emotions, older adults have difficulty processing external information.

"It may be the case that older adults in a negative mood state are more motivated to downgrade their negative emotions and, thus, not allocate enough processing time to focus on the details of the situation.

So this needs to be taken into consideration when imparting information to older adults,” said Fredda Blanchard-Fields, professor in Georgia Tech’s School of Psychology.
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Types of Therapy

The popular conception of therapy is that of the classic talk therapy; a client, a couch, and a psychologist with a notepad and pencil in hand. While some approaches do utilize this method, there are numerous types of therapy that can be used to help a client overcome problems. In all cases, the goal of therapy is to provide a nonjudgmental environment that allows the client and therapy provider to work together towards a mutually agreed upon set of goals.

Psychoanalytic Therapy
What is Psychoanalytic Therapy


Psychoanalytic therapy is one of the most well-known treatment modalities, but it is also one of the most misunderstood by mental health consumers.
Founded by Sigmund Freud, psychoanalytic therapists generally spend time listening to patients talk about their lives, which is why this method is often referred to as "talk therapy." The therapy provider will look for patterns or significant events that may play a role in the client’s current difficulties.

Psychoanalysts believe that childhood events and unconscious feelings, thoughts, and motivations play a role in mental illness and maladaptive behaviors.

Benefits of Psychoanalytic Therapy

While this type of therapy has many critics who claim that psychoanalytic therapy is too time consuming, expensive, and generally ineffective, this treatment has several benefits as well. The therapist offers an empathetic and nonjudgmental environment where the client can feel safe in revealing feelings or actions that have led to stress or tension in their lives. Oftentimes, simply sharing these burdens with another person can have a beneficial influence.

Cognitive-Behavioral Therapy
What is Cognitive-Behavioral Therapy?


Cognitive therapists tend to focus on specific problems. These therapists believe that irrational thinking or faulty perceptions cause dysfunctions. A cognitive therapist may work with a client to change thought patterns. This type of therapy is often effective for clients suffering from depression or anxiety.

Behavioral therapists work to change problematic behaviors that have been trained through years of reinforcement. A good example of behavioral therapy would be a therapist working with a client to overcome a fear of heights. The therapist would encourage the client to gradually face their fear of heights through experience. The client might first imagine standing on the roof of a tall building or riding an escalator. Next, the client would slowly expose themselves to greater and greater levels of their fear until the phobia diminishes or disappears entirely.

Benefits of Cognitive-Behavioral Therapy

Cognitive and behavioral approaches can be highly effective when treating specific problems. Oftentimes, cognitive and behavioral approaches are combined when treating a disorder. A therapist treating a client with social anxiety may help the client form more accurate thinking patterns as well as focusing on specific behaviors, such as social avoidance.
Group Therapy
What is Group Therapy?

Group therapy is a form of psychotherapy where two or more clients work with one or more therapists or counselors. This methods is a popular format for support groups, where group members can learn from the experiences of others and offer advice. This method is also more cost effective than individual psychotherapy and is oftentimes more effective.

Benefits of Group Therapy

It is common for those suffering from a mental illness or problem behavior to feel alone, isolated, or different. Group therapy can help clients by providing a peer group of individuals that are currently experiencing the same symptoms or who have recovered from a similar problem. Group members can also provide emotional support and a safe forum to practice new behaviors.
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Top 10 Influential Psychologists

Psychology is a broad and varied subject. This breadth and diversity of thought can be seen by looking as some of the best known thinkers in psychology. While each theorist may have been part of an overriding school of thought, each brought a unique and individual voice and perspective to the field of psychology.
A study that appeared in the July 2002 issue of the Review of General Psychology created a ranking of the 99 most influential psychologists. The rankings were mostly based on three factors: the frequency of journal citations, introductory textbook citations, and the survey responses of 1,725 members of the American Psychological Association.
The following list provides an overview of 10 psychologists from this ranking survey. These individuals are not only some of the best-known thinkers in psychology, they also played an important role in psychology’s history and made important contributions to our understanding of human behavior.

This list is not an attempt to identify who was the most influential or which school of thought was best. Instead, this list offers a glimpse of some of the theoretical outlooks that have influenced not only psychology, but also the larger culture in which we live.

1. B. F. Skinner:

In the 2002 study ranking the 99 most eminent psychologists of the 20th century, B.F. Skinner topped the list. Skinner’s staunch behaviorism made him a dominating force in psychology and therapy techniques based on his theories are still used extensively today, including behavior modification and token economies.

2. Sigmund Freud:

When people think of psychology, many tend to think of Freud. His work supported the belief that not all mental illnesses have physiological causes and he also offered evidence that cultural differences have an impact on psychology and behavior. His work and writings contributed to our understanding of personality, clinical psychology, human development, and abnormal psychology.

3. Albert Bandura :

Bandura’s work is considered part of the cognitive revolution in psychology that began in the late 1960s. His social learning theory stressed the importance of observational learning, imitation, and modeling. "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do,” Bandura explained in his 1977 book Social Learning Theory.

4. Jean Piaget:

Jean Piaget's work had a profound influence on psychology, especially our understanding children's intellectual development. His research contributed to the growth of developmental psychology, cognitive psychology, genetic epistemology, and education reform. Albert Einstein once described Piaget's observations on children's intellectual growth and thought processes as a discovery "so simple that only a genius could have thought of it."

5. Carl Rogers:


Carl Rogers’s emphasis on human potential had an enormous influence on both psychology and education. He became one of the major humanist thinkers and an eponymous influence in therapy with his ‘Rogerian therapy.’ As described by his daughter Natalie Rogers, he was “a model for compassion and democratic ideals in his own life, and in his work as an educator, writer, and therapist.”

6. William James:

Psychologist and philosopher William James is often referred to as the father of American psychology. His 1200-page text, The Principles of Psychology, became a classic on the subject and his teachings and writings helped establish psychology as a science. In addition, James contributed to functionalism, pragmatism, and influenced many students of psychology during his 35-year teaching career.

7. Erik Erikson:


Erik Erikson's stage theory of psychosocial development helped create interest and research on human development through the lifespan. An ego psychologist who studied with Anna Freud, Erikson expanded psychoanalytic theory by exploring development throughout the life, including events of childhood, adulthood, and old age.

8. Ivan Pavlov:

Ivan Pavlov was a Russian physiologist whose research on conditioned reflexes influenced the rise of behaviorism in psychology. Pavlov's experimental methods helped move psychology away from introspection and subjective assessments to objective measurement of behavior.

9. Kurt Lewin:

Lewin is known as the father of modern social psychology because of his pioneering work that utilized scientific methods and experimentation to look as social behavior. Lewin was a seminal theorist whose enduring impact on psychology makes him one of the preeminent psychologists of the 20th-century.

10. Reader’s Choice:

Following the examples of Eugene Garfield’s 1977 ranking list and Haggbloom’s 2002 ranking, the final position on this list has been left blank in order to allow “the reader’s best case for a psychologist who should have made the list” (Haggbloom, 2002).
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Lewin's Leadership Styles

In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify different styles of leadership. While further research has identified more specific types of leadership, this early study was very influential and established three major leadership styles. In the study, groups of schoolchildren were assigned to one of three groups with an authoritarian, democratic, or laissez-fair leader. The children were then led in an arts and crafts project. Researchers then observed the behavior of children in response to the different styles of leadership.
Authoritarian Leadership (Autocratic)
Authoritarian leaders provide clear expectations for what needs to be done, when it should be done, and how it should be done.

There is also a clear division between the leader and the followers. Authoritarian leaders make decisions independently with little or no input from the rest of the group.

Researchers found that decision-making was less creative under authoritarian leadership. Lewin also found that it is more difficult to move from an authoritarian style to a democratic style than vice versa. Abuse of this style is usually viewed as controlling, bossy, and dictatorial.


Authoritarian leadership is best applied to situations where there is little time for group decision-making or where the leader is the most knowledgeable member of the group.
Participative Leadership (Democratic)
Lewin’s study found that participative (democratic) leadership is generally the most effective leadership style. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. In Lewin’s study, children in this group were less productive than the members of the authoritarian group, but their contributions were of a much higher quality.

Participative leaders encourage group members to participate, but retain the final say over the decision-making process. Group members feel engaged in the process and are more motivated and creative.
Delegative (Laissez-Fair)
Researchers founds that children under delegative (laissez-fair) leadership were the least productive of all three groups. The children in this group also made more demands on the leader, showed little cooperation, and were unable to work independently.

Delegative leaders offer little or no guidance to group members and leave decision-making up to group members. While this style can be effective in situations where group members are highly qualified in an area of expertise, it often leads to poorly defined roles and a lack of motivation.


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Research Areas in Social Psychology

Now that you have a better understanding of what social psychology is (see previous article: What is Social Psychology?), we are going to look at some of the major research areas of interest to social psychologists. Many of these topics are related to social influence, social perception, and social interaction. The following are just a few of the areas of interest within social psychology.

1. Social Cognition:

Social cognition is concerned with the processing, storage, and application of social information. Related to the field of cognitive psychology, this research area focuses largely on the concept of schemas. Schemas are our general ideas about the world, how things are, and how things work. These mental shortcuts allow us to function without constantly stopping to interpret everything around us. We develop associations between related schemas, which plays an important role in social behavior and thinking.

2. Attitudes and Attitude Change:

The study of attitudes is one of the major research areas in social psychology. Social psychologists are interested in the components of attitudes, how attitudes develop, and how attitudes change. Researchers have described three core components of attitude: an affective component, a behavioral component, and a cognitive component. Often referred to as the “ABC’s of attitude,” these elements describe how we feel, behave, and understand.

3. Violence and Aggression:

What causes violence and aggression? Social psychologists are interested in how and why people engage in violence or act aggressively. Research in this area looks at numerous factors that may cause aggression including social variables and media influences. Researchers often look at the role social learning plays in producing aggressive behaviors and actions.

4. Prosocial Behavior:

Prosocial behavior is another major research area in social psychology. What is prosocial behavior? Prosocial behaviors are those that involve helping and cooperating. Researchers often look at why people help others, as well as why they sometimes refuse to help or cooperate.
Much of the research in this area was prompted by the murder of a young woman named Kitty Genovese. This case captured national attention when reports revealed that neighbors had witnessed her attack and murder, but failed to call the police for help. Research inspired by the case produced a great deal of information on prosocial behavior and how and why people choose—or sometimes refuse—to help others.

5. Prejudice and Discrimination:

Prejudice, discrimination, and stereotypes exist in any social group. Social psychologists are interested in the origins, causes, and effects of these types of attitudes and social categorizations. How does prejudice develop? Why are stereotypes maintained in the face of contrary evidence? These are just a few of the questions social psychologists seek to answer.

6. Self and Social Identity:

Our perceptions of social identities and ourselves are another important research area in social psychology. How do people come to know and understand themselves? How do these self-perceptions affect our social interactions? Social psychologists are interested in learning more about how this inner life influences our outer lives and social world. Self-awareness, self-esteem, and self-expression are just a few of the factors that influence our social experience.

7. Group Behavior:

The behavior of groups is one of the largest research areas in social psychology. Most people realize that groups tend to behave differently than individuals. These group behaviors are sometimes beneficial and positive, but they can also be detrimental and negative. Social psychologists often look at topics such as group dynamics, leadership, group decision-making, conflicts, cooperation, and group influence.

8. Social Influence:

Social psychologists are also interested in the role that social influence has on behavior and decision-making. Topics such as the psychology of persuasion, peer pressure, conformity, and obedience are just a few of those studied in this area of social psychology. Research has helped reveal the power of social influence and has uncovered ways to help people resist influence.

9. Interpersonal Relationships:

Social relationships play a major role in shaping behavior, attitudes, feelings, and thoughts. Social psychologists study how these interpersonal relationships affect people by looking at attachment, liking, love, and attraction. How do close relationships affect individuals? How important are these interpersonal relationships? These are just a few of the questions social psychologists seek to explain.
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Identity Crisis - Theory and Research

What is an Identity Crisis?
Are you unsure of your role in life? Do you feel like you don't know the 'real you'? If you answer yes to the previous questions, you may be experiencing an identity crisis. Theorist Erik Erikson coined the term identity crisis and believed that it was one of the most important conflicts people face in development.

According to Erikson, an identity crisis is a time of intensive analysis and exploration of different ways of looking at oneself. Erikson's interest in identity began in childhood. Raised Jewish, Erikson appeared very Scandinavian, and felt that he was an outsider of both groups. His later studies of cultural life among the Yurok of northern California and the Sioux of South Dakota helped formalize Erikson's ideas about identity development and identity crisis.

Erikson described identity as "a subjective sense as well as an observable quality of personal sameness and continuity, paired with some belief in the sameness and continuity of some shared world image. As a quality of unself-conscious living, this can be gloriously obvious in a young person who has found himself as he has found his communality. In him we see emerge a unique unification of what is irreversibly given--that is, body type and temperament, giftedness and vulnerability, infantile models and acquired ideals--with the open choices provided in available roles, occupational possibilities, values offered, mentors met, friendships made, and first sexual encounters." (Erikson, 1970.)
Research on Identity
In Erik Erikson's stages of psychosocial development, the emergence of an identity crisis occurs during the teenage years in which people struggle between feelings of identity versus role confusion. Researcher James Maria (1966, 1976, 1980) has expanded upon Erikson's initial theory. According to Marcia and his colleagues, the balance between identity and confusion lies in making a commitment to an identity. Marcia also developed an interview method to measure identity as well as four different identity statuses. This methods looks at three different areas of functioning: occupational role, beliefs and values, and sexuality.
Identity Statuses

* Identity achievement occurs when an individual has gone through an exploration of different identities and made a commitment to one.

* Moratorium is the status of a person who is actively involved in exploring different identities, but has not made a commitment.

* Foreclosure status is when a person has made a commitment without attempting identity exploration.

* Identity diffusion occurs when there is neither an identity crisis or commitment.

Researchers have found that those who have made a strong commitment to an identity tend to be happier and healthier than those who have not. Those with a status of identity diffusion tend to feel out of place in the world and don't pursue a sense of identity.

In today's rapidly changing world, identity crises are more common today than in Erikson's day. Exploring different aspects of yourself in the different areas of life, including your role at work, within the family, and in romantic relationships, can help strengthen your personal identity.

References:

Erikson, E.H. (1970). Reflections on the dissent of contemporary youth., International Journal of Psychoanalysis, 51, 11-22.

Marcia, J. E. (1966) Development and validation of ego identity statuses. Journal of Personality and Social Psychology, 3, 551-558.

Marcia, J. E. (1976) Identity six years after: A follow-up study. Journal of Youth and Adolescence, 5, 145-160.

Marcia, J. E. (1980) Identity in adolescence. In J. Adelson (Ed.), Handbook of Adolescent Psychology. New York: Wiley.
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Theories of Intelligence

While intelligence is one of the most talked about subjects within psychology, there is no standard definition of what exactly constitutes 'intelligence.' Some researchers have suggested that intelligence is a single, general ability, while other believe that intelligence encompasses a range of aptitudes, skills, and talents.

The following are some of the major theories of intelligence that have emerged during the last 100 years.
Charles Spearman - General Intelligence:

British psychologist Charles Spearman (1863-1945) described a concept he referred to as general intelligence, or the g factor. After using a technique known as factor analysis to to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on other. He concluded that intelligence is general cognitive ability that could be measured and numerically expressed (Spearman, 1904).
Louis L. Thurstone - Primary Mental Abilities:

Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities" (Thurstone, 1938). The abilities that he described were:

* Verbal comprehension
* Reasoning
* Perceptual speed
* Numerical ability
* Word fluency
* Associative memory
* Spatial visualization

Howard Gardner - Multiple Intelligences:

One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences that are based on skills and abilities that are valued within different cultures.
The eight intelligences Gardner described are:

* Visual-spatial Intelligence
* Verbal-linguistic Intelligence
* Bodily-kinesthetic Intelligence
* Logical-mathematical Intelligence
* Interpersonal Intelligence
* Musical Intelligence
* Intra personal Intelligence
* Naturalistic Intelligence

Robert Sternberg - Triarchic Theory of Intelligence:

Psychologist Robert Sternberg defined intelligence as "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life” (Sternberg, 1985, p. 45). While he agreed with Gardner that intelligence is much broader than a single, general ability, he instead suggested some of Gardner's intelligences are better viewed as individual talents. Sternberg proposed what he refers to as 'successful intelligence,' which is comprised of three different factors:

* Analytical intelligence: This component refers to problem-solving abilities.
* Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills.
* Practical intelligence: This element refers to the ability to adapt to a changing environment.

While there has been considerable debate over the exact nature of intelligence, no definitive conceptualization has emerged. Today, psychologists often account for the many different theoretical viewpoints when discussing intelligence and acknowledge that this debate is ongoing.
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Career Profile - Industrial-Organizational Psychology

What is industrial-organizational psychology?: Industrial-organizational (I-O) psychology is concerned with the study of workplace behavior. I-O psychologists often apply research to increasing workplace productivity, selecting employees best suited for particular jobs, and product testing.
What do industrial-organizational psychologists do?: I-O psychology is a diverse field with opportunities in several different areas. Many I-O psychologists work in business in positions dealing with worker productivity, employee training and assessment, and human resources. Other I-O psychologists work in research or academic positions. Specific specialty areas in I-O psychology include human-computer interaction and human factors. Consulting opportunities are also available for experienced I-O psychologists.
How much do industrial-organizational psychologists typically earn?: Typical salaries for I-O psychologists vary considerably depending upon such factors as the type of degree held and type of employer. According to the Society for Industrial (SIOP) and Organizational Psychology:
Starting salary for Master’s graduate - $38,750
Starting salary for Ph.D graduate - $55,000
Median salary - $80,000
University professors - $70,000
Private sector - $100,000
Highest earners – Top 5% of SIOP members earn from $250,000 to several million each year.

What type of degree is needed?: There are a number of university programs that offer Bachelor’s degrees in industrial-organizational psychology. People with a Bachelor's degree typically work in human resources, although there are some opportunities in other areas. Those looking for greater job opportunities and higher pay may want to consider continuing their education at the Master’s level.
There are many opportunities for job candidates with Master’s degree’s in I-O psychology. These individuals often work in human resources, consulting, government, and positions in the private sector. The growing demand for I-O psychologists had led to an increase in the number of universities offering Master’s degrees in I-O psychology. Those with doctorate degrees in I-O psychology have the highest amount of opportunity and pay.
What is the job outlook for industrial-organizational psychologists?: The U.S. Department of Labor’s Occupational Outlook Handbook states that:

Industrial-organizational psychologists will be in demand to help to boost worker productivity and retention rates in a wide range of businesses. I-O psychologists will help companies deal with issues such as workplace diversity and anti-discrimination policies. Companies also will use psychologists’ expertise in survey design, analysis, and research to develop tools for marketing evaluation and statistical analysis.

Is a career in I-O psychology right for me?: Before you decide on a career in I-O psychology, there are a few factors you should consider. Do you enjoy research? Are you comfortable with statistics? If not, I-O psychology might not be the best choice for you. Those working in business, government, and academic positions often spend considerable time conducting research. If you prefer working one-on-one with people, you might find that clinical or counseling psychology is a better match for you.
One of the great things about I-O psychology is that many positions encompass topics and skills from many different areas of psychology. Personality psychology, social psychology, experimental psychology, and statistics are just a few of the subjects that I-O psychologists might deal with on a regular basis. If you enjoy finding practical applications for psychological research, industrial-organization psychology might be a good match for you.
What are the pros and cons of a career in industrial-organizational psychology?:
Pros of a Career in I-O Psychology

* Many career opportunities with a Master’s-level degree.
* Diverse career paths (i.e. private sector, consulting, government, education.)
* Opportunities for self-employment.

Cons of a Career in I-O Psychology

* Clients and projects change often.
* Research can often be tedious and burnout can occur.
* Many positions require doctoral degrees.

References: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition, Psychologists, on the Internet at http://www.bls.gov/oco/ocos056.htm
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Monday, March 19, 2007

Think Positive To Live Longer

Be Positive and Add 7.5 Years to Your Life:

Research shows that how you perceive aging effects how long you will live. In a study of 660 people, those with more positive perceptions of their own aging lived an average of 7.5 years longer. This effect remained after other factors such as age, gender, income, loneliness and health status were controlled.

Look Forward to Aging While You Are Young:


The study compared death rates of the 660 study participants to their answers to a survey 23 years ago. Therefore, adjusting your perception of aging while you're still young can have a tremendous effect on your life expectancy.

Improving Resiliency:

No one knows for sure why a positive attitude seems to lead to a longer life. Researchers believe that positive thinking about aging can increase a person's will to live, making him or her more resilient to illness and more proactive about health. Another explanation given was that mental stress of aging is lower for people who have a positive attitude. Positive thinking and stress reduction have also been linked.

Finding Insight as You Age:

What's so great about aging? Good question. Our society prizes youth and beauty above all. Messages about aging tend to emphasize the negative aspects. But, like fine wine, people should get better as they age. Experience, combined with maturity, gives older people great insight. Older people are more in touch with spirituality and the priorities which have true depth. By following a simple, healthy lifestyle you can preserve your health and energy your whole life.

How Positive Attitudes Compare to Other Longevity Boosters:


Here is a brief list of the number of years that each of these health factors are believed to add (remember these numbers are for mortality and do not consider the quality of life):

low blood pressure: 4 years
low cholesterol readings: 4 years
healthy weight: 1-3 years
not smoking: 14 years
regular exercise: 1-3 years
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Sunday, March 18, 2007

10 Tips For Improving Memory

There are a number of tried and tested techniques for improving memory. These strategies have been established within cognitive psychology literature and offer a number of great ways to improve memory, enhance recall, and increase retention of information.

  1. Focus your attention on the materials you are studying. Attention is one of the major components of memory. In order for information to move from short-term memory into long-term memory, you need to actively attend to this information. Try to study in a place free of distractions such as television, music, and other diversions.

  2. Avoid cramming by establishing regular study sessions. According to Bjork (2001), studying materials over a number of session’s gives you the time you need to adequately process the information. Research has shown that students who study regularly remember the material far better that those did all of their studying in one marathon session.

  3. Elaborate and rehearse the information you are studying. In order to recall information, you need to encode what you are studying into long-term memory. One of the most effective encoding techniques is known as elaborative rehearsal. An example of this technique would be to read the definition of a key term, study the definition of that term, and then read a more detailed description of what that term means. After repeating this process a few times, your recall of the information will be far better.

  4. Relate new information to things you already know. When you are studying unfamiliar material, take the time to think about how this information relates to things that you already know. By establishing relationships between new ideas and previously existing memories, you can dramatically increase the likelihood of recalling the recently learned information.

  5. Visualize concepts to improve memory and recall. Many people benefit greatly from visualizing the information they study. Pay attention to the photographs, charts, and other graphics in your textbooks. If you don’t have visual cues to help, try creating your own. Draw charts or figures in the margins of your notes or use highlighters or pens in different colors to group related ideas in your written study materials.

  6. Teach new concepts to another person. Research suggests that reading materials out loud significantly improves memory of the material. Educators and psychologists have also discovered that having students actually teach new concepts to others enhances understanding and recall. You can use this approach in your own study by teaching new concepts and information to a friend or study partner.

  7. Pay extra attention to difficult information. Have you ever noticed how it's sometimes easier to remember information at the beginning or end of a chapter? Researchers have found that the position of information can play a role in recall, which is known as the serial position effect. While recalling middle information can be difficult, you can overcome this problem by spending extra time rehearsing this information or try restructuring the information so it will be easier to remember. When you come across an especially difficult concept, devote some extra time to memorizing the information.

  8. Vary your study routine. Another great way to increase your recall is to occasionally change your study routine. If you are accustomed to studying in one specific location, try moving to a different spot to study. If you study in the evening, try to spend a few minutes each morning reviewing the information you studied the previous night. By adding an element of novelty to your study sessions, you can increase the effectiveness of your efforts and significantly improve your long-term recall.

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Meditation Results in Brain Growth

Do you meditate? We've known that meditation results in reduced stress, improved attention, and increased relaxation. New research out of Yale University has found that regular meditation practice results in increased thickness of grey matter in the cortex of the brain. The increases were found in areas that are involved in sensory, cognitive and emotional processing.

The study involved 20 participants with extensive training in "Buddhist Insight meditation." They meditated an average of 40 minutes per day.

Magnetic resonance imaging found that regular practice of meditation was specifically associated with increased thickness in brain regions related to sensory, auditory, visual and internal perception, such as heart rate or breathing. It also appears that regular meditation practice may slow age-related shrinkage of the frontal cortex.


Changes were greatest in the right hemispheres of subjects' brains.

The authors of the study believe that other forms of yoga and meditation likely have a similar impact on brain structure, although each tradition would be expected to have a slightly different pattern of cortical thickening based on the specific mental exercises involved. via

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The Psychology of Art

by Sheldon Litt

Ever since Freud first ventured into the problems of creativity, psychoanalysis has stressed the darker, negative aspects of art. Plato, long ago, noted that the artist was divinely inspired and therefore mad. Freud's classical theory of the psychogenesis of art – that art arises from sublimation of sexuality – is now well-known and respectable. But is it accurate in today's world?
The creations of the artist, in Freud's view, are primarily an expression of the creator's unresolved neurotic conflicts – usually sexual conflicts. The artist is pictured as a sexually-frustrated childish neurotic, who weaves his wild fantasies as a substitute for his unsuccessful attempts at fulfilment in the Real World. His painting may, in the Freudian interpretation, be compared to the symptoms of the neurotic. For Freudians, the artwork is ultimately a mere manifestation of a neurosis, and the artist is always a sick man.
That art has a neurotic source may be readily observed in some instances but obviously there are great artists, the lives of whom reveal little evidence for the universality of this conception. Thus, while Rembrandt's tragic suffering points in this direction, the happy un-neurotic life of Rubens give us a contradictory example.
Following Freud's theory (while overlooking the exceptions), many writers have consequently sought to explain a work of art by delving into the disturbed emotional life of the artist. In their view, the theme of composition is always autobiographical and reflects the artist's own unresolved sexual problems. Freud started this trend with his epochal study of Leonardo da Vinci, which traced the relationship between Leonardo's inverted sexuality and his art.
Yet the point must be emphasised here that many people, not only artists, have endured suffering. A biographer who digs enough can always locate evidence of emotional instability and a pained psyche in everyone. Man's existential Angst is universal. But not all of us utilise this feeling for creative purposes. Why then seek the origin of art in the endless cesspool of man's constant anxiety?
The true well-spring of art come forth from sources deeper than the neurotic symptom, and is the common denominator of our basic humanness. The artist doesn't produce art because of his sickness; his artistic capacity is there first, as a natural development that emerges in spite of his neurosis.
Although this Freudian motif of art as grounded in illness has wide acceptance, many significant objections can be raised against it. Are artists really sexually frustrated? A Kinsey report on artists might actually produce astounding results weighing in the other direction. True, some artists may fit the notion of subliminated sexuality, but these few ascetics do not generally produce great masterpieces. Their creations are more likely to be weak, over-sentimentalized spiritual fabrications.
Another common sense and traditional view of creativity, diametrically opposed to the psychoanalytic mode holds that strong eroticism leads to powerful art. Thus, Renoir is reported to have said, "I paint with my penis". Baudelaire and Heine had similar notions. Modern literature, from Henry Miller to Norman Mailer, gives ample evidence for this hypothesis.
It can thus be argued that the psychoanalytic position fails to do justice to the artist. If one compares people from various occupations today, it is difficult to reconcile the analytic opinion of the artists's frustrations with observable reality. Creative people especially artists – can hardly be said to suffer from a lack of sexual or other satisfaction. Picasso, for example, was a man who had a hearty appetite for sex and life, even into his 80s. In all fields of the arts, one can point to those who have shown signs, not of frustration, sickness or lack of zest for life, but on the contrary, many who have carried the full expression of sexuality and richness of life's experiences into their older years: Casals, Kodaly, Victor Hugo, Degas, Goethe, Matisse, just to name a few names.
With this in mind, it might even be said that the creative artist has a rounder, not a sicker attitude toward sex and life. Is it perhaps analysts' Victorian middle-class morality that has shielded this salient fact from them? In order to explore this problem thoroughly, a broader concept of normality is necessary.
Instead of seeing the artist as a maladjusted neurotic monstrosity who has been rejected by the world of "normal" people, we need to turn around this usual categorisation to perceive the artist as the healthiest individual who rejects the limited aspirations of the mundane normal existence: healthy because he is first an individual...and moreover an individual who can create and achieve fulfilment from his productivity. Generally speaking, he is healthier and more sexual than others. If he has been set apart from "normals", it is because they are repressed. Cut off from realising their creative potential, they limit growth and expansion by this loss of a vital developmental function.
The roots of creativity need not be sought in the artist's unconscious, because the act of creation is not, as is widely held, an abnormal function, but a basic natural potentiality of human existence. Creation is found at all levels of life and should be interpreted as indication of vigorous self-expression rather than a compulsive act of warped sexuality. The artist, instead of being a driven, unsatisfied person may be more correctly regarded as one who is fulfilled, who sees more profoundly into life. The true artist can communicate his vision to others; the neurotic, on the other hand, cannot. He tries, but his conflicts prevent him from adequately formulating and communicating his ideas. Even the neurotic, however, may be considered "healthier" than so-called "well-adjusted" normal people.
The neurotic, whatever his hang-ups, is at least striving for growth and fulfilment, which places him in a sense above the "normals", who have given up and lost their capacity for self-expression. They have become merely part of the mass who take things as given. Passively accepting all, the dull normals of society merely go along with the conceptual framework imposed by the social environment. The neurotic (who is a kind of "failed artist") rejects this framework in an attempt to construct his own system of ideas.
The artist, rejecting the "normal" foundation, replaces it by building his own individualised vision of life, which he can then successfully express to others.
By taking a broader, phenomenological perspective of the function of creativity, it is possible to avoid Freud's mythological reductionism and pose an alternative theory. via Read More..

New Research Suggests Of Psychological distress

Researchers at the University of Pittsburgh and the University of British Columbia reviewed the results of 15 studies published between 1972 and 2000 that assessed the link between psychological distress and hypertension development. The studies measured subjects' levels of anger, anxiety, depression, defensiveness, social support, hopelessness and other psychological factors, and then looked at whether the subjects later developed high blood pressure.

None of the subjects initially had hypertension, and each study followed the subjects for at least one year. Although the 15 studies' methods, populations, and definitions of hypertension varied widely, most of them found associations between psychological factors and blood pressure levels.

Looking at all of the studies, the researchers assert that the risk of developing hypertension was about 8 percent higher among people who had high psychological distress than among people who had low psychological distress.

"Given the prevalence, clinical repercussions, and medical costs associated with hypertension, a factor disposing a risk increase of this magnitude could be considered highly important to clinical health experts," write researchers Thomas Rutledge, Ph.D., formerly of the University of Pittsburgh and now at the University of California, San Diego, and Brenda E. Hogan, M.A., of the University of British Columbia. Their study is published in the September/October issue of Psychosomatic Medicine.

The researchers also suggest that the apparent association between anger, anxiety and depression and the risk of hypertension "compares favorably with better established predictors of hypertension such as obesity and physical activity." Therefore, more research into the relationship of psychological factors and hypertension development is warranted.

The 15 research studies reviewed for the analysis included between 78 and 4,650 subjects, most of whom were white and male. However, four studies reported separate results for African Americans. Like other subjects, African Americans with high psychological distress from depression, anxiety, and anger had a higher risk of developing hypertension.

The review study is the first major quantitative look at prospective research focusing on psychological predictors of high blood pressure. via
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Mental Health Affects Heart Risks

Several different psychological factors can take a toll on heart health, and each factor seems to act at different stages through different mechanisms, research suggests.

Willem J. Kop, Ph.D. summarized studies on mental health and heart health in a 2003 issue of the journal Brain, Behavior and Immunity. He classifies psychological risk factors for coronary disease into three categories - chronic, episodic and acute - based on their duration and closeness in time to the haeart problems.

  • Chronic psychological factors that are those associated with increased risk of a first heart attack. These include long-term, stable characteristics such as a hostile personality, Type A behavior or low socioeconomic status. These factors have been shown to play an important role in early disease stages when the build up of artery-blocking plaque is beginning.
  • Research has found that fat deposits, inflammation of the arteries and higher white blood cell counts all result from these psychological traits by way of the nervous system.
  • Low socioeconomic status, for example, correlates with increased exposure to bacteria and viruses, to higher level of proteins that regulate the immune response (cytokines) and to elevated C-reactive protein, a marker for inflammation.
  • A similar pattern holds true for episodic risk factors like depression or exhaustion, which can last from several weeks to two years. Episodic mental health conditions may lead to the creation of unstable plaques. Stable plaques partially intrude into arteries; while unstable ones threaten to break off and completely block critical blood vessels in the heart, causing heart attacks.
  • C-reactive protein rises in people with depression and in exhausted individuals over 65. Depression also correlates with elements of the immune system, including increased cytokines, lymphocytes and white blood cells. Being overweight strengthens the connection between depression and inflammatory markers.
  • Acute psychological risk factors can directly trigger heart attacks once coronary artery disease has reached advanced stages. Outbursts of anger can double the risk of heart attack by reducing blood supply to the heart and promoting plaque rupture. Stress has been shown to impair heart function in 30 to 60 percent of patients with coronary disease.The mind and the body are one system. This research strongly supports the idea that psychological factors are involved in cardiovascular disease. Learning to better manage stress, depression, and hostility may pay dividends in better heart health.
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Basic Concepts in Social Psychology

Our perception of ourselves in relation to the rest of the world plays an important role in our choices, behaviors, and beliefs. Conversely, the opinions of others also impact our behavior and the way we view ourselves. Social psychology is a branch of psychology concerned with how social phenomena influence us and how people interact with others. There are some basic aspects of social behavior that play a large role in our actions and how we see ourselves.

  • Social behavior is goal-oriented. Our interactions function to serve a goal or fulfill a need. Some common goals or needs include the need for social ties, the desire to understand ourselves and others, the wish to gain or maintain status or protection, and to attract companions.
  • The interaction between the individual and the situation determines the outcome.
  • In many instances, people behavior very differently in various situations. The situation plays an important role and has a strong influence on our behavior.
  • People spend a great deal of time considering social situations. Our social interactions help form our self-concept and perception.
  • One method of forming self-concept is through a reflected appraisal process in which we imagine how other people see us. Another method is through a social comparison process whereby we consider how we compare to other people in our peer group.
  • We also analyze and explain the behavior of those around us. One common phenomenon is expectation confirmation, where we tend to ignore unexpected attributes and look for evidence that confirms our preexisting beliefs about others. This helps simplify our worldview, but it also skews our perception and can contribute to stereotyping.
  • Another influence on our perceptions of other people can be explained by the theory of correspondent inferences. This occurs when we infer that the actions and behaviors of others correspond to their intentions and personalities. While behavior can be informative in some instances, especially when the person's actions are intentional, it can also be misleading. If we have limited interaction with someone, the behavior we see may be atypical or caused by the specific situation rather than by the persons overriding dispositional characteristics.
Studying social psychology can enrich our understanding of ourselves and of the world around us. Explore other links in this section to enrich your understanding of social behavior. via Read More..

Psychology Of Color


In 1666, English scientist Sir Isaac Newton discovered that when pure white light is passed through a prism, it separates into all of the visible colors. Newton also found that each color is comprised of a single wavelength and cannot be separated any further into other colors. Further experiments demonstrated that light could be combined to form other colors. For example, red light mixed with yellow light creates an orange color. A color resulting from a mix of two other colors is known as a metamer. Some colors, such as yellow and purple, cancel each other out when mixed and result in a white light. These competing colors are known as complements.

Color Psychology - The Psychological Effects of Color

While perceptions of color are somewhat subjective, there are some color effects that have universal meaning. Colors in the red area of the color spectrum are known as warm colors and include red, orange, and yellow. These warm colors evoke emotions ranging from feelings of warmth and comfort to feelings of anger and hostility. Colors on the blue side of the spectrum are known as cool colors and include blue, purple, and green. These colors are often described as calm, but can also call to mind feelings of sadness or indifference.

Color Psychology as Therapy

Several ancient cultures, including the Egyptians and Chinese, practiced chromotherapy, or using colors to heal. Chromotherapy is sometimes referred to as light therapy or colourology and is still used today as a holistic or alternative treatment. In this treatment:
  • Red was used to stimulate the body and mind and to increase circulation.

  • Yellow was thought to stimulate the nerves and purify the body.

  • Orange was used to heal the lungs and to increase energy levels.

  • Blue was believed to soothe illnesses and treat pain.

  • Indigo shades were thought to alleviate skin problems.
Most psychologists view color therapy with skepticism and point out that the supposed effects of color have been exaggerated. Colors also have have different meanings in different cultures. Research has demonstrated in many cases that the mood-altering effects of color may only be temporary. A blue room may initially cause feelings of calm, but the effect will be dissipate after a short period of time. via


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Saturday, March 17, 2007

About Dyslexia

Dyslexia is derived from the Greek "dys" (meaning poor or inadequate) and "lexis" (words or language). Dyslexia is a learning disability characterized by problems in expressive or receptive, oral or written language. Problems may emerge in reading, spelling, writing, speaking, or listening. Dyslexia is not a disease; it has no cure. Dyslexia describes a different kind of mind, often gifted and productive, that learns differently. Dyslexia is not the result of low intelligence. Intelligence is not the problem. An unexpected gap exists between learning aptitude and achievement in school. The problem is not behavioral, psychological, motivational, or social. It is not a problem of vision; people with dyslexia do not "see backward." Dyslexia results from differences in the structure and function of the brain. People with dyslexia are unique, each having individual strengths and weaknesses. Many dyslexics are creative and have unusual talent in areas such as art, athletics, architecture, graphics, electronics, mechanics, drama, music, or engineering. Dyslexics often show special talent in areas that require visual, spatial, and motor integration. Their problems in language processing distinguish them as a group. This means that the dyslexic has problems translating language to thought (as in listening or reading) or thought to language (as in writing or speaking).

One of the most widely used methods of dyslexia remediation is known as Orton Gillingham which is based on the work of Dr. Samuel Orton, a neurologist who worked with stroke patients and later coined the phrase "word blindness " for dyslexic teenagers and Anna Gillingham, a teacher who helped devise a system for teaching the stroke patients and kids to read. The essentials are a multisensory structured phonetic approach which means 1) teaching kids through seeing, hearing and touching in 2) a systematic and structured way; and 3) teaching them the phonetic system in a way that they can remember.

There are many variations on the OG scheme, to name a few-:Project Read, Wilson Series, and Lindamood Bell. A number of these various structured programs are listed on the Assistive and Adaptive Computing Technology In Special Education web site.

Arlene Sonday, has developed a very simple technique based on OG she calls the Sonday System. Her approach is a kit that can be used by someone who takes about 6 hours of training.

Another phonics system is Reading from Scratch a systematic phonics program for ages eight through adult. Phonics rules, spelling generalizations, grammar, syntax and sentence construction are covered with endless review concealed toavoid boredom.

The Greenwood Institute is an affiliate of The Greenwood School (founded in 1978 by Thomas and Andrea Scheidler), a pre-preparatory boarding school for 40 boys, ages 10-15, who have dyslexia.

The International Dyslexia Association (IDA) (formerly The Orton Dyslexia Society) is an international, non-profit, scientific and educational organization dedicated to the study and treatment of dyslexia. The IDA was first established nearly 50 years ago to continue the pioneering work of Dr. Samuel T. Orton, who was one of the first to identify dyslexia and its remediation.

The British Dyslexia Associatoin is a national organization for dyslexia in England, Wales and Northern Ireland,
with 130 Local Dyslexia Associations and Dyslexia Support Groups, and with professional Corporate Members.

During the past 25 years The Dyslexia Institute (DI) has developed a national network of centres offering assessment, teaching and training for all ages of dyslexic people throughout the UK.

Davis Research Foundation (DRF) was established in 1988 as a non-profit corporation organized to research, develop, and broadly disseminate effective counseling and teaching methods to resolve dyslexia and other learning disabilities. One of their primary goals is to address and relieve school problems suffered by dyslexic children. They fund and support public school programs which provide parent education, teacher training, consultations, and materials to pilot, test and implement dyslexia prevention and correction methods.

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Monday, March 12, 2007

The Truth About Compatibility

Love. Freud, for once, got it right. It's a cornerstone of our humanity; only love protects us enough to grow and change. And increasingly, it's the lone element absent from our otherwise fortunate lives. Living in a society that satisfies material wants we didn't even know we had throws into glaringly high relief our need to find acceptance and meaning through deep human contact.

Love remains something we all long for, at least on the receiving end, but that we also seem to have so much trouble finding, or recognizing—or holding onto. And sometimes, letting go of.

Love's coming, or sad going, is not only the biggest drama of our private lives; it's on center stage of our public ones too. It is, for example, a guaranteed political flash point: Exactly whose love is entitled to receive civic or religious recognition? And who picks up the pieces when it ends? Lawyers may dine out on love gone awry, but public policy is often left to grapple with the mess of disaffected children and poverty it leaves in its wake.

Still, anyone who has come within waltzing distance of it, read Jane Austen or Danielle Steele, or listened to Frank Sinatra or Celine Dion, knows there's no elixir like love. Our search is not likely to end any time soon.

Of course, we want someone to share our laughter, be a best friend as well as a lover, someone who'll not only listen to our doubts and celebrate our triumphs but also jump in the car for impromptu getaways. We want to be one half of a couple whose personal characteristics so closely mesh that we'll remain oriented to one another in a hyperstimulating world. Such assurance resides only in compatibility, that critical stew of traits that matter—if only we could figure out which traits they are.

Staff writer Carlin Flora talked to a variety of experts who could be expected to provide insight into these key qualities. From family researchers to matchmakers, each has watched countless couples draw together and pull apart. And each suggested the same thing: We're looking at love all wrong.

Compatibility does not hinge on some personal inventory of traits. Compatibility isn't something you have. It's something you make. It's a process, one that you negotiate as you go along. Again and again. It's a disposition, an attitude, a willingness to work.

And while we're redefining compatibility, let's banish its more combustible cousin, "chemistry," that black box of a term too often invoked to denote the magic ingredient of a good relationship. Chemistry is an alluring concept, but much too frequently people use it to absolve themselves of the need to consciously examine their approach to one another. As if the muse of love will alight on their shoulder and sprinkle fairy dust on them, and then they will suddenly open their eyes and behold The Perfect Mate—without prying open their own heart, embracing an unwavering willingness to see the other in a positive light or doing the hard work of exploring, knowing and respecting another human being.

Love operates on many levels. It involves a dauntingly complex interplay of biology and behavior. But it operates best when we add a certain spirit, when we consciously shape our relationships through an attitude of goodwill. Here, experts weigh in:

via : www.psychologytoday.com/

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The Truth About Compatibility (2)

Compatibility is overrated. The similarities or personality traits that attract people to each other may not hold up over time. You might be attracted to someone because you both love to ski, but then one of you blows out a knee. When people are divorcing, they'll say, "We have nothing in common." But they have kids, a house and 30 years of shared experience. Values about money and children run very deep and are important. The surface ones—antiques, sports, travel and gourmet coffee—don't matter. —William J. Doherty, professor and marriage and family therapy program director, University of Minnesota

Sensitivity to the issue of compatibility may be in and of itself a sign of trouble. My research shows that there is no difference in the objective level of compatibility between those couples who are unhappy and those who are happy. But the unhappy ones think compatibility is important to a good marriage—but don't think they have it. When people say, "We're incompatible," that usually means, "We don't get along very well." People overemphasize the effect of personality or values. And they underemphasize the extent to which easy, congenial temperaments aid marriages. —Ted Huston, psychology professor, University of Texas, who runs the PAIR project, a longitudinal study of married couples

People assume compatibility as a baseline requirement, then want more. "I want him to fit in with my family and do all the things I love to do—and he should be sexy, and he should take me out to cool places." I think you can have an even more fulfilling relationship if you respect each other's worlds, and learn a little bit from each other. I always think of the phrase, "You've met your match." You really do want someone who challenges and spars with you. —Nancy Slotnick, dating coach, founder of cablight.com

I recently asked myself: What would social science have to say to a matchmaker? Damn little. Measures of personality don't predict anything, but how people interact does. Couples need to feel they are building something together that has meaning. How does a relationship support what you see as a mission in life? This is the existential part. You must also connect emotionally. How much do you respond to each other's bids for attention? Does your partner turn toward you with equal enthusiasm? You need to ask questions and constantly update your knowledge of one another. And you need the ability to hear your partner's delight and take it in. —John Gottman, founder-director of the Relationship Research Institute, Seattle

The biggest reason people get divorced is they grow apart. I don't see many marriages that can be saved, and I don't know that it's possible to save marriages. Counseling doesn't work; by the time couples get to the lawyer, their positions are very hardened. —Raoul Felder, divorce lawyer who has presided over the dissolution of some 8,000 marriages

A couple needs to be within one standard deviation of each other in intelligence (10 points in either direction). —Neil Clark Warren, founder of eHarmony.com and creator of a questionnaire that attempts to match couples

Personality is important, but no one really knows how to match personalities up. People are sometimes attracted to like personalities and sometimes to different ones. Relationship skills, on the other hand, can always be improved, and they'll help any two people—with any two personalities—to get along better. —Robert Epstein, PT West Coast editor

If a man comes home late, his wife may get angry and ask, "Why didn't you call?" Instead, she could say, "Honey, I was worried about you. Did something happen?" People must look for the best in each other. —Rebbetzin Esther Jungreis, author of The Committed Marriage, and founder and president of Hineni, an organization fostering Jewish heritage

There is no such thing as a compatible couple. All couples disagree about the same things: money, sex, kids, time. So, it's really about how you manage your differences. If there is chemistry, then the whole courtship is about convincing yourself and others that you are compatible. But, really, you create compatibility. And then, eventually, maybe in 25 years, you will become soul mates. —Diane Sollee, founder and director, Coalition for Marriage, Family and Couples Education

People might agonize and think, Do we have the same likes and dislikes? But people are not aware of how powerful self-fulfilling prophecies are. We have expectations in a relationship, and we tend to make them come true. The most satisfied couples are those with overly rosy views of each other. —Lisa Diamond, assistant professor of psychology and gender studies, University of Utah.

via : www.psychologytoday.com
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