Difference between Psychiatrists and Psychologists. PSYCHIATRISTS PSYCHOLOGISTS Psychiatrists are medical professionals who have a basic degree in medicine, followed by a specialized 4- year residency in psychiatry. Psychologists are healthcare professionals, who have completed a bachelor's degree, followed by extensive training in psychology, with a PhD or PsyD doctoral degree. The main duty involves supporting people by providing psychotherapy. Cannot prescribe medicine. Do not necessarily Work within hospital premises. May earn less than psychiatrists. The main duty involves identifying the particular disorder. Can prescribe medicine. Work within hospital premises. Can earn more than psychologists. Psychosocial theory of life span development. According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage, there is a conflict, or task, that we need to resolve. Stage 1. (Birth to 12 months) Trust vs mistrust. Infants depend on their caregivers. Caregivers who are responsive and sensitive to their baby's needs help their baby develop a sense of trust. Their child will see the world as a safe, predictable place. Irresponsible caregivers who do not meet their child's needs can lead to feelings of anxiety, fear, and distrust. Their child may see the world in unexpected ways. Stage 2. (Ages 1–3 years) Autonomy versus shame. In this stage, children begin to explore the world. They learn how can control their actions to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. In this stage parents/guidance response in such basic decisions affects their children's sense of independence. If denied the opportunity to act in their environment, they may begin to doubt their abilities, which could lead to low self-esteem and feelings of shame. Stage 3. (Ages 3–6 years) Initiative versus guilt This is the preschool stage. They are capable of initiating activities and asserting control over their world through social interactions and play. Those who do will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled—may develop feelings of guilt. How might over-controlling parents stifle a child’s initiative? Stage 4. (Ages 6–12) Industry versus inferiority. Children begin to compare themselves to their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate when they don’t measure up. What are some things parents and teachers can do to help children develop a sense of competence and a belief in themselves and their abilities? Stage 5. (Ages 12–18) Identity vs. Role Confusion This is a major stage of development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson claims that adolescents may feel uncomfortable about their bodies for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity. During this period, they explore possibilities and begin to form their own identity based on the outcome of their explorations. Failure to establish a sense of identity within society can lead to role confusion. Stage 6. (Ages 18–40) Intimacy vs. Isolation During this stage, we begin to share ourselves more intimately with others. We explore relationships leading toward longer-term commitments with someone other than a family member. Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, and fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of love. Stage 7. (Ages 40–65) Generativity vs. Stagnation We give back to society by raising our children, being productive at work, and getting involved in community activities and organizations. Through productivity, we develop a sense of being part of the bigger picture. Success leads to feelings of efficacy and accomplishment, while failure results in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel unproductive. These individuals may feel disconnected or disconnected from their community and society as a whole. Success in this phase will lead to excellence in care. Stage 8. (Ages 65 and ends at death.) Ego Integrity vs. Despair As we grow older (65+ years) and become senior citizens, we reduce our productivity and explore life as retired people. Erik Erikson believed that if we see our lives as unproductive, feel guilty about our past, or feel that we have not achieved our life goals, then we are dissatisfied with life. They don't get done and create frustration, which often leads to depression and hopelessness. Success in this stage will lead to the excellence of wisdom. Wisdom enables one to look back on one's life with a sense of closure and completion and to accept death without fear. Difference between well-define and ill-define problems. Well-defined problems The well-defined problems have specific goals, clearly defined solution paths, and clear expected solutions. Ill-defined problems The ill-defined problems are those that do not have clear goals, solution paths, or expected solutions. Decision-making styles: Reflexive style: It is a person who thinks fast and makes quick decisions without getting all the information he needs or giving too much thought to the alternatives. Reflective style: The reflective decision-maker takes a long time and analyses the situation before making a decision. Consistent style: The balance between reflexive and reflective decision-making is in a reasonable time. Analytic style: If your decision-making style is analytic, you probably enjoy solving problems and puzzles. An analytic-style decision-maker is innovative and likes to analyze large amounts of data before making a decision. They are adaptable and can function well even under unique or challenging situations. Unfortunately, this style of decision-making can be very slow and time-consuming. An analytic decision-maker wants to use direct observation, data, and facts when coming to a decision. They also tend to want to control every aspect of the process. Behavioral style. People who use a behavioral decision-making style are very interested in making sure that everyone works well together and avoids conflict. They are very persuasive talkers and are good at getting people to see things their way. Behavioral decision makers like working with a group. Together they attempt to reconcile differences and negotiate a solution that is acceptable to all parties. Decision making/Problem Solving Process. Problem Definition. Analyze the problem Generating possible Solutions. Analyzing the solution Selecting the best Solution (s). Implement the problemsolution Define leadership and its styles. Leadership styles: A leadership style refers to a leader's characteristic behaviors when directing, motivating, guiding, and managing groups of people. Great leaders can inspire political movements and social change. They can also motivate others to perform, create, and innovate. There are four types of styles. Autocratic Styles Consultative Styles Participative Styles Laissez-faire Styles Autocratic Styles Autocratic leadership, also known as authoritarian leadership, is a leadership style characterized by individual control over all decisions and little input from group members. Autocratic leaders typically make choices based on their ideas and judgments and rarely accept advice from followers. Autocratic leadership involves absolute, authoritarian control over a group. Consultative Styles Consultative leadership is a leadership style that targets team building and uses the skills of others to create plans and make decisions. Leaders consult with their teams to obtain their suggestions and opinions to help them make informed and strategic decisions. Participative Styles Participative leadership is a style of leadership in which all members of the organization work together to make decisions. Participative leadership is also known as democratic leadership, as management teams encourage all employees to participate. Laissez-faire Styles Laissez-faire leadership, also known as delegative leadership, is a type of leadership style in which leaders are hands-off and allow group members to make decisions. Researchers have found that this is generally the leadership style that leads to the lowest productivity among group members. Difference between emotions and moods. Emotions Moods Caused by a specific event. Very brief in duration. Specific and numerous. The cause is often general and unclear. Last longer than emotions. More general- Two main aspects positive affect/Negative affect. Generally not expressed by distinct expressions. Usually accompanied by distinct facial expressions. Action-oriented in nature. Cognitive in nature. Difference between Primary, Secondary, and Tertiary emotions. Primary emotions. Primary emotions are simply our initial reactions to external events or stimuli. Primary emotions such as love, joy, surprise, anger, and sadness. Primary emotions are more transient than secondary emotions. Secondary emotions. Secondary (or complex) emotions are emotional responses that follow the primary emotions. Secondary emotions are often caused by the beliefs behind experiencing certain emotions. Secondary emotions such as passion, optimism, irritation, disgust, shame, and nervousness. Tertiary emotions. Emotions are used to influence others. Emotional intelligence (EI) Emotional intelligence (EI) is the capacity for understanding our own feelings and the feelings of others, for motivating ourselves, and for managing our emotions effectively in our relationships. COMPONENTS OF EMOTIONAL INTELLIGENCE Self-Awareness Self-awareness is the capacity for introspection and the ability to reconcile oneself as an individual separate from the environment and other individuals. Self-Regulation The ability to control one's emotions, behavior and desires in order to obtain some reward later. In psychology it is sometimes called self-regulation. Motivation Motivation is the driving force by which humans achieve their goals. Empathy Empathy is the capacity to recognize and, to some extent, share feelings (such as sadness or happiness) that are being experienced by another person. Social Skills A social skill is any skill facilitating interaction and communication with others. Why is it Important to Develop My Own Emotional Intelligence? There are many benefits associated with developing your own emotional intelligence capabilities and those benefits range from the personal to the organizational level. • The higher your emotional intelligence, the more likely you are to succeed in personal and professional relationships. • There is a strong correlation between well-developed emotional intelligence and personal selfsatisfaction and overall self-confidence. • Having a good understanding of yourself, your strengths, and your weaknesses is essential to superior performance when on the job. • When your emotional intelligence is fully developed, it is easier to work well under constantly changing circumstances and to act on your ideas in ways that benefit the organization. Communication Styles or Behaviors Passive Individuals who use a passive communication style are often indifferent, deferring to others. Passive communicators usually fail to express their feelings or needs, allowing others to express theirs. Often, a passive communicator's apparent lack of communication can lead to misunderstandings, increased anger, or resentment. At the same time, these communicators may be safer to talk to when a conflict arises, as they will likely avoid a confrontation or defer to others. Passive communicators often exhibit a lack of eye contact, poor body posture, and an inability to say "no." Passive communicators also act in a way that says, “People never consider my feelings. Examples of phrases: “It really doesn’t matter that much.” “I just want to keep the peace” Aggressive This often appears when a person communicates in an aggressive manner. You will hear it. You will see it. You can even feel it. Aggressive communication styles emphasize speaking loudly, maintaining intense eye contact, and dominating or controlling others by blaming, intimidating, criticizing, threatening, or attacking them. , among other traits. Aggressive communicators often issue orders, ask questions rudely, and fail to listen to others. But they can also be considered leaders and command respect from those around them. Examples of phrases: “I’m right and you’re wrong.” “I’ll get my way no matter what.” Passive-aggressive Those using a passive-aggressive communication style may appear passive on the surface, but they may feel powerless or trapped within themselves, which can lead to resentment that may lead to anger or acting out in subtle, indirect, or covert ways. It causes Most passive-aggressive communicators talk to themselves instead of confronting the person or problem. They have difficulty admitting their anger, use facial expressions that are inconsistent with how they feel, and even deny that there is a problem. Passive-aggressive communicators are more likely to communicate with body language or a lack of open communication with the other person, such as giving someone the silent treatment, gossiping behind people's backs, or others. Sabotaging efforts. Passive-aggressive communicators may also appear to be cooperating, but may be silently doing the opposite. Ultimately, passive-aggressive communicators are aware of their needs, but sometimes struggle to voice them. Examples of phrases: “That’s fine with me, but don’t be surprised if someone else gets mad.” “Sure, we can do things your way” (then mutters to self that “your way” is stupid). Submissive: This style is about pleasing other people and avoiding conflict. A submissive person behaves as if other people’s needs are more important, and other people have more rights and more to contribute. Examples of phrases: "Oh, it's nothing, really." "Oh, that's all right; I didn't want it anymore." "You choose; anything is fine." Assertive Thought to be the most effective form of communication, the assertive communication style features an open communication link while not being overbearing. Assertive communicators can express their own needs, desires, ideas and feelings, while also considering the needs of others. Assertive communicators aim for both sides to win in a situation, balancing one’s rights with the rights of others. Examples of phrases: “We are equally entitled to express ourselves respectfully to one another.” “I realize I have choices in my life, and I consider my options.”
