General (Psychology) Articles

Cheat Sheet / Updated 04-27-2022

Being a successful athlete is about more than just physical strength and agility — your mind plays a key part in your winning performance. You can use sports psychology techniques to build confidence and improve your focus. Sports psychology isn’t limited to athletes — as a coach, you can use sports psychology to help your athletes achieve their goals.

Cheat Sheet / Updated 04-19-2022

Your dreams are trying to tell you something. If you can interpret your dreams, they offer you greater self-awareness, knowledge, and success. Don't overlook the details in your dreams — messages may be lurking there. Keep a dream diary to uncover themes and insight in your dreams. Study the meanings of common dreams, because they represent situations most people experience at some point in life.

Cheat Sheet / Updated 02-28-2022

Cognitive psychology is the study of all things to do with thinking. It’s the part of psychology that covers perception, attention, memory, knowledge, thinking, reasoning, decision-making and language. To study it, cognitive psychologists develop ingenious experiments that manipulate a small part of the cognitive system.

Cheat Sheet / Updated 02-14-2022

In positive psychology, science tries to answer questions about what makes people happy, what a good life is, and how to increase life satisfaction. This Cheat Sheet gives you some ways in which you can make positive psychology work for you.

Article / Updated 12-29-2021

Lying is a deliberate attempt to mislead someone verbally or by conveying a false impression through body language. Cognitive psychologists are particularly interested in lying, because it’s a special kind of thought process: unusually, it’s not designed to communicate truthfully with other people. Normal thought and communication is based on trying to provide accurate information (for example, a textbook wouldn’t be much good if it was designed not to tell the truth). This difference makes lying an unusual process. People lie at least twice a day and in approximately one-fifth of all interactions lasting more than ten minutes. Men and women lie an equal amount, but women are slightly better at detecting lying (at least among their same-sex friends). Some people are more likely to lie than others (such as the manipulative and Machiavellian) and some are better at lying than others (the physically attractive and self-confident). Certain groups of people tend not to lie, such as people with a sense of social responsibility and those suffering from depression. Understanding the cognitive psychology of lying Although lying is quite frequent, cognitive psychologists have found that it’s a challenging process that demands a great deal of cognitive resources. Research consistently shows that lying takes longer than telling the truth — honest! The reason is that lying involves two stages: the decision to lie and then the construction of the lie. When someone asks a question to which a person may respond with a lie, the truth is more "active" in the mind of the liar than the lie (unless it’s a highly practiced lie — "We won’t raise taxes or cut benefits!"). Therefore, if the person decides to lie, he must suppress the truth, which requires cognitive effort. He must then search his memory to produce a lie, using logic to construct a believable one; he also requires a theory of mind (that is, he has to understand how someone else may see the world). Neuroscientists have discovered that when people are lying, different parts of the brain are active compared to when they’re recalling truthful events. Typically, when people are lying their pre-frontal cortex displays activity, which is the same brain region involved in high-level reasoning. Developing the ability to lie Given that lying depends on the liar’s theory of mind and his pre-frontal cortex, it’s no wonder that the ability to lie develops with age. The temptation resistance paradigm is a typical experiment employed to test children’s fibbing abilities. They’re left alone in a room with a tempting item (such as a chocolate cake or a toy) that the experimenter tells them not to touch. Most young children (under 4 years of age) can’t inhibit the behavior and they touch the object. When asked whether they touched the object, young children can’t verbalize a convincing lie — they’re too creative and may accidentally indicate the truth in their lie (for example, "a mysterious man entered the room and touched it"). This indicates that young children are less able to lie verbally than adults. The ability to lie develops in parallel with executive functions and theory of mind, and it tends to occur earlier than the ability to construct and maintain a believable lie. From about 7 years of age, children are able to maintain a lie. Lying in the animal kingdom Until relatively recent, biologists believed that animals were unable to lie. Work by psychologists, however, shows that many animal species can lie. In one example, researchers partially hid a grapefruit in a chimpanzee enclosure. They then showed the chimpanzees the empty grapefruit box. The chimpanzees were excited and went in search of the grapefruits as a group. They displayed no obvious detection of the grapefruit. But later in the day, one of the chimpanzees (when alone) went straight to where the grapefruit was buried, dug it up and ate it. Clearly it had seen the fruit earlier but didn’t want to reveal that it knew the location, because the others would try to steal it. Apes trained to use sign language, and who are tested in a similar way as the temptation resistance paradigm, lie in a similar manner to young children. In one classic example, a gorilla was told not to eat a particular fruit, and then the experimenter left the room. The gorilla promptly ate the fruit. When the experimenter returned, the gorilla denied eating the fruit. The limitations of the gorilla’s language mean that researchers will never know whether the gorilla could construct a believable lie as to what happened to the fruit, but it was clearly able to lie about eating it.

Article / Updated 12-28-2021

"Everybody is unique!" is the mantra of the modern era. Many people pride themselves on being different and one of a kind — particularly in Western popular culture and media — and anybody spending any time studying and working with people will tell you there is a great deal of truth to this. Three of the most prominent, salient, and obvious variations among people are differences in culture, gender, and sexuality/sexual orientation. Psychology and culture You live in a truly global society. People are more connected than ever, the world seems smaller, and you can encounter an array of differences at a pace and scale never before seen in history. In the past, you might be lucky if you met someone from a different culture once a month (depending on where you lived). Now, you can meet people from all over the world on the bus, at Starbucks, or online. Psychology as a field would be incomplete without an understanding of how different cultural contexts influence individual minds and behavior. Cross-cultural psychologist John W. Berry at Queen's University in Canada proposes that much of what is known as "psychology" is what he calls "culture bound" and "culture-blind": Culture-bound: Psychology is most popular in Western societies (Europe, the United States, and Canada). As such, it has limited understanding of people outside of those regions — not exactly a universal science considering that the majority of the world's population lives outside of those areas. Culture-blind: The psychology of Europe, the U.S., and Canada has a tendency to largely ignore the influence of culture on the mind and behavior. How do you address these issues? Cross-cultural psychology is the study of how culture influences the mind and behavior. And when referencing "culture," think on a societal level. This can be religious groups, ethnic groups, or even geographic groupings, such as "Californian" — and if you think there aren't different cultures in California compared to New York, just ask a New Yorker. Choosing a view: From the inside or out? Two approaches that a researcher can use to gain insight and information from another culture and its practices are the emic and etic techniques, first developed by K.L. Pike in the 1960s. Emic: The emic method involves approaching a culture different from one's own without preconceived notions as an "outsider" and seeking to understand from the perspective of the "insider" of that culture. An example of an emic approach would be to investigate or collect data on intergroup conflict (for example, rival gangs in Los Angeles) from the perspective of the gang members themselves. This could be done by using a technique called the ethnographic interview, in which the research subject describes his or her experience as openly and freely as possible. An advantage to the emic approach is that it gives very authentic data, specific to a particular culture or group. A disadvantage is that the data or findings might not be applicable beyond that specific situation or group, posing a problem of generalization. Etic: The etic method approaches understanding with all of the preconceived notions and methods of the "outsider." An example of an etic approach would be to investigate or collect data on gang-versus-gang conflict by administering a series of personality tests to individual members that were developed for the general population. An advantage to the etic approach is that findings might be more generalizable; a disadvantage might be that outside bias might influence the interpretation of the findings. It is generally expected that a combined emic and etic approach is the best way to capture the complexities in cross-cultural research. Exploring indigenous psychologies Is there a "Japanese Psychology?" Is there a "Brazilian Psychology?" Is there a "Tamil Psychology?" The short answer is yes. One of the goals of cross-cultural psychology is to look for variations in "other" cultures that are not present in "our own." Not all mental disorders are found in all cultures; or, at the very least, the manifestation of specific disorders varies somewhat or to some degree. The hallucinations of schizophrenics, for example, vary by culture (seeing things versus hearing things, or smelling things). Indigenous psychology also studies culture-bound syndromes — mental disorders that are only recognized and manifest in specific cultures. Here are some of the more interesting ones: Running amok (Malaysian origin): A sudden outburst of aggression or violence and running around wildly. Falling out (African American; Caribbean): Alteration in consciousness including passing out in response to stress. Susto (Mexico, Central America, South America): Displaced soul resulting from trauma. Koro (Asia): A man's sudden grasping of his penis for fear that it will retract into the body. For a women, fear that her nipples may protract. Pibloktog (Arctic and Inuit): Seizure, losing consciousness, amnesia, breaking furniture, eating feces, yelling obscenities. And something can be a norm in one culture that would be considered a disorder in another. For example, grieving in some cultures includes extended periods of mourning, not going out into public, wearing black, not remarrying, and not attending family events. These are expected norms. In Western cultures, this behavior might be diagnosed as depression. Other studies have noted other cross-cultural differences. For example, immigrants to North American from Haiti and Eastern Europe are less trusting of others than Western European Americans and African Americans. Asian Americans show fewer outwards signs of depression than European Americans, who clearly smile less and display more negative emotion when depressed. Looking for universals Are there psychological universals? Cross-culture studies have been conducted in a wide range of areas, such as developmental psychology, cognitive psychology, and psychopathology. Cross-cultural similarities have been found for such phenomena as theory-of mind, counting ability in infants, and mate preferences (in almost all cultures studied, men value attractiveness and chastity more than women do, and women value status and financial prospects). Ultimately, as can be found with many issues in psychology, the "answer" to the human universal versus cultural variability question is that broadly speaking, the components of the mind and human behavior can be thought of as (by varying degrees) both universal and variable across cultures. Psychology and gender Perhaps the most simple and obvious human differences are sex and gender, male or female, masculine or feminine. Nearly all descriptions of other people when we talk about them, tell stories, describe them, or research them include an accounting of sex and gender. Sex refers to an individual's biological status as either male or female, including anatomy. For the most part, you are born with your sex. Gender is not so cut and dry. Gender refers to the behavior and characteristics defining masculinity or femininity, which is understood to be psychologically, socially, and culturally constructed. Gender can be correlated with sex to some degree, but everyone knows people who are sexually male who are feminine in gender and vice versa. Finding a place in the continuum Gender manifests itself psychologically and behaviorally in what psychologists call gender roles. A gender role is a collection of social norms and expectations for a person who identifies or is identified as either masculine or feminine, man or woman. The presence of gender roles in societies gives rise to stereotypes and biases, prejudices, and judgments, of course. However, the world is still very "gendered," and people are still pretty much viewed through the lens of gender role and gender role categories. Psychologist Sandra Bem developed the Bem Sex-Role Inventory as a way to characterize an individual's gender in relation to a scale. Bem's inventory identifies the following as characteristics typically associated with being masculine, feminine, or neutral: Masculine: Acts as a leader, aggressive, ambitious, analytical, assertive, athletic, competitive, defends own beliefs, dominant, and forceful Feminine: Adaptable, affectionate, cheerful, does not use harsh language, gentle to needs of others, soft-spoken, tender, warm, compassionate, and loyal Neutral: Adaptable, conscientious, friendly, helpful, jealous, moody, secretive, solemn, theatrical, and unpredictable There is no value judgment associated with Bem's breakdown. Certainly both masculine and feminine traits are valuable in their own right, and certainly their utility and usefulness will vary by situation and context. Looking at gender differences Gender stereotypes abound. Girls can't do math. Men are uncaring. We know that stereotypes are often a shortcut for critical thought and all too often take us down the wrong road. But consistent differences between men and women have been found in research, such as higher rates of aggression and violence in men, higher rates of substance abuse in men, and higher rates of depression in women. Women's and men's leadership styles vary as well, with women adopting a more democratic and participatory approach and men adopting a more autocratic and directive approach. At one point in history, scientists claimed that women had inferior brains. However, modern neuroscience demonstrates no difference in general intelligence between men and women. Some studies suggest that men perform better at spatial and math abilities while women have stronger verbal abilities, but these findings are so small that they are irrelevant in the real world. So, why are there so few women in science and technology? If it's not biology, then is it culture, family influence, or sexism? The answer to this question has yet to be found. Psychology and sexuality Whom are you sexually attracted to? Sexual attraction is part of what defines a person's sexuality. A person's sexuality consists of his or her Sexual biology (for example, genitals and arousal) Psychosocial functioning (attractions, emotions, and beliefs) Behavior (masturbation and intercourse) Clinical aspects (erectile dysfunction and fetishes) Cultural aspects (prohibitions of premarital sex or gender roles) Laying the building blocks of sexuality The development of sexuality is thought to begin in childhood, or at least the roots of adult sexuality are thought to come from childhood. Infants, toddlers, and young kids Of course, one's sex first becomes evident at birth (or younger if you get a fetal ultrasound), thus marking the early stages of sexuality. A person's sex carries with it biological predispositions (attraction tendencies) and cultural expectations (he's going to be a "ladies' man"). The sexuality development process is just beginning. An infant's closeness with parents (being hugged, cuddled, bathed, and dressed) is a precursor to sexuality and it's possible that disruptions or unhealthy experiences in these interactions can lead to difficulties with sexuality later in life. (These are not seen as "sexual" experiences for an infant but rather precursors to later developed sexuality, as they relate to physical closeness.) As infants grow into "kids," there is a growing awareness and curiosity about their bodies and genitals. It is not unusual to see children "play" with their genitals and engage in "show" games to others. They may even stimulate themselves by rubbing their genitals against toys or other objects. Simultaneously, there is an awareness of parental reactions and attitudes toward the body in general and genitals in particular. These experiences can range from shaming, to embarrassment, to laughter, to acceptance. Keep in mind that an overly negative tone should be avoided. At some point, children inevitably asking how babies are made, and how parents respond to this varies widely. Some give a biologically informed talk, whereas others engage in elaborate fairy tales. It is best not to avoid this discussion because a curious child is bound to find out one way or another; parents should want to be in control of their child's access to that type of information. Crushes and attractions start to emerge and children may even talk about "marrying" or "having a boyfriend" in reference to a class or playmate. Approaching adolescence As children approach adolescence they have a fairly clear understanding of the anatomical differences between boys and girls. Attitudes toward nudity in the home can change as children become more "mature." Kids may engage in "playing house" or "doctor" as a way to explore their sexual arousal, attractions, and bodies. Experimentation may be with either gender. This type of sex play is not generally considered harmful under ordinary and relatively innocent circumstances. However, behavior that appears to be "age-inappropriate" such as overly adult-like actions and adult sexual language use may be a warning sign of possible inappropriate sexual exposure or abuse. Also look for the following warnings that a child may be being sexually abused: Refusal to change for gym or to participate in physical activities Reluctance to be left alone with a particular person or people Sexual knowledge, language, and/or behaviors that are unusual and inappropriate for their age There could be other reasons for these behaviors, but take seriously any suspicion of sexual abuse of children. Puberty and adulthood Puberty marks a significant stage of sexual development. Bodies and physiology go through immense changes. Surveys suggest that the average age of first intercourse is 16 years old for boys and 17 years old for girls. Teen pregnancy and sexually transmitted diseases become real concerns as well. These issues remain ongoing into adulthood. Defining healthy sexuality Having a "healthy sex life" is common fodder for daytime talk shows, books and magazines. Defining healthy sexuality is not about moralizing or upholding any particular set of cultural values per se, but is seen as a "health issue" and is defined in terms of a healthy adult relationship in which the rights, well-being, and satisfaction of all involved is central. Deciding what's attractive Every year, people spend billions of dollars trying to make themselves more attractive. And people also want someone "good-looking" to be with. It's not just physical attributes, personality plays a big role in who you are attracted to, as do a host of other attributes such as moral values and career. Where do our attraction preferences come from? Once again, nature and nurture are at play in the development of sexual attraction. From a biological (nature) perspective, sexual attraction is referred to as sexual selection and is understood within an evolutionary context. Sexual attraction is a function of keeping the species alive! But attraction is immensely individualized and heavily culturally influenced. What might make one person attractive to one person and not another is subjective. Research has turned up some features common to both female and male attractiveness, however, such as financial stability, waist-to-hip ratio (curvaceousness) in women, and the "inverted triangle" (shoulders, chest, waist) for men. However, these must not be oversold. Not everyone likes blondes, or curves, or muscles, or . . . you get the idea. Getting your bearings on sexual orientation There is great variety in sexual attraction, but one determinant that plays the biggest role is sexual orientation, defined as an individual's patterns of emotional, romantic, and sexual attractions to men, women, or both sexes. Sexual orientation exists on a continuum with three main orientations: heterosexual (attractions to the opposite sex), gay/lesbian (attractions to the same sex as oneself), and bisexual (attractions to both men and women). Sexual orientation is considered separate from one's biological sex and gender identity. You could be a "feminine" (gender) male (sex) who is attracted to women (heterosexual) or a "masculine" woman attracted to women. The causes of sexual orientation have yet to be firmly discovered through scientific research. It is considered both biologically determined and environmentally shaped. Research shows the relative influence of such variables as genetics, hormones, and cultural influences, but no one factor has been crowned "the cause." Some people have judged that being gay, lesbian, or bisexual is a lifestyle "choice" that a person makes, but many gay men, lesbian women, and bisexual men and women report feeling as if they had "no choice" and simply knew how they felt from an early age. They simply were attracted to whom they were attracted to, period. Until 1973, being gay or lesbian was considered a mental disorder and was diagnosable by psychiatrists with the aim of providing "treatment." Mainstream psychology now considers these sexual orientations as normal variations of human sexuality. These are not disordered people — just people. It is important to note that prejudice and discrimination continue to negatively impact members of the LGBTQ (Lesbian, Gay, Bisexual, Transgendered) community, and these influences can lead to stress-related difficulties. Rather than viewing these sexual orientations as disorders, psychology has come to focus on helping individuals in the LGBTQ community overcome and cope with discrimination. Psychologists have developed programs focused on helping teens to "come out," especially those in communities that still have a difficult time accepting people who are gay, lesbian, bisexual, or transgendered. Psychologists also explore gay, lesbian, bisexual, and transgendered social and identity development. Therapies and therapists claiming to be able to change an individual's sexual orientation (for example, if a man no longer wishes to "be gay") have not been demonstrated to be effective from a scientific perspective. Such "treatments" are considered outside the mainstream, and are not supported by the American Psychological Association.

Article / Updated 12-28-2021

Any number of different disciplines are involved in mental illness treatment and working with people with mental disorders. Psychological testing, however, is considered the sole domain of psychologists. Although some professionals, including school counselors and learning disability specialists, conduct psychological testing, their testing is limited in scope and to a specific problem. Psychologists are thoroughly trained in all aspects of psychological testing and are the primary professionals in this area. Testing formats include surveys, pencil-and-paper tests, exercises and activities (like putting a puzzle together), interviews, and observation. Psychological testing focuses on the subject matter of psychology, behavior, and mental processes. Intelligence tests Intelligence tests may be the most frequently administered type of psychological test. They measure a broad range of intellectual and cognitive abilities and often provide a general measure of intelligence, which is sometimes called an IQ — intelligence quotient. Intelligence tests are used in a wide variety of settings and applications. They can be used for diagnostic purposes to identify disabilities and cognitive disorders. They’re commonly used in academic and school settings. Intelligence tests have been around since the beginning of psychology as an established science, dating back to the work of Wilhelm Wundt — one of the founders of psychology — in the early 20th century. The most commonly used tests of intelligence are the Wechsler Adult Intelligence Scale, 4th Edition, for adults, and the Wechsler Intelligence Scale for Children, 4th Edition, for children. Each of these tests contains several subtests designed to measure specific aspects of intelligence, such as attention, general knowledge, visual organization, and comprehension. Both tests provide individual scores for each subtest and an overall score representing overall intelligence. Neuropsychological and cognitive tests Although not a new field, tests of neuropsychological functioning and cognitive ability, related specifically to brain functioning, are rapidly becoming a standard part of a psychologist’s testing toolset. Neuropsychological tests have traditionally been used to augment neurological exams and brain imaging techniques (such as MRIs, CT scans, and PET scans) but they’re being used more widely now in psychoeducational testing and other clinical testing situations. The technology of scanning techniques picks up on the presence of brain damage, but neuropsychological tests serve as a more precise measure of the actual functional impairments an individual may suffer from. Scans say, “Yep, there’s damage!” Neuropsychological tests say, “. . . and here’s the cognitive problem related to it.” Neuropsychological testing is used in hospitals, clinics, private practices, and other places where psychologists work with patients who are suspected of neuropsychological impairment. People suffering head trauma, developmental disorder, or other insults to the brain may need a thorough neuropsychological examination. A popular neuropsychological test is a collection of tests called a test battery. The Halstead-Reitan Neuropsychological Test Battery includes tests that measure neuropsychological constructs, such as memory, attention and concentration, language ability, motor skills, auditory skill, and planning. Completing the battery requires several hours, and it’s never done in one sitting. However, when conducted by a competent professional, the testing can yield a tremendous amount of helpful information. Many neuropsychological instruments are available; some are comprehensive, like the Halstead-Reitan, and some are designed to measure a specific function such as language or attention. A neuropsychological evaluation is conducted using a comprehensive instrument or a collection of individual instruments to create a profile of neuropsychological strengths and weaknesses. The following areas of neuropsychological functioning are typically assessed: Executive Functions: Focusing, planning, organizing, monitoring, inhibiting, and self-regulating Communication and Language: Perceiving, receiving, and expressing self with language and nonverbal communication Memory: Auditory memory, visual memory, working memory, and long-term memory Sensorimotor Functions: Sensory and motor functions, including hearing, touch, smell, and fine and gross muscle movements Visual-Spatial Functions: Visual perception, visual motor coordination, visual scanning, and perceptual reasoning Speed and Efficiency: How fast and how efficient thinking is

Article / Updated 12-28-2021

Cognitive psychologists use the information processing model to explain cognition. This model assumes that human cognition is a lot like a computer and the way the human brain works is by processing information through a series of stages: Perception: Input stage. People need to encode information from the world in order to process it and then respond to it appropriately. In part, perception is guided by experience, which changes the way people see the world. If information is attended to, it’s transferred from perception to memory. Memory: Storage center. Information is stored in long-term memory and processed and used by short-term memory. All knowledge is stored in long-term memory. Thinking: A high-level cognitive function. Information from perception and memory is used to make decisions, to reason and to make deductions. Language: A high-level output stage of cognition. Often, the results of thinking need to be acted upon in terms of speaking or writing. The information processing model of cognition shows how information enters and leaves the mind.

Article / Updated 09-02-2021

Psychology recognizes the power of love, and how good it feels to be loved and to love someone else. There's even a psychological analysis of it. Elaine Hatfield and Richard Rapson, psychologists at the University of Hawaii, identify two specific types of love: Passionate love: Intense love with a sexual or romantic quality. It’s the kind of love Romeo and Juliet had for each other. It’s the kind of love you don’t have for your grandmother! Companionate love: This is the love between friends and family members. There isn’t much passion here, but there are high levels of attachment, commitment, and intimacy. Sternberg's six forms of love Robert Sternberg, professor of human development at Cornell University, created a theory that outlines six forms of love. Each form is distinguished by varying degrees of: passion, a strong desire for another person, and the expectation that sex with that person will be rewarding; commitment, the conviction that a person will stick around, no matter what happens; and intimacy, the ability to share our deepest and most secret feelings and thoughts with another person. Here are Sternberg’s six forms of love that are based on varying levels of passion, commitment, and intimacy: Liking: There’s intimacy but no passion or commitment here. A relationship with a therapist is a good example of this form of love. You can tell your therapist your thoughts and feelings, but you don’t necessarily feel passion for or commitment to them. Infatuation: Here, there’s passion but no intimacy or commitment. This form of love is like lust. It’s the one-night-stand or seventh-grade crush version of love. Empty love: This is what people have who are committed but share no passion or intimacy. Some married couples are committed to each other out of necessity or convenience and stay together despite the lack of passion or intimacy. Fatuous love: This is the highest level of commitment and passion but it offers low levels of intimacy. Romeo and Juliet seemed to be under the spell of fatuous love. Companionate love: This form of love is being committed and intimate but lacking in passion. It epitomizes a really good friendship. Consummate love: This form is the total package: high passion, strong commitment, and deep intimacy. This one has got to be “consuming.” Are the foundations of love formed in childhood? Some psychologists feel that our love relationships as adults are extensions of our childhood attachments. Children who have healthy attachments have more mature adult relationships with higher levels of intimacy and trust, and they’re comfortable with higher levels of interdependency. Children who experience anxious or ambivalent attachments to their primary caregivers may “fall in love” too easily, seeking extreme closeness right off the bat and reacting intensely to any suggestion of abandonment. Children who avoid social interaction tend to be uncomfortable with closeness and have a tough time with being dependent upon others in their adult relationships. Hatfield and Rappon proposed that people possess love templates in the form of mental schemas or scripts. Templates are formed early in life and are revised and solidified over the years as individuals experience various relationships with other people. These templates shape how a person thinks about relationships and determine what expectations he has upon entering into relationships There are six basic love schemas that apply to romantic relationships. Each schema is differentiated by a person’s comfort level with closeness and independence and how eager they are to be in a romantic relationship. The schemas: Casual: No strings attached. Interested in a problem-free relationship. Dream on! Clingy: Seeks closeness (a little too much) and fears independence. Anybody got a spatula? Fickle: Uneasy with both closeness and independence. Can’t make up your mind? Flip a coin already! Secure: Comfortable with both closeness and independence and doesn’t rush things. Skittish: Fearful of too much closeness and perfectly comfortable with independence. Don’t run! Uninterested: Just not into the whole relationship thing. Everyone has an opinion on each of these love schemas. It’s hard to judge people who may use one type of schema over another. Different schemas seem to apply to different periods of life, but many people strive toward the secure schema. If someone feels that their schema is causing problems in their life, therapy is a good place to work out these issues.

Article / Updated 06-28-2021

Psychologist Sigmund Freud proposed several important defense mechanisms. Keep in mind however that defense mechanisms are not used consciously. A person does not decide to engage in one; rather these happen on an unconscious level: Repression: Keeping a thought, feeling, or memory of an experience out of consciousness. It’s the “forget about it!” approach. Many things may be the objects of repression, including forbidden desires or a painful, emotionally difficult situation. Denial: Refusing to accept that something exists or happened. Denial can also involve altering the meaning of an event so that its impact is diverted. If something important to you goes wrong, you may just say to yourself, “That’s not so important after all.” This is the common “sour grapes” response. Projection: Attributing a threatening urge, impulse, or aspect of oneself to someone else. If you think that the best offense is a good defense, you may use projection a lot. Instead of acknowledging that you’re mad at someone, you may accuse him or her of being mad at you. Rationalization: Creating an acceptable but incorrect explanation of a situation. There once was a thief who only stole from big businesses. He would never think of robbing the Smiths, but super-megastores look out! He explained that big business makes money from “ripping people off,” so he’s just trying to even the score. Unfortunately for him, the judge he faced for his crimes was not a fan of fairy tales. Intellectualization: Thinking about something logically or coldly and without emotion. For example: Therapist: “Mr. Jones, your wife has left you, and you’ve recently lost your job. How does that make you feel?” Patient: “I’ve found that the organization in my home has been much improved, less clutter now; her things took up so much room. As for the job, the economy had been slowing down for some time, I could sense that it was coming.” Reaction formation: Doing the opposite of what you would really like to do. Ever gone out of your way to be nice to someone you really disliked? That’s an example of reaction formation. Regression: Returning to an earlier or more childlike form of defense. Physical and psychological stress may sometimes lead people to abandon their more mature defense mechanisms. If you’ve resorted to whining when asking your boss for a raise, consider it a display of regression.