Psychology test (Final)

Attachment Theory Overview

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Psychology Lesson 1: Schools of Thought/Theories Notes

Write down a question you have about the mind/brain:

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Schools of Thought/Theories in Psychology:

Psychodyname Theories behavioural

Ниталіс

Theories

Cognitive

. Theories

Theories

Biological

_ Theories (Nevosciene)

Psychodynamic Theories

Sigmund Freidi

_Psychoanalytic Theory:

Based on the belief that examining the unconscious mind

is the key to

understanding human behaviour

-and_selalionstipe.

Real life example:

Someone using psychoanalytic theory would say that someone calling your new partner by your ex-partner's name means you have unresolved issues about how you feel about your ex that you are unaware of.

Unconscious Mind: the part of our mind that we are Not

aW CL

feelings, thoughts, memories, desires that we are not aware of. They are often things from our expenater / chih hour

Conscious Mind: The part of our mind that we ARE NOT aware the feelings, thoughts, memories, sensations, and desires that a person is aware of having at any one time. "Essentially, it is anything that is in your current avnarences.

The thoughts and feelings you are experiencing at the moment, and your awareness of your current environment are all part of your conscious experiences" (Very Well Mind, 2022).

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part of the mind: operates on the "reality principle"

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Ego: Rational / logical

1d: Vigo/ dosire; instinctual part of the mind: operates on the "pleasure

principle

Superego: Mural centre: acts as mind's conscience. Takes into account social norms, morality, obligations etc.

Question/Example: You are craving chips so you start eating a bag. You want to eat the whole bag, but you decide not to and instead pour yourself a bowl of chips and only eat the bow. Are you using your ego, your id, or your superego? Why? (Hint: can be more than one):

Ego id - you

desired wanting to eat the whole

enfire bac

of chips, but changed and decided not tu

and insteuct you puced yourself a bowl of chips

I- disirina to

eat the bar

Ego-dontoolleia thelidesire not id eat n the loreale

Defence Mechanisms: Ego's way of distocting relity to deal with some sort of

anxiety

Repression: blocking or

thoughts

of unpleasant emotions, impulses, memories, and

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Denial: Denying that something exists o

Projection: Ssia

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Displacement: taking feelings out an others

ning your own unacceptable feelings or qualities to others

ode

20nor

say whateves comes

Free Association: Method used in psychoanalysis where the person is supposed to

to their minu

Carl Jung: Analytic Psychology

eW B

070 h

student of Freud

- Founder of analyfie

Believes achieving -

en psychology:

conscious mind will allow people to reach their full potential.

balance between the unconscious and

Carl Jung: Unconscious mind

- Jung felt that analyzing past experience

dreams

fantasies were useful in understanding the unconscious self.

→ and

not operates on the reality principle" ad onerates on the toleasure

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- Used various techniques during therapy sessions, like having clients produce paintings.

Believed people could express what is on their mind, as well as aspects of the unconscious mine through being erativy

Carl Jung: Personality

Introverted: gain energy by being alone

Extroverted: gain energy by being around by people

Four Functional Types:

Thinking (uses reason to make decisions)

Feeling (uses _emotion to make decisions)

Sensation (uses 5 senses

to receive and process information)

Intuition (uses abstract thinking/ frust "gu" to receive and process information)

Psychodynamic Theories: Impact

Psychodynamic theories in psychology inform mordem day psychothempy.
Theories about the unconscious mind shaping thoughts and behotious are widely accepted.

For example: it is widely accepted that the relationship you have with your

Darents

will play a role in the relationship you have in your adult life,

especially with romantic partners.

Behavioural Theories

Behavioural Psychology:

Psychology must be studied by observing behaviour.
Psychologists need to observe behaviour in people to make conclusions about what the mind is doing.

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Pavlov's Dogs & Classical Conditioning:

Pavlov knew that he would get an unfair al euniresponse droding
) When he put an uncondilionul
Trau took a badzel == stimulus (IeN ) and rang it at the same time as le

_) in front of a dog

brought out the food; he noticed the dogs would begin to drool.

Bell

Dadina

—= conditioned stimulus

> with the bell = conditioned jespon

VIilsn02199

1. Before conditioning

2. Before conditioning Mie d

1x3

response

Unconditioned stimulus

3. During condeloning

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Salvation

Unconditioned response

Tuning fork

No salvation e9qVT isnoitonu

tentras

9X5mNo conditioned response

enOt. Atter condoning 5 M

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2920)

2nil

г92u) noisane?

siteds zeau) noitiuinl

Salvation

Unconditioned response

Turing fork

Salivation

Conditioned

stimulus

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moni ypolor

Skinner's Operant Conditioning:

The Skinner Box:

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Rat is in a box, there is a pedal or a bar in the box and when the rat pushes it, a mechanism deposits a pellet of food for the rat.

Each time it presses the bar, rat is eworded be with food. biw all slammExe 107

- Rat learnguo that they will get a reward when they hit the bar very quickly.

= Operant conditioning: a type of learning that uses rewords

vilsibeqas

punishments to achieve a desired behaviour

and

Behaviourist Theories: Impact

Exposure therapy is rooted in behaviourist theories and has been used to treat anxiety phobias and panteiva

association

between stimulus and fear.

isorder → the goal is to weaken the

Used in education & parenting: rewarding punishing

_negative behaviours

_positive behaviours,

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Humanist Theories

Theory focused on giving the person aufonomy

Believed in client centred approach to therapy: humanist = human at the

_ over their own situation.

-Patient should be involve therapist's interpretation of their situation.

in their recovery, rather than only relying on the

Maslow's Hierarchy of Needs

Self-actualizatione achieving one's full potentidl including crealve activities

Esteem needs:

prestige and feeling of accomplishment

Belongingness and love needs: intimate relationships, friends

Safely needs: security, safely

Physid ogical needs: ood water, warmth, rest

Self-fulfillment needs

Psychological needs

Basic needs

Victor Frankl

Believed:

- Everyone wants to have meaning in their life/existence.

- Determination to find this meaning even can exist in the woret circuntune

- These beliefs came out of his time at Auschwitz concentration cump

Logotherapy:

- A form of paychotherapy

that tries to help the patient find

neenina

in their life

- Each of us has our own freedom of wil; we are autonomous the deasion / all we make.

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Carl Rogers

Came up with:

- Client centrec in their therapy/recovery

Model: Humanist therapy where client plays an active role

Impact of Humanism

- Humanist practices make up the basis of many psychothere pactice:

the iecusten

_ofthe client

_ in recovery/therapy has been a

preferred method by both therapists and clients.

- Humanist psychology is also used in ecution: i.e. student-centred

Cognitive Theories

Cognition: mental processes in the brain associated with knowing thin kin

and remembring.

Cognitive psychology: studying how the brain learns & thinks.

Cognitive Behavioural Therapy (CBT): Challenging people's' mala daptive.

— in hopes to then shift behaviours

Bandura: Bobo Doll Experiment & Social Learning

Why can the same situation generate different responses from different people?

- Bandura believes people learn behaviour by watching others & pioneered the idea that people leam socially

Biological Theories/Neuroscience

- Neuroscience specializes in the study of the truman brain

Neuroscientists focus on how brain

Nise area of psychology that is most grounded in kilogy

structure

bruin chemicals

affect a person's behaviour.

Neurotransmitters are brain

effects

chemicals

_ that produce certain

_ in the brain and also impact our behavinur

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How do neurotransmitters affect mood & behaviour?

Serotonin:

Affects mood appetite happiness

selt esteem

& general well

—; can play a role in the feeling of

sunhgat

jere tonia rich in serotonin (i.e. salmon), and _exercise all stimulate the release of

Plays a role in fright be flight response; creates a founge in

Adrenaline:

released when you are in dangerous and/or thrillia

спетцу:

situations.

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Dopamine:

Known as the " plcasure

in motivation chive and_

="; gives us a feeling of pleasure. Also plays a role

achievin

Focus. Things like

cep produce dopamine.

eating healthy, and getting enough

GABA:

Slows down _

firme

•of

neurono

and creates a sense of

calmess

Known as the "antr

" neurotransmitter. Things like

alacep ain and hioh.CABa eadt antre, chote aainst

stimulate the release of it in our brain.

What is Attachment Theory?

Focuses on long-term relationships between people, particularly children and caregivers.
Suggests early bonds shape future relationships.

4 Major Attachment Styles

Secure Attachment
- Formed when caregivers consistently meet a child's needs (feeding, soothing, comforting).
- Results in feeling secure and confident, allowing exploration of the world.
Anxious Attachment
- Arises when caregivers fail to provide consistent support, leading to uncertainty about needs being met.
- Often results from emotional unavailability or caregiver inexperience.
Avoidant Attachment
- Develops from unresponsive or emotionally distant parenting.
- Caregivers discourage emotional expressions, leading children to suppress their needs.

Factors Impacting Attachment

Opportunity for Attachment: Infants without caregivers struggle to build secure attachments.
Quality of Caregiving: Responsiveness to infant needs is crucial for developing trust
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Attachment Theory: Note Taking
Human babies are extremely dependent & vulnerable
born. Humans cannot.
unlike many other ma may human banted for themselves almost Immediately after being
If we want to be bipedal, we have to be born basically _
_, because if we
were any bigger, we would not be able to fit through the kind of pelvis that we need to be bipedal.
So, the
_ for being bipedal is being born premature; a lot of our
happens
we are born.
What is Attachment Theory?
"Attachment theory focuses on
long-term) between people, including those between a
. particularly
and
and
" (Cherry, 2023).
"This theory suggests that people are born with a
as children. These early bonds may continue to have an ." (Cherry, 2023)
Attachment Theory: John Bowlby
Bowlby argued that if primary caregivers are available infant's needs then this allows the child to develop a sense of securit
and responsive
to an
• They then
learn that the caregiver is depen duble
_, which creates a
Serure buse
_ for the child to evalore
the world around them.
Factors that impact attachment
1) Opportunity for attuchment
Infants_ without
caregivers
not build secure attachments/build a sense of trust in the world
(i.e. infants in an orphanage) may
2) Quality care giving :
_to your infant's needs to your infant's needs

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4 Major Attachment Styles: Anxious

"anxions

uttuch ment

affection in a depen duble

aunt

trust

- happens when a caregiver fails to give attention and show predictude

_ that their needs will be met" (Sheikh, 2024).

way. The baby learns they

This can result from:

Emo panie

_ from caregivers

Abuse

mcoAsis ent

A caregivers) with

in parenting and emotional response

- Inexperience

depression

— caregiver(s)

4 Major Attachment Styles: Secure

Secure attachment happens when caregivers consistently meet

of their child (i.e. feeding them, soothing

them when they are distressed, rocking them to sleep when they are tired).

If a caregiver responds runsistently to the child's needs the child will feel:

& secure

—both with their caregiver but also safe to explore the world

around them, knowing they can come back to a loving, caring parent (secure base).

As a result of a child being comforted, soothed and reassured by their caregivers, they will ultimately learn how to self- southe

_: manage their own distressing

4 Major Attachment Styles: Avoidant

Avoidant attachment is usually the result of emotional distant unresponsive

_parenting. Caregivers are felicible

consistently meet their needs. They often also disco urge

emotion

and did not

outward displays of

"Some behaviors that may foster an avoidant attachment in babies and children include a par or caregiver who:

routinely refuse to aleknowledeje their child's cries or other shows of distress
actively
suppreses

their child's displays of @motion

by te

them to stop crying, grow up, or toughen up

- becomes angry or physically separates

_ from a child when they shov

signs of fear or distress

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Shumes

a child for displays of emotion

has unrealistic expectations of emotions and practical Independence for their

child" (Gill, 2019).

4 Major Attachment Styles: Disorganized

only source of safety-become a sourel

•A sour edeartavidant aachmont style can develop when a childis caregivers their

The disorganized attachment style is believed to be a consequence of childhood

Iruceme

abuse

- percievel feur is the central aspect of its development"

"It typically stems from an erativ

- or incoheren't

- relationship with the

baby's primary caregiver"

This is the Leust common attachment style and also is known as fourful cauvicent

Early attachment impacts adult relationships

Bowlby described attachment as a " Lastines

_ psychological

Connectendence

between human beings' (Bowlby, n.d.).

He believed that "the earliest bonds formed by children with their caregivers have a treesous impact that.

_throughout life"

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Shumes

a child for displays of emotion

has unrealistic expectations of emotions and practical Independence for their

child" (Gill, 2019).

4 Major Attachment Styles: Disorganized

only source of safety-become a sourel

•A sour edeartavidant aachmont style can develop when a childis caregivers their

The disorganized attachment style is believed to be a consequence of childhood

Iruceme

abuse

- percievel feur is the central aspect of its development"

"It typically stems from an erativ

- or incoheren't

- relationship with the

baby's primary caregiver"

This is the Leust common attachment style and also is known as fourful cauvicent

Early attachment impacts adult relationships

Bowlby described attachment as a " Lastines

_ psychological

Connectendence

between human beings' (Bowlby, n.d.).

He believed that "the earliest bonds formed by children with their caregivers have a treesous impact that.

_throughout life"

her

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Case Study #2: Mitchell (he/him) and Tess (she/her) have been married for 24 years.

Tess is 58 and Mitchell is 59. They both live in Orillia, ON and have two children:

trauma suggests

Rebecca (21) and Cameron (26). Mitchell experienced emotional neglect and abuse as disorganized an infant and as a child from his father. He works as a construction site manager and also struggles with alcoholism. Unfortunately, due to the stress Mitchell was under when

, фіа

бідст

his older brother passed away not long ago, Mitchell neglected to do everything that was required of him on two major construction projects and he just got fired. When he gets home from finding out he is fired, Tess picks up on his low mood and asks if he is

isnize

okay. Denying that anything is wrong, Mitchell goes straight to the couch and turns on the TV. When Tess comes over and puts her arm around him, Mitchell flinches and quickly gets up off the couch. He goes to the fridge to grab a beer, goes up to their room, and slams the door. He does not emerge for the rest of the night except to get

Tess spends the rest of the week feeling awkward around Mitchell because he continues to dodge her questions and seems very distant. Mitchell has not yet told Tess he lost his job and has been pretending to go to work. Valentine's Day is coming up and Tess has decided to plan something nice for Mitchell since he has been down. She makes a reservation at Mitchell's favourite restaurant and she tells him about it when he gets home. Mitchell reacts to this information by saying, in a raised voice, "why would you plan something like that for me when you don't even want to be with me?" What attachment style do you think Mitchell has:

Avordant Attachment → disorganized

What makes you think this:

mitchell experienced emotional neglect and abuse camsing a sign of

avoidant attachmen"

Mitchell neglected to do everyhing that vas required o him n a contraction projed, which lead him to get fived when tess picks up on hio las mad and ask if he was akay he denged anything was uny that he uns doing alright

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Case Study 3: Mara (she/her) and Tyler (he/him) are both 24 and live togeth sale

Torch o. Mar i pursuing a matters do roin archarlogy 2a Tyi works in sales at

Tyler was raised by his grandparents.

erw company. Pyres per masterd ere in ard away just after he was born and In October, Mara' superisor tells her about an opportunity to do an exchange in Egypt from January to Ati, she dor tell Mara out there are scholarships a abiaule an that Mara would to ari. sees candidate for one. Mara is really excited aboud his opportunity but wonders how elle candidate its his 25th birthday in Februares home granima's 80th birthday heary fril take of which she would miss. She comes home that fight and bring uay in possibli, bitting the exchange. Tyler is immensate excited for her and tells her he shinity of duin a fantastic opportunity. When she brings up that she would be missing is is tiday and his grandma's 80th birthday, tyin gees that it's totally okay and that both bie and his grandma understand that prioritizing the exchange is much more important.

What attachment style do you think Tyler has:

Attachment

What makes you think this:

Whes

was

apportunity for exhange aholaramp

sces avertable in Egypt tyler was gluelly to take t. sakely

Tyler coas rassee by bis grandparents and his parents were passed away after the wes born

ducs

his grandparents unterstand proritizing the exchange

much more impoltant

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Case Study 3: Mara (she/her) and Tyler (he/him) are both 24 and live togeth sale

Torch o. Mar i pursuing a matters do roin archarlogy 2a Tyi works in sales at

Tyler was raised by his grandparents.

What attachment style do you think Tyler has:

Attachment

What makes you think this:

Whes

was

apportunity for exhange aholaramp

sces avertable in Egypt tyler was gluelly to take t. sakely

Tyler coas rassee by bis grandparents and his parents were passed away after the wes born

ducs

his grandparents unterstand proritizing the exchange

much more impoltant

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Emotional literacy tool: RULER

Recognize

Undlerstand

Label

Express Regulate.

Recognizing a shift in how your boch

Thoughts

_ feels, and/or a shift in your

you _

Let's say you're about to do a presentation for a class project in period 3. During lunch,

госодніче

that:

Your shoulders are tense.

Your jaw is clenched.

You feel butterflies in your stomach.

You have thoughts of: "this is going to be so hard. What if I mess up? Do I know enough about the topic? I'm bad at presentations. What if I fail?"

time to check

A barrier to being able to recognize we might be feeling something: we rarely take the

in ourselves and check in with ourselves-often because our

schedules don't allow for it.

Understanding the cause(s) of your emotion.

After you recognize that you're feeling something, take a moment to think about what's going on that could be Causino this feeling. You might reflect:

"Okay, I am about to do a presentation on a topic I have just learned about"

"I find public speaking nerve wracking"

"The last time I did a presentation in class I felt like no one was listening and I felt like I was fumbling my words a lot"

- "This presentation is worth 10% of my grade"

Label the emotion you are feeling and try to get as specific as possible.

After you've thought about why you might be feeling something, label the feeling.
It is recommended that you get as specific as possible.
I am feeling nervous/anxious/uneasy/stressed about doing my presentation.

A barrier to labelling emotions is that people lack an extensive vocabulary

of emotions.

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Mood Meter

festive

exhllarated ecstatic

hyper

cheerful

motivated inspired

elated

nervous restlessTenergized

lively

oninusiaste

optimistic

excited

wOrBe

irritated,

annoved

pleased

happy

focused

proud

thrilled

concamed

uneasy

peeved

pleasant

joyful

hopeful

UNPLEASANT

Blpusted) glum

disappointed

down

apathetic

at ease

easy going

content

playful

blissful

PLEASANT

loying fulfilled

tiatic merose

discouraged

sad

bored

calm

secure

satisfled gratefu touched

miserable

lonely

claheartened

tired

& relaxed

chilf

festul

blessed balanced

bondant depressed

sullen

exhaustedfatigued n mellow thoughtu peaceful

comty

carertse

despair hopeless desolate

spent drained.

I sleepy

complacent

tranquil

Another barrier to labelling emotions is that people often don't know what emotions mean.

For example, anger = perceiced ijustice and

isappointment = unmet c/pectations.

press the emotion you are feeling to ourself

→ to someone che, to a

After you've labelled your emotion, express it to someone you trust, or, if you can't, you can even say it aloud to yourself in a private place! You could also write it down on a post-it note or a journal, or in a note on your phone.

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Emotions & Emotional Literacy: Note Taking

Subjective Experience

The 3 Key Elements of Emotion

Physiological Response

verywell

Subjective Experience: people experience situations _

differenHly

can experience the same thing and feel differen

emotions

For example, two people watch the same movie and feel different things.

Physiological Response: we experience emotions in our _

000

For

palms sweating and increased heart rate when we are nervous, getting gooseb when we are moved by something, tears.

Behavioural Response: emotions motivales and influence our be For example, we may start reading books and listening to podcasts about a to saw in a film that moved us. We might eat a tub of ice cream because we feel sad.

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The ovolution of emotions: Emotions helped us

Surviva

oxample, in the paleolitic time ushl. tely humans were around), stress

_. For

were useful. Take the following examples from psychologist

and

James Clear:

• A lion appears across the plain > you feel stressed > you run away > your

stress is relieved.

A storm rumbles in the distance > you worry about finding shelter > you find shelter > your anxiety is relieved.
You haven't drunk any water today > you feel stressed and dehydrated > you find water > your stress is relieved.

"From an evolutionary perspective, the brain was designed to survive physica

ma tentation towards a i ran Eeze

_It is believed that our brain's

response

helped our cave-dwelling ancestors-who lived in tribes of 30 to 70 people with a fraction of our life expectancy-survive through extremely violent times" (Choudhury,

2015, p. 26).

Limbic System: feature of mammal brains. Important in processina

eMotrons

command centre for our emotional reactions" (History.com).

and contains the amygdala: "central

In particular, the amygdala creates a response to ody's _ panic button

_" (History.com)

fecer

_ and "presses the

Prefrontal Cortex: the most evolved part of our brains that are the most complex in humans. This is the

Thinking

rationa

that shuts down when we are in what's called an amygdala hijack.

_part of our brain

"We like to think we are rational beings who occasionally have an emotion and flick it away. (But, actually/ve are emotiond Feeling, Feeling beings

gist

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i a areas of our lives are impacted by our emotions ?

lacay, ecesal

Capuerty ane Productivity

Derision

Making

selationsbips

Physical

and Montal Heath

"Hurt feelings

dont varish

_ on their own. They don't heal themselves. If

due" (Brackett).

we don't express our emotions, they pile up like a clept that will eventually come This debt can often result in: physical illness

prevents emotions trom having testores balone lo our thought process; it

realize that we might be feeling a certain way for a reason" (Brackett).

over our actions, and it helps us to

Emotional literacy involves:

- Having the vocabulary

you are experiencing.

-Understanding what

causel

Understanding how they may be - Understanding how to _

-to nume /label

the emotions

_ your emotions.

impacting

process

aspects of your life. _emotions in a

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Mental Illness: Note Taking

What is mental health?

According to thenbild Heath Organization, mental health is " a state of mental

realize their abi litics

to their community

ponsolhot dart tes poopl ir wal and uak er

. of life,

_ well, and contribute

What is mental illness?

According to the American Psychiatry Association, mental illnesses are "health

condionstaving fora sminatisa en ofthe

behavrovE

associated in else and famins

_ of these). Mental illnesses can be

٢٥١al

_functioning in

_ activities."

What causes mental illness?

Genetics and Chemicals

Envirenment_

traunus

Society and culture

Genetics & Brain Chemicals

Genes can predispose

-you to mental illnesses.

You can have genetic

mutations

that put you at higher risk for

developing a mental illness, and you interet

these genetic mutation:

from your parents. For example, 70-90% of all bipolar cases are attribu

to genetic factors.

Briin chemicals

can also play a role in developing a mental illness. For exam

the brain chemical sertonin

_ plays a significant role in controlling your

mooc

_ Some people's brains produce less serotonin, and this can pl

role in developing a mental illness. A person may have lower serotonin due to

-genetics being exposedto chronic stress, and/or diet

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Environment & Trauma

Wale genetics can make an Individual mora frost up in playe a manter ins, the

Chuironment

whether or not that person will actually develop a mental illness.

style/

Environment can include things like parenting attachment

style

_, and

Parenting Style & Attachment

People with Insecure

attachment avoident

anxious

dlisergaze

-— can be susceptible to mental illness.

- Ог

For example, someone with an anxious attachment had caregivers who inconsistently met their needs. This can lead to a higher likelihood that this individual may experience general anxiety

- disorder or social anxiety disorder and/or

copression

if someone is constanty fearful that their needs will not be met, that they wil be rejected, or that they will be abandoned, this feeds into chronic worry, Which can turn into an anxicty clisorder. If someone's emotional needs were not met, this

can also feed into feelings of worthlessness that can turn into depression

Trauma

Trauma is defined as "exposure to an incident

series

that are emolionally

disturbino

functioning and _

threatining with - mental

enatornal, and/or Spiritual well being

These incidents can be things like:

natural disasters, severe accidents, physical or sexual assault, combat, living in a war-zone, losing a loved one

3ut, as Dr. van der Kolk explained, trauma can also be a result of things like:

Living in poverty, being exposed to racism and other forms of discrimination, living with a family member with mental health or substance use disorders,

tal illness. the icant role in

breakup, etc.

aldhood nig ines, seal abuse, cone tant parental riciam, bulying iving

dla loneitm illness, seeing someone 0lse gel serously hurt, aivarco ains

wis a severe eccldent or choni elue reddle

gun a sovere acident or chronic criesm from paron.

_to mental illness-whether the

being the catastrophiz

We now understand that the "smaller", but chronic, exposure to things like

_ events like a severe accident or fighting in

antonic criticism, racism, or financial stress also plays a significant o things emotional

"The daily, steady assault of negative forces must be recognized and resolved with as much attention as is paid to single overwhelmingly traumatic events" (van der Kolk, 2014).

this will erode yourself.

If you are, for example, exposed to constant criticism and emotional abuse as a child,

inudequacs

esteem over time and lead to chronic feelings of

depression.

This could lead to developing an anxiety disorder or

Social Determinants of Mental Health

Society

creates many of the issues that cause people to have trauma

that may lead to mental illness.

There are many social

cleter minants to mental health and these things can

make your likelihood of developing mental illness higher:

Living in poverty

Experiencing_- racism

_sexism, homophobia, transphobia, ableism etc.

Intergenerational _

oppression

Access to •

qreca

space

Access to

Eleun

Air

drinking

water

quality

- Access to affordable health cure, including therapy and other

forms of mental health care

- Access to affordable_

child care

Some argue that these kinds of things contribute to a toxic culture that makes us more vulnerable to mental illness.

HSPBU

Edwards

Stigma

In addition to navigating the challenges above, we also are living in a society where there is still

struggling with your mental health and accessina essingosing mentatyauncare.

associated with a particular

Unlike many physical illnesses, there is stigma associated with having mental illness.

This stigma can make mental illness worse because the feelings of shame can worse people's condition and not seeking help due to the stigma/shame can also worsen people's condition.

Disorganized Attachment

Disorganized attachment is characterized by a child's lack of a clear attachment behavior. This attachment style often arises from chaotic, frightening, or inconsistent caregiver behaviors, leading to confusion and fear in the child.

Key Features:

Unpredictable Responses: Children may display contradictory behaviors, such as approaching the caregiver but then retreating.
Rooted in Trauma: This attachment style is often associated with experiences of trauma or neglect, particularly where caregivers themselves may be a source of fear.
Impact on Relationships: Individuals with disorganized attachment may struggle with emotional regulation and may have difficulties forming stable relationships in adulthood. Early experiences shape future relationship patterns and behaviors.

• Emotional Literacy Ruler Rule: A tool/framework to assess and improve emotional literacy.

• Often linked to Yale’s RULER framework for social-emotional learning.

• RULER stands for:

1. Recognizing emotions in self and others.

2. Understanding causes and consequences of emotions.

3. Labeling emotions accurately.

4. Expressing emotions appropriately.

5. Regulating emotions effectively.

• Helps develop self-awareness and emotional regulation skills.