Najwa Bashir

I am a passionate and knowledgeable psychologist, with a Master of Philosophy (MPhil) in Psychology specializing in Counseling Psychology. Through my writing, I share my insights and thoughts on various psychiatric disorders, conduct analysis on films that touch on psychological issues, and explore other topics related to psychology, while also providing valuable information to psychology enthusiasts, students as well the general community.

Self-Harm

Major Types of Self-Harm

Self-harm refers to hurting oneself purposely but without wishing to die. There could be multiple reasons why individuals indulge in self-harm. According to the empirical evidence, self-harm is a complicated issue for many teens and young adults, but they see it as a required pain. Such individuals are found to engage in self-harm because, for them, this makes their life easier to handle since it gives them peace, protection, and a way to control their strong emotions. They hurt themselves because they were hooked to self-harm and felt shame, guilt, and need to punish themselves. People around them make them feel alone, different, and judged, so they try to hide how they really feel. According to such individuals, they beg for help with their wounds and scars instead of words.

A study conducted to understand the reasons behind self-harm in adolescent girls found that individuals who hurt themselves feel strong mental and physical needs that can only be satisfied by hurting themselves. This suggests that self-harm might be a compulsive illness instead of an impulsive one, which is a new way to look at the behavior. The study discovered five themes or reasons for self-harm, in simple words. These include controlling emotions, a desire to hurt oneself, hurting oneself to stay alive, interpersonal causes, and the idea that relationships, not machines, can stop people from hurting themselves.

Gender and Cultural Differences in Terms of Self-Harm

It is interesting that while most people think that non-suicidal self-injury (NSSI) affects women more than men, studies of the whole population show that the numbers are the same for both. However, there does seem to be a difference between men and women in the types of NSSI that are used. In particular, women are more likely to cut, while men are more likely to hit or burn. Lastly, two other sociodemographic trends have been talked about many times. People who say they are non-heterosexual (like gay, bisexual, or unsure) and Caucasians are more likely to have NSSI than people of other races.

Major Types of Self-Harm

The reasons behind self-harm differ from person to person and so does the type of self-harm they indulge in. These types can be divided into direct and indirect self-harm. Some of the forms of self-harm that are covered in these categories are mentioned next.

Direct Self-Harm

scratching with nails or something else (even biting yourself)
cutting or poking the skin
getting cut by a razor, knife, scissors, or piece of broken glass
pressing something toxic against the skin or a certain part of the body
burning
making it harder for scars or cuts to heal
hitting head on something hard
hitting a hard surface with arms, legs, hands, feet, or sides so hard that one gets a bruise or break a bone
intentional harm to any other body part
excessive workout

Coming in the Way of Harm

swallowing things or chemicals that cannot be digested
trying to choke, strangle, or hang oneself.
doing something very dangerous for example, trying to set oneself on fire
shooting oneself with a gun with the chance of killing yourself
being very careless while driving
standing, sitting down, or jumping on train tracks when a train is coming

Suicide

attempting suicide to end one’s life

Indirect Self-Harm

Neglect

purposely not taking medicine that the doctor recommended (like forgetting to take it)
not going to the doctor for a new or long-term health problem
willfully not getting the sleep one needs for more than three nights in a row
abusing prescription or over-the-counter drugs
not eating enough purposely or not getting enough nutrition
not drinking any fluids to stay hydrated

Coming in the Way of Harm

walking into a busy street without checking to see if any cars are coming
choosing or starting a very uneven physical fight to put oneself in danger
walking alone in areas that are known to be dangerous because of street crime as a way to put oneself at risk
putting oneself in harmful situations by using drugs that are known to have very bad effects
getting in touch with or working with organized crime to put oneself in danger

Signs of Self-Harm

Some signs of self-harm include the following:

getting cuts, bruises, or cigarette burns on their hands, arms, legs, and chest that they cannot explain
covering themselves completely at all times, even when it is hot; pulling their hair out
abusing drugs or alcohol
hating themselves and wanting to punish themselves; saying they don’t want to go on and want to end it all
spending a lot of time alone and not talking to anyone
changing the way they eat or being secretive about it
losing or gaining a lot of weight
blaming themselves for problems or thinking they are not good enough
signs of depression, like being sad, crying, or not wanting to do anything

Conclusion

In conclusion, self-harm is a complicated and often misunderstood behavior that people of all ages and backgrounds experience. People hurt themselves in many different ways, and the reasons they do it are always different from one person to the next. Some do it to deal with strong feelings, while others do it to take charge of their pain. No matter what the reasons are for self-harm, it is a harmful habit that needs understanding and kindness.

In order to deal with their problems and learn better ways to cope, people who hurt themselves need to get help from mental health workers and online support groups. Individuals can learn to handle their feelings healthily and safely with the right help and tools.

Finally, society needs to get rid of the shame that surrounds self-harm and give people who are suffering a safe place to be without being judged. By making people more aware and helping them understand, we can work to lower the number of people who hurt themselves and improve everyone’s mental health.

Tags major types of self-harm

Psychology of Gender

An Introduction to Gender as a Psychological Construct

Post author By Najwa Bashir
Post date July 20, 2024
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Written by Najwa Bashir

Multiple times in our lives, we have come across situations where we are asked about our gender. Whether it is when filling out any form for applying for a job post, applying to create an account in a bank, or taking admission to a university or elsewhere, there is always a question asking about our gender.

In fact, many quantitative study results and demographics reports in the social sciences are also linked to the gender of the people who took part. To show gender, people usually use a dichotomous variable, which has two possible answers: woman or man or female or male. However, gender is not a binary variable, and it has rarely been defined properly.

So what is gender? This article will define and explain gender as a psychological construct.

Gender as a Psychological Construct

At birth, every person possesses innate sex traits, which indicate whether they identify as male, female, or intersex. Gender, on the other hand, is made up of society and is based on the rules, behaviors, and societal roles that people are supposed to play based on their sex.

It is not a casual or ideological phrase to say that gender is a social creation. A lot of people would be happier and less stressed if they did not have to worry about how their gender affected how other people saw them or their ability to reach their goals, or if they did not have to question whether they were living up to the expectations that others had of them because of their sexuality. In all of these ways, gender ideas that are formed by society can be very bad for people.

Difference between Sex and Gender

The terms “sex” and “gender” might confuse most of the people as they are used interchangeably. However, they both are different terms with different meanings.

According to the experts, “sex” refers to the biological group of “male” or “female,” which is shown by differences in genetic makeup and reproductive tissue and function. Men and women, on the other hand, have different cultural, social, and psychological meanings. This is called “gender”. People are born male or female, so “male” and “female” are separate sex categories. “Masculine” and “feminine,” on the other hand, are gender continuums, meaning that everyone has some manly and feminine traits and qualities.

Gender Roles

Besides sex and gender, other terms are used in the same way but are not always clear, such as gender roles. Gender roles are the actions, thoughts, and mental traits that people in a society decide are masculine or feminine. In American society, gender roles are usually thought of in terms of gender stereotypes, which are beliefs and assumptions about how men and women usually act, what they like, and how they behave. The way a person feels about being male or female is called their gender identity. While someone’s sexual preference is how they feel about people of the same sex, the opposite sex, or both sexes, during sexual activity. There are important differences between these terms. We won’t go into each one in length, but it’s important to know that sex, gender, gender identity, and sexual orientation don’t always match up. Someone can be biologically male but identify as female and be drawn to women, or they can have other identities and preferences.

Gender as a Set of Power Relationships

According to some psychologists, “gender” is not just about differences between men and women or how beliefs about gender are shown in social interactions by actions that support those beliefs, it is involved in the social structures that set up power relationships in society as a whole. From this point of view, “gender” refers to a set of power relationships where, without any other information or meanings, being male means authority, status, competence, social power, and influence, and being female means lack of authority, low status, stupidity, and little power and influence. This point of view works well with the idea that gender also shows more good connections with being female (like caring for others) and more bad connections with being male (like being violent). From this point of view, the point is that these traits are not linked to social standing and power in the same way. For psychologists who first notice that gender represents a set of power relationships, they often look at how an interesting behavior (like leadership, marital conflict, or task performance) happens in social structures (like pairs, organizations, and society as a whole) that are gendered.

For instance, a partner might stay in a violent relationship because she does not have the money to leave. Suppose there is domestic strife and maybe even violence when one person has full or partial control of money and resources outside of the family. In that case, that should be taken into account when trying to figure out what keeps the violence going and the relationship going. Realizing how important the dyad’s power structure is could lead to changes; balancing the balance by moving some financial and resource power could actually change the way people act when they are fighting. Also, researchers who have looked into how well organizational systems for reporting sexual harassment work have found that women rarely use these systems to report sexual harassment in places where men hold most of the power. In this situation, fears of revenge are very reasonable and shared by many people. It’s hard to understand why these events aren’t reported more often if you don’t know how power works in groups between men and women.

To sum up, psychologists have found “gender” to be a useful concept in at least three ways: (a) it helps them divide people into male and female groups and study how differences in behavior, performance, and traits are linked to those differences (whether the suggested cause is biological, socialization, or social location); (b) it helps them figure out how gender might relate to differences between men and women; and (c) it helps them figure out how gender shapes the social institutions in which men and women work.

Most people see these three methods as options, and they are often taken separately from each other. One of the most important changes in recent years is that people are becoming more aware that these three methods can work together and be combined.

Tags gender as a psychological construct, gender psychology, psychological construct, Psychology, psychology of gender

Psychiatric Disorders

Major Depressive Disorder – Diagnostic Criteria, Features, and Prevalence

Post author By Najwa Bashir
Post date July 19, 2024
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Written by Najwa Bashir

Major depression disorder (MDD) is a complicated and common mental illness. According to the sources, in 2008, the WHO ranked MDD as the third most common cause of disease in the world, and they predict that it will be the most common cause of disease by 2030. Mood problems that don’t go away, losing interest in enjoyable activities, feelings of shame or inadequacy, fatigue, trouble focusing, fluctuations in hunger, psychomotor retardation or unrest, sleep problems, or suicidal thoughts are all signs of this disorder.

Empirical evidence reveals that every year, more and more people encounter depression. About 300 million people around the world have MDD, which has become one of the main reasons people can’t work. MDD is more common in some groups, like pregnant women, older adults, kids, and others. This may be because of genetic, psychological, or social factors. Recurrent seizures can happen along with depression. They may happen even when the person is not depressed or may last longer than the condition itself.

Research has also found that a link exists between the growth of social skills and the frequency of MDD. According to a survey, MDD is starting to show up at younger ages because of changes in the economy and more stress in everyday life. Women are about twice as likely as men to have MDD. In particular, women are more likely to show signs of depression when they are dealing with social problems or high levels of stress. Furthermore, it has been found that fall and winter are times when seasonal sadness is more common.

The following article mentions the diagnostic criteria and features of MDD in light of DSM 5 TR.

Diagnostic Criteria

A. At least five of the following symptoms have been present for at least two weeks and are different from how they were before; at least one of these symptoms is either (1) depression or (2) reduced interest or pleasure.

Feeling down most of the day, almost every day, as shown by their own words (like “feels sad, empty, or hopeless”) or by what other people say (like “appears tearful”) (Note: irritable mood in case of children and adolescents).
A noticeable loss of interest or pleasure in all or almost all activities for most of the day, almost every day (as shown by an observation or a psychological report).
Losing or gaining a lot of weight while not dieting (more than 5% of body weight in a month), or having less or more hunger almost every day. (Note: If a kid does not gain weight as expected, this is something to think about).
Trouble sleeping or too much sleep almost every day.
Psychomotor restlessness or slowing down almost every day (not just feeling antsy or being slowed down); this must be seen by others.
Feeling tired or lacking energy almost every day.
Nearly every day, having feelings of inadequacy or too much or the incorrect kind of guilt (which could be delusions)—not just self-blame or guilt about being sick.
Making it harder to think or focus, or being unable to make up your mind, almost every day (either from your own story or what other people have seen). 9: Frequent thoughts of death (not just fear of dying), frequent suicidal ideas without a clear plan, or a suicide attempt or a clear plan to kill oneself.

B. The symptoms cause distress or harm in social, occupational, or other important performance areas that are clinically relevant.

C. The episode is not caused by the effects of a drug or another physical situation on the body. Keep in mind that criteria A–C show a major depressed state.
Note: After a big loss, like a death in the family, losing everything you owned, or getting sick or disabled, you may experience intense sadness, ruminating about the loss, insomnia, loss of appetite, and weight loss listed in Criterion A. This can look like a depressive episode. Even though these symptoms may make sense or seem suitable given the loss, it is important to carefully consider the presence of a major depressive episode in addition to the normal reaction to a big loss. It is necessary to use clinical opinion when making this choice, taking into account the person’s past and the community norms for showing sadness during a loss.

D. At least one major depressive episode cannot be explained by schizoaffective disorder and can’t be added to schizophrenia, schizophreniform disorder, delusional disorder, or other specific and unspecific schizophrenia spectrum disorders or other psychotic disorders.

E. No manic or hypomanic attack occurred ever.

Note: This exception does not apply if all of the manic or hypomanic events are caused by drugs or the effects of another medical condition on the body.

Diagnostic Features

Symptoms of depression must continue at least two weeks and involve feeling low or losing interest in most or all activities virtually every day (Criterion A).
Four other symptoms must be present within the two-week timeframe. These might include changes in food, weight, sleep, or psychomotor activity; reduced energy; feelings of worthlessness or guilt; difficulties thinking, focusing, or making decisions; or thoughts of death, suicide, a suicide attempt, or a suicide plot.
The indicators must occur practically daily for at least two weeks, except for suicidal or death thoughts, which must occur several times, and attempted suicide or forming a plan, which only has to occur once.
The experience must be accompanied by clinically substantial anxiety or impairment in social, professional, or other crucial areas of functioning. For individuals with milder bouts, functioning may seem normal but requires more effort.
People typically complain of drowsiness or fatigue rather than depression or disinterest. You may miss depression if you do not seek for it.
Many with this disease feel exhausted and have problems sleeping. Psychomotor issues and delusional or near-delusional shame are rare but worsening.
Depressed, sad, helpless, disheartened, or “down in the dumps” are common symptoms of severe depression (Criterion A1). During the interview, sadness may be mentioned (e.g., the person looks like they’re crying).
Some people say they are “blah,” have no sensations, or are frightened, yet their facial expressions and conduct show they are sad.
Some people talk more about physiological aches and pains than melancholy. People who are more irritable may have persistent anger, a tendency to shout or blame others, or an overdone feeling of annoyance over trivial things.
Kids and teenagers usually feel restless or irritated, not sad. This should not be confused with feeling furious while disturbed.
Normal duties are usually less enjoyable. People may declare they’re “not caring anymore” about their activities or no longer appreciate them (Criterion A2).
Family members notice when someone quits having fun or socializing. A former golfer or sports fanatic youngster may quit playing. Some people lose a lot of sexual drive.
Changes might affect appetite. Sad individuals claim they must push themselves to eat. Some may eat more and seek sweets or carbohydrates. A person’s appetite may alter a lot, causing them to lose or gain weight or not acquire weight as predicted in youngsters (Criterion A3).
Sleep disorders include insomnia or oversleeping (Criterion A4). Insomnia sufferers commonly experience middle insomnia (waking up during the night and having problems getting back to sleep) or terminal insomnia. Initial insomnia may occur. Hypersleepers sleep longer at night or more during the day. Some people go to treatment for insomnia.
People who can’t sit still, pace, wring their hands, or tug or massage their skin, clothes, or other items are agitated. Retardation occurs when their speech, thoughts, and bodily movements slow down; they stop longer before replying; their speech is quiet, varied, or inexpressive; or they are mute (Criterion A5). Psychomotor agitation or delay must be visible to others, not only the person’s thoughts. Psychomotor agitation or delay is often accompanied by the other type. Fatigue and energy loss are common (Criterion A6).
A person may state they are always fatigued even while not moving. It feels like even minor tasks are laborious. Tasks may take longer or be done poorly. Someone may claim that getting dressed and washing their clothing in the morning is hard and takes twice as long. During acute bouts and partial remission, this symptom causes several serious depressive disorder issues.
A serious depressive episode can make a person feel worthless or guilty, including having an excessively low self-esteem or focusing on previous misdeeds (Criterion A7). Such people misinterpret neutral or minor circumstances in their everyday lives for personal defects and accept too much responsibility for unpleasant things. Someone who believes they create world poverty may have illusions due to worthlessness or shame. Depression makes people blame themselves for being unwell and unable to satisfy social or professional duties. Unless deluded, this does not fit this requirement.
Many people struggle with thinking, focusing, and making little decisions (Criterion A8). They may appear distracted or have problems remembering. Mentally demanding tasks often leave people helpless. Kids with unexpected grade drops may not be focused. Older people’s major complaint may be memory issues, which may be misinterpreted for dementia (sometimes termed “pseudodementia”).
Once the major depressed episode is over, memory issues usually disappear. In elderly persons, a major depressive episode may be the earliest indicator of irreversible dementia. Many individuals think about suicide or try to commit suicide (Criterion A9). They can range from a buried desire to not wake up in the morning to a fleeting thought that others would be better off if the individual were dead to a thorough suicide plot. Seriously suicidal people may have revised their wills, paid off their bills, obtained a rope or pistol, and chosen a location and time to commit suicide.
People may commit suicide because they want to give up because they cannot move over issues, stop an emotionally painful condition they fear will never end, cannot find joy in life, or don’t want to burden others. Eliminating these ideas may be a better predictor of decreased suicide risk than rejecting any further suicide intentions.
Even in milder situations, a severe depressive episode must induce clinically substantial sorrow or interfere with social, professional, or other crucial areas of functioning (Criterion B). If the handicap is severe, the person may not work socially or professionally. In the worst case, the individual may be unable to eat, dress, or clean oneself.
If they have difficulties focusing, forget things, or reject, minimize, or explain away their symptoms, they may not be honest. More information from others can assist determine the path of large depressive episodes and manic or hypomanic episodes.
Since major depressive episodes develop slowly, clinical facts regarding the worst phase of the current episode may be the greatest indicator.
Some severe depressive episode symptoms are similar to those of other medical conditions. Diabetes can cause weight loss, cancer can cause fatigue, and pregnancy or postpartum sleepiness can constitute hypersomnia. When obviously and totally caused by another medical condition, these indications do not indicate serious depression.
Check for non-vegetative indicators of sadness, a loss of enjoyment, guilt or worthlessness, difficulties focusing or making decisions, and suicidal thoughts. Restricting major depressive episodes to these non-vegetative symptoms seems to discover the same persons as the complete criteria.

Tags Brain, diagnostic criteria for major depressive disorder, diagnostic features of depression, diagnostic features of major depressive disorder, Dsm, DSM 5 TR, major depressive disorder, MDD, Psychiatric disorders, Psychological problems, Psychology

Film Entertainment

10 Movies and Series on Attention-Deficit/ Hyperactivity Disorder You Should Watch

Post author By Najwa Bashir
Post date July 17, 2024
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Written by Najwa Bashir

Are you looking for movies or series on attention-deficit/ hyperactivity disorder (ADHD) to enhance your learning about the disorder or any other purpose? Well, if that is the case, look no more! This blog mentions the best movies and series on ADHD. Read through it and make notes!

Finding Nemo

Who hasn’t watched Finding Nemo? But, did you know there is a character with ADHD in this movie? It is no other than Dory, an enjoyable fish with anterograde amnesia who goes on a brave adventure with her friends Nemo and Marlin. Her friends have to deal with the challenges of the ocean, and Dory’s ADHD makes the adventure more interesting and gives them new views.

Dory is one of the most beloved and well-known characters from Pixar, and she does a good job of showing how someone with ADHD feels and acts. It’s easy for Dory to forget things, have trouble paying attention, and have crazy thoughts sometimes. A lot of people who have been identified with ADHD have found Dory to be a character that they can relate to because she has some of the same signs they do.

Charlie Bartlett

Charlie Bartlett, a kid who has trouble getting into high school, is the main character of this movie. Charlie has ADHD, which shows in his problems in school, making friends, and controlling his mood swings that affect his daily life. Bartlett makes himself the school’s house therapist after being officially diagnosed with ADHD. This makes him one of the most popular kids at school.

The Disruptors

The Disruptors, featuring David Anderson, Dale Archer, and Tim Armstrong is an in-depth documentary film that looks into the world of ADHD, including the experiences of people with ADHD, their families, and the myths that surround this common neurological disorder. It sheds light on the difficulties, successes, and harmful beliefs that come with living with ADHD.

The Auction

The Auction, featuring Annie Larkin, Emelia Marshall Lovsey, and Eleanor Pettet tells the tale of Ava’s sister going missing following a fight between them. With the aid of an old-school buddy, Ava must overcome her ADHD in order to locate her sister.

Mrs. Doubtfire

Daniel Hillard, Robin William’s “real” character in Mrs. Doubtfire, is shown as a loving father who is frequently too impetuous and unpredictable to be a stable role model for his kids. Daniel poses as Mrs. Doubtfire, a nanny who looks after the kids while teaching them discipline and helping him become a better father when he has finally had enough of his ex-wife and is facing a custody dispute.

Julie & Julia

In this 2009 biographical film, Amy Adams plays Julie Powell, a young professional in New York City who launches a blog with the goal of preparing all 524 of the recipes from cookbook author and role model Julia Child in 365 days. Julie Powell’s memoir, Julie & Julia: My Year of Cooking Dangerously, served as the inspiration for the film. Julie, who was given an ADHD diagnosis, finds it difficult to manage everything in her life, from her boring work that she finds difficult to complete to her blog, which she used to be an obsession.

Percy Jackson

The protagonist of the science fiction Percy Jackson series, Percy Jackson, has been diagnosed with dyslexia and ADHD. Greek mythology serves as the inspiration for the story, and Percy’s dyslexia enables him to read Ancient Greek while his ADHD helps him overcome the obstacles he encounters.

How to Train Your Dragon

Hiccup from How to Train Your Dragon feels different from the people who live in his town, and they can tell. His dad says, “He doesn’t pay attention.” His focus is short like a sparrow’s… When I take him fishing, he looks for trolls!” Hiccup spends years trying to fit in with his neurotypical family and neighbors. Eventually, he accepts how different he is and uses those differences to save his family and friends.

Teen Wolf

Teen Wolf is a TV show about a high school student who turns into a werewolf and watches out for mysterious threats in his town. Through the whole series, Stiles, the main character’s best friend, says that he has ADHD and takes medicine for it. Many of his problems with being hyperactive and not paying attention are typical of ADHD. He also says that he has anxiety and panic attacks. About half of people with ADHD also have worry. It is appreciable how the authors included this less well-known but common symptom of the illness. In the first season, Stiles’ guide and teacher said something that felt awfully the same. They said, all right, Stiles. Great kid. No ability to concentrate. Very smart. Don’t use his skills for anything.

Degrassi: The Next Generation

Spinner is one of the main characters on the Canadian teen television show Degrassi: The Next Generation who has been there the longest. In the 10 seasons he’s in, Spinner goes through a lot of changes and problems. His name, Spinner, comes from the fact that he is very active. He has ADHD and has problems with it throughout the series. Jimmy, Spinner’s best friend, tries to get him to share his Ritalin at the end of season one so that he can do better in the basketball game, but it doesn’t work out. Because of the bad reputation of ADHD drugs, this show talks about two important topics: how much Spinner’s drugs changed his life, and how they have the opposite effect on people who don’t have ADHD.

The above-mentioned movies and shows portray individuals with ADHD. These shows and movies will surely add to your knowledge about ADHD, the life experiences of individuals with ADHD, their struggles, their relationships as well as how they impact their surroundings and vice versa. Do watch them and share your reviews below in the comments sections! If you know of any other movies, series, or dramas on ADHD, feel free to share!

Tags ADHD, movies on adhd

Film Entertainment

9 Movies on Dyslexia You Should Add to Your Watch-List

Post author By Najwa Bashir
Post date July 16, 2024
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Dyslexia is a form of learning disorder that is characterized by experiencing difficulty in reading and spelling fluently and accurately. It can be difficult to understand its symptoms and the lived experiences of individuals with dyslexia by just reading about it but not anymore!

Many movies and documentaries addressing psychiatric disorders have been made to raise awareness among people, thanks to the film industry and modern day technology for this!

This blog mentions 9 best movies on dyslexia that you should add in your watch-list to study in detail the manifestation of dyslexia, the struggles of individuals with dyslexia and the role played by the environment in either facilitating or troubling these individuals.

So, take your pen and paper and start making notes as the blog begins!

Hopeville: How to Win the Reading Wars

Harvey Hubbell V, the director of the movie Hopeville, had dyslexia as a child and had a hard time learning to read. His mind is clear that he is not by himself. He talks to scientists, teachers, and parents in this movie to find out what the evidence says. He finds out that we can make a huge difference in the way people learn to read and write in America if we use the right teaching methods. There’s a movement going on here, not just a movie.

Dislecksia

This movie is not only touching and educational, but it’s also a lot of fun. The director Harvey Hubbell V, who has won many awards, tells us about his life as a child with dyslexia, before the word became well known. With the unique way he makes films, we go from an MRI machine to the woods of Costa Rica and talk to students, families, famous people with dyslexia, and top researchers. This movie will help parents get their child the help they need and also help them find fun in the fact that their kid learns in a different way.

Kids might like how this video takes a lighter tone when talking about reading problems. It’s funny or silly sometimes. It still tells us a lot about dyslexia, though. Harvey Hubbell V doesn’t think the problem is a learning disability. He thinks it’s a learning difference. Hubbell talks about what it was like for him to grow up with dyslexia. He shows activists, experts, and students who are trying to make things better as well. He also films famous people who have trouble reading. You’ll hear from many famous people, such as actor Billy Bob Thornton and real estate mogul Barbara Corcoran.

The Big Picture: Rethinking Dyslexia

This 2012 Sundance Festival Selection tells the story of a high school student who is trying to get into college while also including interviews and stories from kids, experts, and stars in the field of dyslexia. This movie talks about popular misconceptions, the negative views people have of people with dyslexia, and some of the good things about having dyslexia. People with dyslexia who have done very well in life share their stories of how they overcame problems.

Embracing Dyslexia

This movie started as a very personal trip for the person who made it. He knew firsthand how hard it was to get a diagnosis and the right help for his son, who was labeled with dyslexia. He also saw how his son was constantly blamed for not trying hard enough.

This film came about because of this event. Parents, kids, teachers, and experts were all interviewed for this documentary. It is a useful and important tool for figuring out the problems that are stopping us from having an easy-to-use method for finding and helping people with this very common learning disability.

Inside Dyslexia

This documentary was made in 2005 by two directors who have dyslexia. It is one of the few close-up looks at the lives of teens who have trouble reading.

The movie is about three young kids. We learn how their parents found out that their kids were having trouble reading and writing. We see the kids at home and at school. The kids are also honest about what it’s like to deal with their problems and think about the future. This movie also talks about some other learning and thinking differences, such as having trouble writing or adding numbers.

Percy Jackson & the Olympians: The Lightning Thief

Based on the series by Rick Riordan, the 2010 American movie Percy Jackson & the Olympians: The Lightning Thief is set in the 21st century and is about Greek legend.

The main character, Percy Jackson, has trouble reading and writing. For Demigods, it’s both a learning problem and a way to help them. It makes it hard for them to remember the words they need for school, but it also lets them understand old Greek because that’s how their brains are wired. Because he has divine blood, Percy has trouble reading because his brain is hardwired to only read Ancient Greek.

Don’t Call Me Stupid

Kara Tointon may be known to British TV fans from her part on East Enders. They might not know that she has trouble reading and writing. To bring more attention to dyslexia, she made the BBC program Don’t Call Me Stupid. This piece of content is great for teens and adults who have trouble reading.

During the movie, she talks about some of the less well-known problems that come with dyslexia, like remembering things and staying organized. She also goes to a school that teaches kids who have trouble reading.

Focuses on Adult Dyslexics

This documentary is one of a kind because it talks about the issues adults with dyslexia face. Many people don’t know that dyslexia doesnot go away and that its effects last a person’s whole life. However, adding information about how much therapy costs or how to find good therapy for people would have raised its ranks even more.

Taare Zameen Par

A beautiful story with DarsheelSafary as a disabled boy and Aamir Khan as his art teacher shows how people have wrong ideas about dyslexia. An eight-year-old boy in this movie is thought to be lazy and shirker, but he actually has dyslexia. It’s important to note that this movie’s success made many behavioral problems more obvious on the big screen.

In this Indian movie, Ishaan, cannot stop thinking in school. People who teach him think he is lazy. His folks are sick of him getting into trouble.

Ishaan is sent to boarding school, where his art teacher sees more than just how creative he is.

That is how Ishaan learns he has trouble reading.

With help from tutors and changes made to the class, he starts to do a lot better. And finally, he can be sure of his art and school skills. This movie is fun for the whole family to watch because it has a positive message. However, be ready to witness a stream of emotions as Ishaan’s journey will bring tears in your eyes!

So these are some movies and documentaries on dyslexia that you can watch to learn more about this learning disability and the lived experiences of individuals having dyslexia.

If you know of any other movies on dyslexia, feel free to share below in the comments section!

Personality Psychology

The Big 5 Personality Traits in Psychology

Post author By Najwa Bashir
Post date July 15, 2024
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Written by Najwa Bashir

You might have seen or heard about The Big 5 Personality Inventory or Tests when reading about personality types, but what is it actually? Well, these tests or inventories are based on The Big 5 Personality Traits, grounded in the Trait Theory in personality psychology. Too much to digest? Let me define these terms for you to simplify things.

Personality Psychology

Personality psychology is a discipline of psychology that examines the characteristics and definition of personality, as well as its advancement, structure, traits, dynamic processes, fluctuations (with a focus on long-lasting and consistent individual variances), and dysfunctional forms. There is a long history of theories in this field, such as trait theories, psychoanalytic theories, role theories, learning theories, and type theories. These theories have tried to make sense of the different cognitive, emotional, motivational, developmental, and social aspects of human nature by putting them all together into a single framework. It has also come up with a lot of tests and evaluations to measure and understand different parts of psychology (American Psychological Association, 2018), one of which is The Big 5 Personality Test based on the trait theory.

Now, let’s move toward the trait theory to understand the background of The Big 5 Personality Traits.

Trait Theory

Trait theory is one of the most important science models for studying and explaining behavior. Modern approaches to traits have to deal with issues like creating an objective personality traits assessment, linking the descriptive traits with explanatory processes, using traits to understand the unique person, making the link between traits and behavior clear, and using traits to address central issues in personality psychology (for example, personality organization) (Fajkowska & Kreitler, 2018).

The Big 5 Personality Traits

The Big Five Personality Traits, often known as OCEAN or CANOE, is a psychological model that covers five major personality dimensions: openness, conscientiousness, extraversion, agreeableness, and neuroticism. These characteristics are thought to remain largely constant during a person’s lifespan. For the most of an individual’s life, the Big Five stay largely constant. With an estimated 50% heritability, they are greatly impacted by both genes and environment. Additionally, they forecast key life outcomes including health and education. Every characteristic is a continuum. For each attribute, an individual can be anywhere along the continuum. The Big Five Model contends that every personality feature is a spectrum, in contrast to other trait theories that divide people into binary groups (such as introvert or extrovert). As a result, people are placed on a scale that ranges from the two extremes of five broad dimensions (Lim, 2023).

Ernest Tupes and Raymond Christal, research psychologists at the Texas Lackland Air Force Base, developed the original model in 1958, but it was not until the 1980s that academics and scientists began to take notice of it. J.M. Digman developed his five-factor model of personality in 1990; Lewis Goldberg ranked it as the most highly organized. The majority of recognized personality traits have been discovered to be present in these five broad categories, which are thought to constitute the fundamental framework for all of them.

The Big 5 Personality Tests or Inventories you see online is based on this 5 factor model and it assess where you lie on the continuum of each attribute. Now, let me give you a broader view of these personality traits.

The five-factor model (FFM; Digman, 1990 as cited in Chmielewski & Morgan, 2013), or the “Big Five” (Goldberg, 1993 as cited in Chmielewski & Morgan, 2013), consists of five broad trait dimensions of personality. These traits represent stable individual differences (an individual may be high or low on a trait as compared to others) in the thoughts people have, the feelings they experience, and their behaviors. The FFM includes Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness (Chmielewski & Morgan, 2013).

The following are the features of individuals possessing each of these traits (Darby, 2024):

Neuroticism

Sorrow irritability, and mental instability are all signs of neuroticism. Neuroticism is a person’s physical and mental reaction to stress and perceived danger in their daily life. It is often mistaken for antisocial behavior or, worse, a bigger psychological problem. People with high amounts of neuroticism often have mood swings, worry, and anger. People who go through quick changes in their personality every day might be highly anxious and react to a lot of stress at work and in their personal lives.

Anxiety, which is a major component of neuroticism, refers to a person’s ability to deal with strain as well as imagined or real danger. A person with neuroticism will think too much about many things and have trouble relaxing, even in their own place. On the contrary, people who are less neurotic are thought to be more steady and able to handle stress and difficult conditions better. Low anxious people also don’t feel sad or unhappy very often because they focus on the present moment and don’t think about things that might make them stressed.

Extraversion

Extraversion, which is also known as Extroversion, is a personality trait that many people have experienced. There’s no doubt that individuals scoring high on this trait get a lot of energy from being around other people. Being talkative, forceful, and showing a lot of feeling are some of the other traits that have made extraverted people easy to spot over many years of socializing.

There’s always at least one friend or family member who doesn’t exactly blend in when we’re with other people. They love being the center of attention, meeting new people, and having the most friends and acquaintances of anyone you know. The opposite is, of course, an introvert. Introverts rather be alone and have less energy when they are with other people. It can be very hard to be the center of attention or make small talk. Extroverts often work in jobs where they have to deal with a lot of people, like sales, marketing, teaching, and politics. Extroverts are more likely to take the lead than to just stand there and look like they’re not doing anything.

Openness

Openness is a trait that includes having creativity and understanding. This psychological trait has a lot to do with the world, other people, and wanting to learn and try new things. This makes you interested in many things and more willing to take risks when making choices.

Being creative is also a big part of being open, which makes it easier to think about things in a new or different way. Imagine someone who always chooses the craziest item on the menu, travels to strange places, and is interested in things you would never think of! In this case, the person is very open. On the contrary, people who are low in this trait tend to have more standard views on life and may find it hard to solve problems that are outside of their area of expertise.

Agreeableness

People with a high agreeableness score will believe, care about others, be kind, and love others. People who are very agreeable are more likely to be highly prosocial, which means they want to help other people. Sharing, being comforting, and working together are all traits that make people easily get along with others. People usually think of empathy as a type of agreeableness, even though the word doesn’t really fit.

Disagreeableness is the opposite of agreeableness, but it shows up as socially awkward behavior. A lot of people are mean and manipulative to others, don’t care or sympathize with them, and aren’t interested in their issues.

People who are agreeable usually work in fields where they can make the most difference. People who work in mental health, medicine, soup kitchens, charity, and the third sector (social studies) are rated highly on the agreeableness scale.

Conscientiousness

Conscientiousness is an attribute that is characterized by high levels of thinking, good impulse control, and goal-oriented actions. People who work in science or even high-level business, where attention to detail and planning are important skills, often take this structured and organized approach. Someone who is very responsible will often think about what they are going to do and how their actions might affect other people. People who are very careful are often hired by project management teams and human resources departments to help balance out the structural roles in the general team growth.

Someone who always plans ahead for the next time they see you and also stays in touch with you on a regular basis to see how you’re doing is an example of a responsible person. They plan their days around events and dates and pay attention to you when you meet. On the other hand, people who are not very conscientious often don’t like order and plans, put off doing important things, and then don’t finish them.

Now that you have a clear picture of The Big 5 Personality Traits in Psychology, how would you rate yourself on a scale from 0 to 10 in case of each of the five traits? Write your answers in the comment section and I shall respond!

References

American Psychological Association (2018). APA Dictionary of Psychology. Retrieved from https://dictionary.apa.org/personality-psychology
Chmielewski, M.S. & Morgan, T.A. (2013). Five-Factor Model of Personality. In: Gellman, M.D., Turner, J.R. (eds) Encyclopedia of Behavioral Medicine. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1005-9_1226
Darby, J. (2024). What Are The Big 5 Personality Traits? Thomas. Retrieved from: https://www.thomas.co/resources/type/hr-guides/what-are-big-5-personality-traits#:~:text=The%20five%20broad%20personality%20traits,openness%2C%20conscientiousness%2C%20and%20neuroticism.
Fajkowska, M., & Kreitler, S. (2018). Status of the trait concept in contemporary personality psychology: Are the old questions still the burning questions? Journal of personality, 86(1), 5-11. https://doi.org/10.1111/jopy.12335
Lim, A. G. (2023). Big five personality traits: the 5-factor model of personality. Simply Psychology. Available at: https://www.simplypsychology.org/big-five-personality.html#Agreeableness

Tags Big 5, big 5 personality traits, big 5 personality traits in psychology, Brain, five factor theory, OCEAN, personality psychology, Psychology

Psychiatric Disorders

Diagnostic Features of Dyscalculia

Post author By Najwa Bashir
Post date July 14, 2024
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Written by Najwa Bashir

Dyscalculia

Two of the most common learning disorders are dyslexia and dysgraphia. One is dyscalculia, characterized by having trouble with math (Ahuja et al., 2021). Dyscalculia is a learning disorder that makes it hard to understand and use numbers. This can affect students’ mathematics education and well-being (Asalisa & Meiliasari, 2023). According to the International Classification of Diseases (ICD-10), dyscalculia is a unique developmental disease that causes problems with speech, motor skills, and the ability to see and understand where things are in space (Aquil, 2020). Although dyscalculia is as prevalent as dyslexia and dysgraphia, it is less well-known and has received less research attention than the other two (Grigore, 2020). Consequently, many educators possess an inadequate understanding of dyscalculia (Kunwar & Sharma, 2020), and pupils afflicted with dyscalculia fail to receive the necessary assistance during their mathematical education (Salisa & Meiliasari, 2023).

Prevalence

Dyscalculia affects 3-7% of all children, adolescents, and adults. Severe, ongoing difficulties with math computations cause significant impairment in the workplace, in school, and daily life. It also increases the likelihood of co-occurring mental problems (Haberstroh & Schulte-Körne, 2019).

According to large-scale cohort research conducted in England, there are significant psychological and economic problems linked to low mathematical proficiency: Of those impacted, 70–90% dropped out of school before the age of 16, and just a small percentage had full-time jobs when they were 30. Compared to people without dyscalculia, their chances of being jobless and experiencing depressed symptoms were twice as high (Parsons & Bynner, 2005). An estimated £2.4 billion is spent annually in Great Britain on expenses related to severe mathematical impairment (Gross, 2006).

Diagnostic Criteria for Dyscalculia

Behavioral specialists can determine whether an individual has dyscalculia or a severe arithmetic problem by using the Dutch protocol “Dyscalculia: Diagnostics for Behavioural Professionals” (DDBP). The following criteria are addressed by the DDBP procedure in order to diagnose dyscalculia:

First criterion: To ascertain whether the math issue exists and how serious it is
Second criterion: To identify the math issue associated with the individual’s capabilities
Third criterion: Assessing the mathematical problem’s obstinacy

The protocol also notes that a fourth criterion—difficulties that predate the age of seven—is incorporated in many studies. For most kids, this is accurate; nevertheless, dyscalculia is typically identified later in life among (very) brilliant kids.

Diagnostic Features of Dyscalculia

The following are the typical features of dyscalculia (Salisa & Meiliasari, 2023):

Trouble understanding and using numbers and amounts starting in preschool

It’s hard to make the connection between a number (like 2) and the thing it stands for (like 2 apples).
People don’t fully understand the relationship between numbers and amounts (two apples and one apple = 2 + 1).
Because of this, it’s hard to count, compare two numbers or amounts, quickly evaluate and name small groups of dots, find a number’s position on the number line, understand the place-value system, and transcode.

Problems with simple math operations and other math-related tasks

Individuals don’t understand how to use computation rules because they don’t understand numbers and amounts well enough (17 + 14 = 1 + 1 and 7 + 4 = 13 or 211).
Questions with remembering math facts (like the multiplication table), which are facts that let you get the answers to simple math questions without having to do the math all over again.
No change from counting to non-counting methods (8 + 4 = 8 + 2 and 2 = 12) when doing math (8 + 4 = 9, 10, 11, 12 = 12).
These problems get worse as the math gets harder (bigger number range, written calculations, computations with multiple steps, word problems).

Important

Finger-counting is not a sign of dyscalculia; it is a normal way to help you remember math facts and learn how to do calculations quickly and correctly. Finger-counting over and over, especially for simple calculations that are done over and over, does show that there is a problem with the calculations.
What matters is not just that there are mistakes in the calculations; what matters is their range, how long they last, and how often they happen.

The main thing that is used to diagnose dyscalculia is a difference between a person’s brain and their supposed math skills. In a full test that can also be used to plan a therapy intervention, the cause of dyscalculia and problems understanding visual information should both be taken into account. This should be taken into account when choosing the right test methods. The new definition of dyscalculia takes into account not only IQ and math success in school, but also problems with basic skills that are common in people with dyscalculia. The IQ difference and the best IQ test for dyscalculia are still debated. One new thing about this work is that it uses a multidisciplinary method to give a full picture of dyscalculia and how to diagnose it. This could help scholars from other fields (Aquil, 2020).

Early diagnosis of dyscalculia will ensure early management of the problem. The aforementioned criteria and diagnostic features can help diagnose dyscalculia.

References

Ahuja, N. J., Thapliyal, M., Bisht, A., Stephan, T., Kannan, R., Al-Rakhami, M. S., & Mahmud, M. (2021). An investigative study on the effects of pedagogical agents on intrinsic, extraneous and germane cognitive load: experimental findings with dyscalculia and non-dyscalculia learners. IEEE Access, 10, 3904-3922. https://doi.org/10.1109/ACCESS.2021.3115409
Aquil, M. A. I. (2020). Diagnosis of dyscalculia: A comprehensive overview. South Asian Journal of Social Sciences and Humanities, 1(1), 43-59. Available at: https://acspublisher.com/journals/index.php/sajssh/article/view/1124
Grigore, M. (2020). Towards a standard diagnostic tool for dyscalculia in school children. CORE Proceedings, 1(1). https://doi.org/https://doi.org/10.21428/bfdb1df5.d4be3454
Gross, J. (2006). The long term costs of literacy difficulties. KPMG Foundation.
Haberstroh, S., & Schulte-Körne, G. (2019). The diagnosis and treatment of dyscalculia. Deutsches Ärzteblatt International, 116(7), 107. https://doi.org/10.3238/arztebl.2019.0107
Kunwar, R., & Sharma, L. (2020). Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. Eurasia Journal of Mathematics, Science and Technology Education, 16(12). https://doi.org/10.29333/ejmste/8940
Parsons, S., & Bynner, J. (2005). National Research and Development Centre for adult literacy and numeracy. London: Institute of Education.
Salisa, R. D., & Meiliasari, M. (2023). A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, 5(1), 82-94. https://doi.org/10.35316/alifmatika.2023.v5i1.82-94
Van Luit, J. E. (2019). Diagnostics of dyscalculia. International handbook of mathematical learning difficulties: From the laboratory to the classroom, 653-668. https://doi.org/10.1007/978-3-319-97148-3_38

Tags Brain, clinical psychology, diagnostic features of dyscalculia, Dsm, DSM 5, DSM 5 TR, dyscalculia, learning disorders, Psychiatric disorders, Psychological problems

Psychiatric Disorders

Diagnostic Features of Dyslexia

Post author By Najwa Bashir
Post date July 12, 2024
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Written by Najwa Bashir

Dyslexia

Individuals with dyslexia face trouble learning to read out loud and spell. According to the DSM5, dyslexia is a type of neurological disease. Neurodevelopmental diseases are genetic conditions that last a lifetime and show symptoms early in life. Research on dyslexia was based for a long time on the idea that it was a specific learning disability. By this, we meant that the disability could not be explained by clear causes like sensory issues or general learning challenges (low IQ). Then, because it wasn’t possible to tell the difference between how well kids with dyslexia and kids with more general learning problems read and use sounds, this way of defining “discrepancy” lost favor (Snowling et al., 2020).

Given that they have problems with the phonological part of language, people with dyslexia have trouble connecting spoken and written language. Decoding words correctly and quickly can make it harder to understand what you read and build your knowledge (Kim et al., 2012). Spelling problems can make it hard to compose written work properly. Dyslexia can make people do badly in school, feel bad about themselves, and lose drive. This doesn’t mean someone is stupid, lazy, or has bad eyesight; it happens to people of all brain levels (Berninger et al., 2013).

At first, the word dyslexia was called “word blindness” (Campbell, 2011). It comes from the Greek words for “days” (lexi, from lexicon) and “ia,” which means “impaired.” People with developmental dyslexia have trouble reading, decoding, and writing words at the word level; writing seems to be the most chronic problem (Berninger et al., 2008). The Working Definition of Dyslexia under the Individuals with Disabilities Education Act (IDEA) is a “specific learning disability” (Roitsch & Watson, 2019). Developmental dyslexia is one important example of a learning disability that has social and emotional effects that aren’t thought to be the main symptoms of the disorder. These problems can still be there or even get worse as an adult (Livingston et al., 2018). Therefore, early diagnosis and treatment of the disorder are essential to ensure the prevention of adverse consequences. Given next are the diagnostic features of dyslexia.

Diagnostic Features

The following are prominent features of dyslexia (Roitsch & Watson, 2019):

Trouble developing sound awareness and thinking skills.
Trouble correctly interpreting nonsense or things you need to know.
Trouble reading single words on their own.
Oral reading is wrong and hard to do.
Not being able to read quickly.
Different levels of learning the names of letters and the sounds they make.
Trouble learning how to spell.
Trouble finding words and naming things quickly.
Having different levels of trouble with different parts of writing.
Different levels of trouble understanding what they read.

Most of the time, kids in preschool and early elementary school who have dyslexia have trouble learning to talk, learn sounds and letters, colors and numbers, write, use their fine motor skills, and recognize sight words. The fact that these kids have trouble with pronunciation is often a sign that they might have trouble reading later on. Older kids with dyslexia may have bad handwriting, trouble learning foreign languages, issues with ordering language, trouble remembering things, spelling mistakes, and ongoing reading, writing, and math problems (IDA, 2019). Spelling and remembering words with more than one letter can be noticed in written language. Comprehension and understanding may be hard in reading skills, and reading skills that are slow and often wrong may be noticed. People who have dyslexia often have trouble phonologically coding words, which means they have trouble knowing how words sound and what they mean (Snowling, 2019, as quoted in Roitsch & Watson, 2019).

Cognitively, people with dyslexia have trouble recognizing hidden shapes (Martinelli & Schembri, 2014), shifting their attention, and having problems with parts of their working memory that deal with spoken and written language (the phonological loop) (Berninger et al., 2015). Working memory is one of the most common symptoms of dyslexia that people name. When someone with dyslexia has trouble with working memory, they have trouble temporarily storing knowledge while doing other cognitive tasks at the same time (Baddeley, 1992, as cited in Roitsch & Watson, 2019). Teenagers’ ability to read quickly is affected by their language knowledge, which is linked to their verbal working memory (Shaywitz et al., 2008). Language experts, interventionists, and diagnosticians face new problems with a group of people that consists of those who are talented and also have dyslexia. People who are “twice exceptional” often do better than their regular peers on tasks that test their speech, working memory, and language skills, but they take longer to learn phonological awareness and how to name things quickly. Additionally, these individuals show very high verbal reasoning skills. However, it can be hard for teachers and parents to diagnose dyslexia in these individuals because their abilities often hide the effects of dyslexia on spoken and written language tasks as well as standardized tests (van Viersen et al., 2016), while the core deficits associated with dyslexia remain (Nielson et al., 2016). The same is true for adults with dyslexia: their symptoms are often less obvious because they have learned how to deal with the condition and the problems that come with it. Mental problems like not understanding sounds and naming things quickly, as well as problems with working memory and written language, may still be present (Kilpatrick, 2015), along with other thinking and reading problems (Chung et al., 2011).

Conclusion

Dyslexia is a learning disorder that makes it hard to read, write, spell, and even talk. The International Dyslexia Association says that about 10% of people have dyslexia. Individuals with dyslexia cannot meet school standards because of their disabilities, which makes them feel overwhelmed and unimportant. With a world prevalence of at least 10%, a lot of students with dyslexia don’t get identified or get help for their symptoms. However, 90% of dyslexic children can be taught in normal classrooms with other kids their age if they get help early enough. It’s concerning that dyslexia was found in a large portion of the study sample. This highlights the need for more research and programs, such as campaigns to raise awareness among teachers, parents, and school officials. It’s also important to find children who haven’t been diagnosed with dyslexia yet and give them the right help as soon as possible (Sunil et al., 2023). The features mentioned above can help identify and diagnose dyslexia.

References

Berninger, V. W., Lee, Y. L., Abbott, R. D., & Breznitz, Z. (2013). Teaching children with dyslexia to spell in a reading-writers’ workshop. Annals of Dyslexia, 63, 1-24. https://doi.org/10.1007/s11881-011-0054-0
Berninger, V. W., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008). A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction. Developmental neuropsychology, 33(6), 707-744. https://doi.org/10.1080/87565640802418662
Berninger, V. W., Richards, T. L., & Abbott, R. D. (2015). Differential diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence. Reading and Writing, 28, 1119-1153. https://doi.org/10.1007/s11145-015-9565-0
Campbell, T. (2011). From aphasia to dyslexia, a fragment of a genealogy: An analysis of the formation of a ‘medical diagnosis’. Health Sociology Review, 20(4), 450-461. https://doi.org/10.5172/hesr.2011.20.4.450
Chung, K. K., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24, 835-859. https://doi.org/10.1007/s11145-010-9227-1
International Dyslexia Association (IDA, 2019). Dyslexia Basics. Retrieved from https://dyslexiaida.org/dyslexia-basics-2/
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
Kim, Y. S., Wagner, R. K., & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of experimental child psychology, 113(1), 93-111. https://doi.org/10.1016/j.jecp.2012.03.002
Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107-135. https://doi.org/10.1080/19404158.2018.1479975
Martinelli, V., & Schembri, J. (2014). Dyslexia, spatial awareness and creativity in adolescent boys. The British Psychological Society. Available at: https://www.um.edu.mt/library/oar/handle/123456789/91865
Nielsen, K., Abbott, R., Griffin, W., Lott, J., Raskind, W., & Berninger, V. W. (2016). Evidence-based reading and writing assessment for dyslexia in adolescents and young adults. Learning disabilities (Pittsburgh, Pa.), 21(1), 38. https://doi.org/10.18666/LDMJ-2016-V21-I1-6971
Roitsch, J., & Watson, S. M. (2019). An overview of dyslexia: definition, characteristics, assessment, identification, and intervention. Science Journal of Education, 7(4). https://doi.org/10.11648/j.sjedu.20190704.11
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annu. Rev. Psychol., 59(1), 451-475. https://doi.org/10.1146/annurev.psych.59.103006.093633
Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford review of education, 46(4), 501-513. https://doi.org/10.1080/03054985.2020.1765756
Sunil, A. B., Banerjee, A., Divya, M., Rathod, H. K., Patel, J., & Gupta, M. (2023). Dyslexia: An invisible disability or different ability. Industrial psychiatry journal, 32(Suppl 1), S72-S75. https://doi.org/10.4103/ipj.ipj_196_23 van Viersen, S., Kroesbergen, E. H., Slot, E. M., & de Bree, E. H. (2016). High reading skills mask dyslexia in gifted children. Journal of learning disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517

Tags Brain, clinical psychology, diagnostic features of dyslexia, Dsm, DSM 5 TR, dsm criteria for dyslexia, dyslexia, Psychiatric disorders, Psychological problems, Psychology

Entertainment Film

10 Movies & Shows on Autism You Should Watch

Post author By Najwa Bashir
Post date July 11, 2024
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Written By Najwa Bashir

Whether you are a psychology student looking for movies and shows to understand the diagnostic features of autism spectrum disorder (ASD) or someone just interested in enhancing your knowledge about this psychiatric disorder, add the following 10 movies and shows on autism to your watch list! Each of these movies and shows showcases autism in its unique way and will surely serve the purpose you are planning to watch them for!

Hollywood Movies

Rain Man (1988)

Rain Man, with Tom Cruise as the autistic child, is an original and famous movie that changed the way movies hugely show autism. This thriller from 1988, directed by Barry Levinson, got great reviews. Tom Cruise plays Charlie Babbitt, and Dustin Hoffman plays Raymond Babbitt, Charlie’s older brother, who is presented as having autism. The movie is about Charlie, a young man who is self-centered and interested in material things. He finds out about his long-lost brother Raymond when their father dies and leaves Raymond a large income. Charlie goes on a road trip with Raymond at first because he wants to save money, but he ends up learning a lot about his brother’s illness and the amazing skills that come with it.

A Brilliant Young Mind (2014)

For people with autism, making new friends can be hard, especially when they are teenagers. This movie is good for the whole family because it shows how a smart young man who has trouble making friends makes friends with a girl when he makes it onto the British team for the International Mathematics Olympiad. The moving story shows that even though it can be hard, making new friends can be done if you have ASD. His family will cheer for both his team and his new friendship.

Fly Away (2011)

The story of Fly Away is about how hard it is for Jeanne to be with her autistic teenage daughter Mandy. Mandy does a lot of bad things that Jeanne has to deal with while she tries to run her own life. Mandy’s behavior gets so bad at one point that her mother has to care for her 24 hours a day, seven days a week, and loses her job as a result. Mandy’s father and Jeanne need to find out if domestic placement is a choice for her. This could give her a safe place to live and more freedom.

Hollywood Shows

Atypical (2017)

This show is about a young man with autism who is 18 years old and wants to find a girlfriend and won’t let the fact that his mother is watchful stop him. His search throws his family into a panic as they try to find their freedom and learn how hard it has been to care for someone with ASD. It’s a show that makes you feel good, breaks your heart, and makes you think.

The Good Doctor (2017)

In The Good Doctor, a young autistic surgeon and genius from a difficult past moves from Wyoming to busy San Jose, California, to work at a famous hospital. His amazing skills and gifts as a surgeon keep him going as he deals with relationships and other problems in a new place. This show is a great medical story that shows the beautiful, unique, and complicated conflicts of life with ASD.

Bollywood Movies

Barfi (2012)

Jhilmil is a young girl with autism who is played by Priyanka Chopra in the movie. Priyanka learned a lot about autistic kids and how they act to get ready for the part. This comedy-drama movie was one of the best-reviewed and most-bought movies of that year. It was also India’s official entry for the 85th Academy Award for “Best Foreign Language Film.” Jhilmil, played by Priyanka Chopra, is autistic and finds love with Barfi, played by Ranbir Kapoor, who is deaf and dumb. Through Jhilmil’s trip, the movie did a great job of showing a small part of the daily lives of autistic people and the different ways they feel. Chopra’s performance as the character was so complex and natural that The Forum for Autism (FFA) asked her to be the face of their campaign.

Yuuvraj (2008)

The role played by Anil Kapoor in the 2008 movie Yuuvraj is said to have autism. In the movie, he plays Gyanesh, a rock star musician. The movie is based on the Tom Cruise and Dustin Hoffman movie Rain Man. In that movie, Hoffman plays a genius with autism.

The main focus of everything is Gyanesh Yuvvraaj. However, since he is autistic and a genius, he has no idea what money is, so his huge fortune doesn’t affect him at all. He only wants love. Without it, he dies. He has a genius problem by some strange turn of events. He has been very good at all kinds of singing since he was a child. He walks into Deven’s world of music and instantly turns into the hero Deven always wanted to be.

Turkish Shows

Dönence

Gece is at the heart of the story in this drama. She had planned to go to college and spend the summer making music with her boyfriend Emir. But she had to change her plans because her disabled sister Gülce is having a hard time in Istanbul with all the noise and people. Gece finds herself in Foça with her family out of the blue because she doesn’t want to leave her lover and all her dreams in Istanbul. Right away, her whole world changes, then she meets Özgür, a teacher at the sailing club where her brother is a member. After his parents died in a fire, Özgür, a beautiful young man, has given his whole life to his brother Rüzgar, who has Asperger’s Syndrome. Gece learns how to look at life more maturely as she spends more time with Özgür, and Özgür learns from Gece that she shouldn’t put life off.

Mucize Doktor

This drama is about Ali, a young autistic genius who just graduated from medical school and had a hard childhood. He is very smart, but his situation makes it hard for him to talk to other people. He really wants to become a surgeon. Adil is Ali’s uncle and the head doctor at the Anka Private Hospital. When Ali gets a good score in TUS, he wants to hire him as an assistant doctor in the hospital where he is the top physician. The hospital, on the other hand, is very against Adil. Ali has to deal with a lot of problems in this new world. Because of how smart he is, he helps many people, gets through tough times, and saves lives. But because of his situation, he also makes mistakes along the way. On the other hand, he keeps fighting his handicap and tries to figure out how to talk to other people. He learns what it means to be a person and slowly starts to stand on his own. In that hospital, Ali learns more than just how to be a surgeon.

Pakistani Dramas

Pyar ke Sadke

Pyar ke Sadke, which was written by Zanjabeel Asim, screens the main characters, Bilal Abbas and Yumna Zaidi. Both of them have Autism Spectrum Disorder and are dealing with life’s problems in their unique ways. Even though they both think about what they want in life all the time, it is clear that they are willing to fight hard for it. It gets worse for both characters because they have to keep up with the rest of the world and even go ahead of it. After all, that’s what their gender roles and societal rules say they should do. The weight of hopes and disappointments is so great that constant pain is unavoidable. Pyar ke Sadkey shows the sad truths of life in the best way possible. The beautiful plot is made even better by the light humor and real feelings of someone with ASD. As the series goes on, we see more changes and unexpected events. We also get to see Yumna and Bilal find peace in each other because only they can understand the pain that their society causes them.

Tags ASD, autism, autism spectrum disorder, dramas on autism, Dsm, DSM 5 TR, films on autism, movies on ASD, movies on autism, neurological disorder, Psychiatric disorders, series on autism

Film Entertainment

Is Riley’s Anxiety Justified? – Analysis of the Movie “Inside Out 2”

Post author By Najwa Bashir
Post date July 8, 2024
No Comments on Is Riley’s Anxiety Justified? – Analysis of the Movie “Inside Out 2”

Riley Anderson. All copyrights of images used in the film belong to Disney and Pixar.

Written by Najwa Bashir

Recently an animated movie named “Inside Out 2” came out and it is all over the internet. From Instagram posts and reels to google YouTube and Google, people are talking about it everywhere. The kids laughed at the intense scenes of the movie

But the adults are seen to be crying at the same scenes!

This is the case especially in the scene where Anxiety seems to have lost control over the situation and Riley gets a panic attack.

Many adults have shared how they could relate to Riley in different situations. However, many scenes in the movie makes us ponder if Riley’s anxiety was justifiable? This article therefore attempts to explain this question by analyzing the movie from the perspective of anxiety.

However, before that, let’s understand what anxiety is.

Anxiety

According to the American Psychological Association (APA), anxiety is a feeling that is marked by stress, worrying thoughts, and changes in the body like higher blood pressure.

Fear and anxiety are not the same thing, but people often use both terms interchangeably. People think of anxiety as a long-lasting, future-focused response to a vague threat, while fear is seen as a useful, present-focused, short-lived reaction to a clear and specific danger (American Psychological Association, 2024).

Feelings of danger, whether they are real or imagined, can cause anxiety. It can cause changes in how you think, feel, and act. When we are in or think we are in danger, our brains release adrenaline, a hormone and chemical messenger that sets off these fear reactions.

This is called the fight-or-flight response. This reaction might happen to some people in tough social situations or when they are thinking about big decisions or events (Felman & Browne,2018).

How Riley’s Anxiety Attempted to Protect Her

First off, anxiety makes Riley make a new friend as soon as she drops off at the college for hockey camp.

This was done in order to prevent the situation where Riley would be left lonely as her friends were going to a different high school. When Joy asked Anxiety why he did that, Anxiety explained; “the next three days could determine the next four years of our lives”. This is not just it, Anxiety also showed the possible worst case scenarios where Riley is sitting alone, eating alone and nobody knows her name except for her teachers, she does not fit in the group of other classmates and so on. This shows how Anxiety was trying to prevent uncomfortable circumstances by preparing for the future in advance.

Extent to Which Riley’s Anxiety Affected Her

In order to prevent future adversities, Riley’s Anxiety made her leave her best friends on their own and go to make new friends in the high school.

Riley is seen hanging out with them, joining her new friends’ team and even getting her hair dyed like her new friends to fit in. Moreover, she broke her promise of staying together with her best friends, one of her core beliefs. This shows the extent to which anxiety can affect the individual.

Once Anxiety was done ensuring Riley makes new friends for her high school, he begins to analyze the situation of game. Anxiety wanted to make sure Riley is on the team and the coach has positive opinion about her.

However, he could not know about her coach’s opinion without accessing the diary in which the coach wrote everything.

This increased Riley’s anxiety and she started to experience intense symptoms. She felt restless, excessively worried, irritable, and could not sleep, all of which are the symptoms of anxiety (Felman& Browne, 2018).

Anxiety made Riley sneak into her coach’s office and steal her diary. She read what her coach wrote about her and Riley got quite uncomfortable after reading that which made her practice even more.

During the match, she could not concentrate and played so harshly that she hit one of her best friends. The lack of concentration is another symptoms of anxiety (Felman& Browne, 2018). Riley was so disturbed and started doubting her worth. She could remember all negative things about her. This is where Anxiety loses control and Riley gets a panic attack.

The Diagnostic and Statistical Manual of Mental Health Disorders (DSM) explains panic attack as a sudden, strong feeling of fear or discomfort that is over in minutes.

A panic attack is marked by four or more of a certain set of physical signs. Among these symptoms are palpitations (a racing or pounding heart), sweating, trembling, or shaking, shortness of breath or suffocating feelings, choking feelings, chest pain or discomfort, nausea or stomach problems, feeling dizzy, unsteady, lightheaded, or faint, chills or heat sensations, derealization (a feeling of not being in reality) or depersonalization (a feeling of being separate from oneself), fear of losing control or “going crazy,” and fear of dying (Cackovic et al., 2023).

Riley is seen to experience majority of these symptoms. While everything blurs in front of Riley, Anxiety is seem to go crazy and out of control in the headquarters of her mind. He loses control and fails to find any way to get out of the unpleasant situation.

Finally Joy is successful in bringing Anxiety out of the situation and seeing Riley’s condition, which still did not get better, he apologizes.

Anxiety says, “I’m sorry I was just trying to protect her but you are right, we don’t get to choose who Riley is.” This makes her realize, it is not Anxiety’s fault alone, they were all trying to control Riley in one way or the other which way making Riley what she was not. Nevertheless, Riley only got better when all her emotions hugged her and she was allowed to feel each one of them equally.

Is Anxiety’s Behavior Justifiable?

As far as Anxiety’s behavior is concerned, he was just trying to protect her. However, in doing so, he disregarded the need of other emotions in Riley’s life and took the whole situation in his control which just made the situation worse and things began to get off his hands to the extent that Riley got a panic attack.

Anxiety makes Riley modify her feelings to elicit favorable responses from people and adheres to social norms, which exacerbates her anxiety. This is acceptable to a certain extent as Anxiety was trying to protect her from unpleasant future circumstances.

However, keeping Riley’s old emotions away from her was a wrong move. Anxiety must have not done that. Regardless of this, as he said, he was just trying to protect Riley. Despite everything, the other emotions including Joy understood Anxiety and made him understand that certain things are not in Riley’s control and she must not worry about them, rather she should worry and prepare about things that are in her control. This is one way anxiety can be dealt in a positive way. Joy was empathetic enough to understand Anxiety’s perspective and help him do his work but in a better way.

This empathetic behavior is not only exhibited by Joy and other emotions but also Riley’s best friends who forgave her after all she did with them once Riley told them the main reason for her to do that all (her friends were going to a different high school and she did not feel good about it), and Val, her new friend. When people genuinely feel and comprehend what another person is going through, they are more inclined to provide consolation, support, or help. Maintaining and fostering connections in both the personal and professional spheres requires this kind reaction. Riley experiences ups and downs, but everyone around her, including those she tries to impress, shows empathy for her. One such person is Val, who at the same time gives her comfort and causes concern.Val treats Riley gently, consoles her, praises her, and shows her affection despite her uncomfortable and eccentric conduct. All she wants is for Riley to be herself and not live up to the hidden and explicit expectations.

So, Anxiety’s behavior is justifiable although he took some extreme steps (like keeping Riley’s old emotions away from her and taking full control over everything) which he should not have, however, understanding Anxiety’s perspective is also important as he was just doing it to protect Riley.

Conclusion

Similar to feelings of anger or embarrassment, anxiety is a natural emotional spectrum. Anxiety rarely lasts and usually goes away on its own in teens. However, for other youngsters, it either doesn’t go away or is so severe that it prevents them from going about their daily lives. It’s also critical to keep in mind that anxiety among teens isn’t inherently harmful. Teens who experience anxiety are more likely to think critically about their circumstances, which helps keep them safe. It may also inspire people to strive for excellence. Additionally, it can assist students in preparing for difficult circumstances like public speaking or athletic contests. Anxiety is not always bad, but one needs to be able to control it and prevent it from superseding everything before it is too late and things go out of hands.

Inside Out serves as a poignant and imaginative depiction of Riley’s inner thoughts, showing us that, despite the difficulties we face, a sense of safety and belonging can be fostered by acknowledging and accepting our feelings and placing a high value on wholesome connections.

References

American Psychological Association (2024). Anxiety. Available at: https://www.apa.org/topics/anxiety/
Cackovic, C., Nazir, S., Marwaha, R. (2023). Panic Disorder. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK430973/
Felman, A., & Browne, D. (2018). What to know about anxiety. Medical News Today. Available at: https://www.medicalnewstoday.com/articles/323454#what-is-anxiety

Tags anxiety, generalized anxiety disorder, inside out 2, psychological analysis, Psychology, riley anderson