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UGA / Psychology / PSYC 3230 / What kind of disorder is very critical to others but very sensitive to

What kind of disorder is very critical to others but very sensitive to

What kind of disorder is very critical to others but very sensitive to

Description

School: University of Georgia
Department: Psychology
Course: Abnormal Psychology
Professor: Cyterski
Term: Fall 2015
Tags: cyterski uga exam 4 study guide lecture notes psyc 3230 abnormal psychology
Cost: 50
Name: Cyterski PSYC 3230 Exam 4 Lecture notes
Description: Lecture notes on material for Exam 4 -- Includes links to videos watched in class, with notes in green text. Material highlighted in yellow was stressed in class.
Uploaded: 12/05/2015
14 Pages 68 Views 2 Unlocks
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Lecture Notes, Week 13


What kind of disorder is very critical to others but very sensitive to criticism?



November 9, 2015

Exam 3

November 10, 2015

Chapter 13: Personality Disorders

∙ Personality: unique and stable ways that people think, feel and behave ∙ Answer the question: “I am…kind, loyal, hard-working”

o How did you become this way?

∙ Personality develops over time

∙ Infants don’t have personalities, they have “temperaments” that may  actually be inheritable

∙ Personality Disorders

o Very hard to change and very resistant to treatment

o Personality traits tend to be consistent but may be flexible

 To be considered a “trait” it has to be pretty consistent,  


What is schizotypal personality disorder?



otherwise it would just be how you acted one time

o Extreme traits and significant dysfunction  

o There were serious changes to the personality disorders section of the  DSM5 proposed but they were very controversial and didn’t end up  happening

 Comorbidity: having more than one disorder at a time, very  confusing and problematic when trying to diagnose personality  disorders

o A categorical approach is used today, you either get the diagnosis or  don’t—there is no sliding scale

o There are concerns about the validity (accuracy) and reliability  (consistency) of assessment of personality disorders

 Lowest reliability and validity of all diagnoses listed in the DSM5 ∙ Classifying Disorders

o There are 10 personality disorders listed in the DSM5 that can be  grouped into 3 groups or “clusters”


On november 16, 2015, how many percentage of the prison populations are psychopaths are psychopaths?



We also discuss several other topics like Candle wax is made of?

1. Odd or eccentric behavior

∙ Paranoid personality disorder, schizoid personality  

disorder and schizotypal personality disorder

2. Dramatic, emotional or erratic behavior We also discuss several other topics like What is the study of how organisms interact with the environment?

∙ Antisocial personality disorder, borderline personality  

disorder, histrionic personality disorder, narcissistic  

personality disorder

3. Anxious or fearful behavior

∙ Avoidant personality disorder, dependent personality  

disorder, obsessive-compulsive personality disorder

∙ Suggested Movie: Girl Interrupted

http://www.imdb.com/title/tt0172493/

∙ Paranoid Personality Disorder

o Suspicious, secretive, hypervigilant, jealous

o May be irritable and hostile

o NOT delusional / NO hallucinations We also discuss several other topics like What is added in the reagent hbr?

o Very critical to others but very sensitive to criticism

o Hold grudges

o Not open/trusting of therapist

∙ Schizoid Personality Disorder

o Avoidance of social relationships – “loners” 

o Limited emotional expression—very indifferent to everything: don’t  care what people say or think, don’t care to have friends 

o Withdrawn, reclusive, flat, cold, humorless 

o Some biological influences are suspected

o Abuse could play a role

o Don’t usually go to therapy, when they do, they don’t really care what  their therapist has to say

 Therapists try to teach these clients social skills

∙ Schizotypal Personality Disorder

o Extremely uncomfortable in close social relationships, bizarre ways of  thinking, eccentric behaviors We also discuss several other topics like Who tested the interaction between information newly learned in a lab situation and pre­experimentally acquired information?

o Most closely resembles schizophrenia of the three disorders in this  cluster 

o Bizarre thinking—may believe completely in horoscopes, may believe  psychics are real, may believe an author wrote a book with them in  mind

o Ideas of reference, bodily illusions (not as intense/serious as  delusions/hallucinations) 

o Attention

o Loose associations

o Linked to high dopamine activity and other mood disorders (very high  comorbidity)

o Could be a precursor to schizophrenia

November 13, 2015

∙ VIDEO: What is Schizotypal Personality Disorder?  

http://www.videojug.com/interview/schizotypal-personality-disorder ∙ Borderline Personality Disorder (BPD)

o Great instability, huge and fast mood swings, unstable self-image,  insecure, jealous

o Deep seeded fears off abandonment If you want to learn more check out How long did thok ding spend in the refugee camp in kenya before he was resettled in the u.s.?

o Clingy/needy behavior (which can lead to dysfunctional  

relationships/abandonment)

 Movie Example: Fatal Attraction

o Interpersonal relationship dysfunction

o More common in women

o Bouts of unexplained anger/hostility

o May self-harm

 Problems these days with online communities supporting self harming

o Prognosis isn’t good Don't forget about the age old question of What are the factors that could cause one to be more likely to be in a public space?

o Severe depression common—suicidal behaviors—sometimes truly  suicidal, sometimes suicidal for the attention or holding it over another person’s head (“if you break up with me, I will kill myself”)

o Impulsivity: drugs, alcohol, sex, other behaviors like gambling and  shopping

o People with BPD can be very calm, intelligent, articulate, and even be  aware of the fact that their episodes “are crazy”

∙ VIDEO: Liz, talks openly about her life with Borderline Personality Disorder  http://visual.pearsoncmg.com/mypsychlababnormal/index.php?clipId=18 o Liz mentions impulsive and compulsive behaviors

o Mentions anger management problems, being hospitalized for suicide  attempt for her own safety, went through a 2 week diagnostic period  while hospitalized

o “extreme loneliness”

o Relationship brought on suicide attempt—boyfriend was leaving her for air force training, relationship was rocky, found an unimportant email  from a girl….”after 5 seconds I decided I didn’t want to live anymore” ∙ Object-Relations Theorists

o Lack of acceptance in early life by parents

o Abuse/neglect as a child

o Conditional love and/or inconsistent punishment

∙ Suggested Biological Causes

o Overactive amygdala (emotionality) and underactive prefrontal cortex  (impulse control)

o Lower serotonin activity—suicidality and impulsive aggression ∙ Dialectical Behavioral Therapy

o Emotion regulation addressed

o Offering unconditional positive regard VS challenging patient to  address irrational behaviors and thoughts…there must be a balance o BPD is extremely hard to treat

o Eclectic combination of therapy approaches

∙ Antisocial Personality Disorder (ASPD)

o Distinct from psychopaths  

o Persistently disregard and violate the rights of others

o Sign of ASPD: conduct disorder before age 15

 Cruelty to animals

 Skipping school

 Fighting at school

 Setting fires

o Aggressive, impulsive, irresponsible, often commit crimes

o Must be at least 18 years old to be diagnosed

Lecture Notes, Week 14

November 16, 2015

∙ 75-80% of prison populations have ASPD

∙ 20-25% of the prison populations are psychopaths

∙ Psychopaths are grandiose, likeable, smooth talkers, glib, charming ∙ “Not everyone that has major childhood trauma grows up to have ASPD or be a psychopath, but almost all psychopaths and people with ASPD experienced  childhood trauma”

∙ Antisocial Personality Disorder

o Pathological lying, reckless, impulsive, NO remorse

o Typically sadistic, cruel, aggressive, violent

o Ex. Ted Bundy (serial killer and criminal psychopath)—very well  educated with a nonviolent past, serial murdered tons of women ∙ Explanations of Antisocial Personality Disorder

o Lower serotonin levels

 Explains impulse aggression

o Deficient functioning and/or structural anomalies in frontal lobes  Area of brain responsible for controlling impulses and thinking  ahead to the consequences of actions

o Lower levels of anxiety and arousal and fear

 Flat affect

 Low CNS functioning—people with ASPD typically hate routines,  can’t keep jobs, are very prone to boredom

∙ Crimes may stimulate CNS to level of that of a normal  

person

o Treatment is usually very ineffective

 Major obstacle is the individual’s lack of conscience  

 “Have you ever done or said anything you regret, feel bad about or wished you hadn’t?” – Very confusing question to people with  this disorder—“no why would I ever feel bad about that?”

o Do these people recognize that they have this disorder?

 Typically don’t believe it, get very defensive, believe you’re just  jealous and that it’s a problem with you and not them, write it  off

∙ Suggested Book: Without Conscience by Dr. Robert Hare

∙ VIDEO: Serial Killer Tommy Lynn Sells talks to Martin Bashir  https://www.youtube.com/watch?v=ohi_-rExJag 

o Structural impairment of the amygdala, which is the emotion center of  the brain (in the limbic system)

o Sells blames childhood sexual abuse for his behavior

∙ Histrionic Personality Disorder  

o Extremely emotional

o Continually seeking to be the center of attention

 Will do things to make sure they are—dress provocatively, cause a scene, throw a tantrum, get way drunker than appropriate for  the situation, cry, etc.  

o Constantly searching for approval and praise

o Insecure but want to be seen as “the most attractive person in the  room”

o Stems from fears of abandonment that were developed during  childhood

 Poor parenting, selfish parents—idea that “negative attention is  better than no attention”

o More common in women vs men

 May be diagnostic cultural bias

∙ Narcissistic Personality Disorder

o Grandiose, need admiration, feel no empathy with others, harsh/critical of others, arrogant

o Typically will not accept responsibility for their mistakes, very quick to  shift the blame

o Essentially a mask for a very fragile self-esteem

o Psychodynamic view

 Caused by cold, rejecting parents

o Cognitive-behavioral view

 Treated too positively vs too negatively as a child

∙ Helicopter parents—save their children from any and all  

trouble, hurt, embarrassment etc., “you’re special,” “the  

rules don’t apply to you,” etc.

o One of the most difficult personality disorders to treat because these  ideas are so engrained, these people completely deny that anything is  wrong with them

∙ VIDEO: Joseph Burgo: Narcissistic Personality Disorder  

https://www.youtube.com/watch?v=PuB_ng5uVaI 

o Didn’t finish in class—very interesting and gives clear examples for  diagnostic criteria for narcissistic personality disorder  

November 18, 2015

∙ Avoidant Personality Disorder

o Uncomfortable and inhibited in social situations

o Feelings of inadequacy

o Very worried about social situations

o A lot of anxiety about how they present themselves to others in social  situations

o Similar to social anxiety disorder

o Early trauma

o Conditioned fear

∙ Dependent Personality Disorder

o Clingy and obedient

o Difficulty with separation

o Can’t make decisions for themselves, always seeking advice of their  social support network, don’t trust themselves, even down to decisions like “what should I wear, what should I eat”

o At risk for depression, anxiety, eating disorders

o Feelings of “I am inadequate, not good enough”

o Therapy: branch out, make their own decisions, take responsibility for  their actions

 Assertiveness training

o May have had parents that indirectly rewarded this behavior  “You can’t do that without me, you should ask my advice/help”  vs “you can do it on your own, be independent, make your own  decision!”

 May be a conditioned behavior

∙ Obsessive-compulsive personality disorder

o Preoccupied with perfection, order, control

o Rigid and stubborn

o May get very upset when things don’t go according to their plan o “do everything myself” type of people

o Distinct from OCD—no link found between OCPD and OCD  Don’t see things like obsession with germs and compulsive  handwashing with OCPD

o Very hard to treat—treatment is often met with defensiveness and  stubbornness

∙ Are there better ways to classify personality disorders?

o The “Big Five” theory of personality

 Idea that there are 5 “super traits” that make up personality ∙ Openness—closed 

∙ Conscientiousness—undirected 

∙ Extroverted—introverted 

∙ Agreeable—disagreeable 

∙ Neuroticism—stable (emotional stability) 

o Personality Disorder Trait Specified (PDTS)

 Do away with categorical diagnosis

 Instead, diagnose people with PDTS, with specification of what  traits are distorted and the levels of dysfunction (on a scale of 1- 4) that each distorted trait is causing the patient

o http://www.outofservice.com/bigfive/ 

o Figure from book—personality disorder traits, purple and orange  squares

Chapter 14: Disorders of Childhood and Adolescence

∙ Used to be called developmental disorders

∙ Originate in childhood

∙ Abnormal functioning can occur at any point during lifetime ∙ Worry is a common experience for children

∙ 1/5 of children have some sort of childhood disorder

o Boys outnumber girls even though women outnumber men in adult  disorders

∙ Attention-Deficit Hyperactivity Disorder (ADHD)

o Difficulty attending to tasks, behave over actively, impulsively or both o Problems arise when ADHD interferes with learning or ability to  communicate

o Usually becomes more prevalent when kids start school

 Typically teacher suggested to test child

o Problem: ADHD is over-diagnosed

 Could be due to the differences in the expectations of children  these days (kindergarten used to be ½ day, now we expect 4  

year olds to go a whole day)

o Poor school performance—children aren’t learning material due to  inattention

o Difficulty interacting with other children

o Mood or anxiety problems commonly comorbid

o Social skills: studies show that kids don’t want to be friends with the  disruptive kid, leads to not making friends and therefore not  

developing social skills

 4-9% of kids have ADHDof those diagnosed, 70% are boys

 May be due to bias—boys are more likely to have behavioral  symptoms, girls are more likely to have attention symptoms,  

behavioral symptoms are noticed first

∙ Assessment

o Look at behaviors across several situations and environments o Get reports from parents and teachers

o Look at behaviors over time

∙ VIDEO: How to recognize ADHD symptoms in children  

https://www.youtube.com/watch?v=1GIx-JYdLZs 

o 3 key components:

 Behavior analysis

 Time (do symptoms persist for 6+ months?)

 Pediatrician Visit

o Does behavior interfere with the child’s relationship with other children AND adults?

o Mom smoking while pregnant increases child’s likelihood of developing  ADHD by 2x 

∙ Causes

o Thought to be biologically based

 Abnormal dopamine, serotonin, GABA and/or norepinephrine o Genetic basis: monozygotic twins have a higher concordance level o Frontal-striatal region of the brain

o Home environment

November 20, 2015

∙ About 80% of those diagnosed are boys

∙ Characterized by extreme social withdrawal

o No eye contact, cuddling, getting picked up

∙ Can be extreme aloof/cold or get extremely upset

∙ “lack of responsiveness and social reciprocity” 

∙ Communication problems

o Total lack of language, or limited/basic language skills

o No small talk—don’t understand the relevance—but may talk  extensively about a subject matter that they are interested in

o Echoalia: repeating things you say to them

o Pronominal reversal: getting pronouns confused—he, she, it, they

o Preservation of sameness: restriction of activities, becoming obsessed  with one thing (ex. Thomas the train), self-stimulation (rocking) to  soothe themselves, may also engage in self-injurious activities (head banging)

∙ Intelligence levels may vary

o May not be able to take a traditional IQ test due to them involving too  many motor or verbal skills

 Some children with autism spectrum disorder are considered  intellectually disabled and others can be “geniuses”

∙ VIDEO: Autism Signs and Symptoms

https://www.youtube.com/watch?v=mc1H0aVqn20

o Tip toe walking

o Lining up toys

o Spinning wheels over and over  

∙ ADHD—thought to be a largely biological based but there are inconsistencies  in the literature  

∙ More structured homes provide a better prognosis  

∙ Symptoms may themselves create additional symptoms

∙ Can have consequences on learning when left untreated

o Astronaut study with roleplaying  

 Kids w ADHD didn’t learn/do better after observing tasks they  were to perform

∙ How is ADHD treated?

o Drug therapy, behavioral therapy or a combination of both o Drug therapy is more effective alone that behavioral therapy alone, but a combo is the most effective treatment

o Ritalin/Adderall  

 Increase dopamine & norepinephrine levels at certain synapses  in the frontal striatal area

 Higher risk of addiction with adderall than other ADHD drugs bc  it’s an amphetamine  

∙ Autism Spectrum Disorder

o Extreme unresponsiveness to other people, severe communication  deficits, highly rigid/repetitive behaviors, interests and activities o Exists on a continuum

o Symptoms appear early in life

o Prevalence is increasing at an alarming rate

 10 yrs ago, 1 in 2,000 kids

 Now, data shows anywhere between 1 and 88 to 1 in 600 kids o Feeding an autistic child can be very challenging

∙ Causes  

o Cognitive limitations and brain abnormalities

o Something happened early in life/possibly prenatally that stunted or  altered brain growth/development

o Genetic component—high concordance rate

 Failure to develop theory of mind/mindblindness (same thing –  used interchangeably)

∙ Develops over time, ability to take the perspective of  

another person, know or imagine what their  

thoughts/feelings/intentions might be

∙ Trouble playing make believe

∙ Theoryofmindinventory.com/task-battery/

o Biological factors  

 Genetic factors

∙ Research looking at X chromosome defect

 Prenatal difficulties or birth complications

 Cerebellum dysfunction

 MMRI Vaccine

∙ Vaccination time is about the same time as symptoms  

present

∙ Correlation DOES NOT mean causation!11

∙ Faulty study published linking the two, later retracted bc  

one of the researchers falsified records

Week 15 Lecture Notes

November 30, 2015

∙ Biological causes

o Genetic factor

o Prenatal difficulties or birth complications

o Cerebellum

o MMRI vaccine

 No real correlation, only one study found a correlation and that  study was falsified

∙ Brain scans of autism vs. no autism

o Autistic brains show many areas extremely overactive areas of the  brain

∙ Treatments

o Cognitive-behavioral therapy

 Speech, social skills, classroom skills, and self-help skills, while  reducing negative behaviors

∙ Rewards (candy is very effective), praise

 Early identification and intervention are key to goof prognosis ∙ Overall, treatments are relatively poorly effective, but  

more effective the earlier implemented and higher  

intensity (best are ~40hrs a week of intensive therapy at  

home and in school)

 Sign language (speech is often deficient/absent) use to enhance  communication

∙ About ½ of those with autism are either speechless or  

significantly limited in speech  

 Communication boards

 Parent training—important so children are constantly working on these skills around the clock

 Applied Behavioral Analysis (ABA) Therapy

∙ VIDEO: autism therapy – ABA : Myrtle beach National  

https://www.youtube.com/watch?v=NbVG8lYEsNs 

o “what are we working for?”

o Very fast paced

∙ Good information—autismspeaks.org

∙ Childhood Anxiety Disorders

o Prone to anxious temperament  

 Biological predisposition

o Difference between adults and children: kids are just not as articulate  as adults, cannot explain or may not even know what it is that’s  bothering them

o Symptoms often manifest physically (stomach ache) or emotionally  (tantrums, crying etc.)

o 8% and 29% of all children and adolescents display an anxiety disorder o Also triggered by current events and situations—moving, divorce,  remarriage, birth of a new sibling

o Routines are very helpful with anxious children

o Separation anxiety disorder—can be seen in children as young as 4  years old

 Normal for all children/infants to have some level of separation  that occurs within conjunction of brain development/object  

 More extreme behaviors required for a diagnosis of separation  anxiety

 4-10% of children

∙ May escalate into a school phobia or school refusal  

o Childhood anxiety can produce selective mutism

∙ VIDEO: Instructor Video on Launchpad – Selective Mutism

o Emily is very talkative at home, bubbly, laughs, fun personality, not  shy at all, but won’t speak at school  

o Only speaks to family or close friends  

o “it’s like stage fright, but the whole world is a stage”

∙ Treatment

o Two-thirds of anxious children go untreated

o One of the worst things you can do is push an anxious child to do  something they aren’t ready to do—best thing you can do is let it ride  out (supported by research/studies) 

o Play therapy

 Lack of verbal skills makes it hard to articulate emotions, play  therapy helps allow those feelings to emerge as they are  

comfortable

∙ Major Depressive Disorder

o May be triggered by negative life events (particularly losses), major  changes, rejection, ongoing abuse

o Sex differences—no sex differences in depression prevalence up until  about 13

 16+, females are significantly more likely to experience  

depression than males

∙ May be attributed to cultural differences and self-image  

pressures  

o Symptoms manifest more somatically (stomach aches, headaches) ∙ Bipolar Disorder and Disruptive Mood Dysregulation Disorder o Bipolar disorder

o Now called Disruptive Mood Dysregulation Disorder (DMDD) in children  in DSM-5

 Frequent temper outbursts—verbal or physical

 Persistent, chronic, irritable mood—MUST be present for  

diagnosis

∙ Oppositional Defiant Disorder

o Argumentative and defiant, angry and irritable, sometimes vindictive o Different than DMDD—ODD presents with similar symptoms to DMDD,  but with lower levels of intensity  

 If you have a child that meets requirements for both disorders,  the diagnosis should be the more severe disorder 

o

∙ VIDEO: Jayden’s Meltdown EXTREME BEHAVIOR (not for children)  https://www.youtube.com/watch?v=0FiPCs8VFs0 

December 2, 2015

o Relatively new diagnosis, not a lot of research

∙ Conduct disorder

o Much more severe pattern of symptoms

o Repeatedly violate the basic rights of others

o Criminal behavior is more common the older the kid gets

o Aggressive/gruel to people and animals

o Shoplifting, forgery, mugging, armed robbery  

 Juvenile delinquents  

o Conduct disorder is MUCH more common in boys than girls 

 Aggression is still seen in girls, but girls are less likely to get in  fights etc 

∙ Relational aggression is more common in girls—hurt them  

with words, hurt their relationship with others, hurt their  

relationship, goal of socially isolating another person 

o Usually begins between 7 and 15 years of age

o 10% of children, three quarters of those diagnosed are boys

o Can be different patterns—some are more overt, some are more  secretive

o If left untreated, conduct disorder can morph into antisocial personality disorder 

o Conduct disorder is often comorbid with ADHD—brain based similar  causes (impulsivity, not being able to see consequences of actions,  etc.)

o “doesn’t come out of nowhere….most kids, up to 90% of these kids,  are coming from an abusive home” 

∙ VIDEO: “Ty” Juvenile Delinquency interviews  

https://www.youtube.com/watch?v=P3W-Iz8C4iU

o Expelled from school for fighting—assault charge

o “I got involved with all the wrong people”

o Stealing cars

o “I liked [behaving that way]….I’m from LA….the court system is way  stricter out here”

o 2 ½ years of time in jail total….only 16 years old

o “I’m trying to stay out of trouble for my family now”

o Now has plans to go to college  

∙ Treatment for Oppositional defiant disorder and conduct disorder o Begin early—ideal age of identification of symptoms: 4 years old o Treat symptoms of rage and defiance

o Family interventions

 Teach about properly disciplinary tactics

o Community and school programs

 After school programs keeping them busy, mentors to encourage student’s going to school and doing homework and behave well o Juvenile training centers

 Youth Detention Centers

 You should only remove a child from their home if their home is  abusive and they are “better off” than at home, or if they are a  danger towards themselves or other people 

 Scared Straight programs—research shows that scared straight  programs are actually harmful to children, they increase risk of  crime commitment and incarceration rather than decreasing the  chance

o Problem solving skills, anger management

o Address substance abuse

∙ VIDEO: Boy gets beaten up – Beyond Scared Straight  

https://www.youtube.com/watch?v=qEBjIc-D_0A 

o Punishment typically has a more negative effect than positive in any  type of behavior modification system 

Chapter 16: Law, Society, and the Mental Health Profession

∙ Psychology in law? How do clinicians influence the criminal justice system? ∙ Forensic psychology

December 4, 2015

∙ Forensic psychology: application of psychological knowledge, concepts and  principles to civil and criminal justice systems

o Hostage negotiations, work in field of corrections, counseling for  victims or criminals or cops, not typically “criminal profiling” (most  forensic psychologists consider it more an art than a science)

∙ Are defendants responsible for committing crimes?

o Job of many forensic psychologists—make an evaluation of the criminal defendant’s mental state now and at the time of the commission of the crime

o Are they capable of defending themselves in a court of law? Are they  competent enough to withstand trial?

 Able to aid in their own defense, able to communicate with a  lawyer

∙ Criminal Commitment  

o If someone is accused of a crime and are then judged by a court to be  unable to withstand trial by reason of mental health, they are usually  criminally committed to a mental health institution

o After some treatment, usually people are able to be brought to a level  of mental health that allows a trial to occur

o Mentally unstable at the time of the crime = responsibility and insanity o Mentally unstable at the time of trial = competency  

 Issue of malingering—faking mental health problems to get out  of punishment  

o Requirements for insanity and competency are very strict

 Almost impossible for people to legally qualify for insanity  defense

 Questions to ask:

∙ Was the person too mentally ill to know the difference  

between right and wrong?

∙ Even if they did know, were they too mentally ill to control their behavior?

∙ Concern that our legal process is just and fair

∙ “insanity” is a legal term—is not used in the psychology field ∙ Not all mental disorders qualify

o Personality disorders are automatically excluded from insanity defense  ∙ Our country goes through periods in history of being very strict, then very  lenient, then back to strict again etc.

∙ In what percentage of all felony cases in the US is the insanity defense  attempted?

o One in three

∙ The M’Naughten test

o 1800s

o Man attempted to assassinate the PM, failed, charge for attempted  assassination

o Pleaded not guilty by reason of mental insanity (delusions of  persecution), resulting in public outcry and changes made in the  o Idea of was the person able to know the difference between right and  wrong at the time of commission of the crime

 Were there elements of planning? Intentions? Hiding the crime  afterwards? All of these things indicate being able to tell the  

difference

∙ The irresistible impulse test  

o Some people know the difference between right and wrong but they  have a serious, brain based mental illness that truly inhibits their  ability to control themselves

∙ The Durham Rule—“unlawful act was the product of mental disease or  defect”

∙ American Law Institute Test

o “ [if a mental disease]….prevented them from knowing right or wrong  OR from being able to control themselves to follow the law”

o People think this is “too liberal”

o Formulated to be a little more liberal, combine idea of right vs wrong  and impulse control

∙ Case Examples

o 2012—James Eagan Holmes

 Movie theater shooting in Colorado

 Delusional, very invested in batman movies, dyed hair to look  like the joker

 Very smart, got into a grad program, mental state deteriorated  badly during grad school

 Concerns were raised by many people on different occasions  prior to crime

 Found guilty, sentenced to life without parole

o John Hinckley, Jr.

 Assassination attempt on Reagan  

 Delusions about a movie, assassination attempt was in order to  impress actress Jodie Foster

∙ VIDEO: NBC nightly news video about Holmes’ trial – Aug 9, 2012 – Holmes  may plead insanity, experts say

http://www.nbcnews.com/video/nightly-news/48601863#48601863 ∙ VIDEO: Columbine Survivor Survives Virginia tech – U.S. News & World Report https://www.youtube.com/watch?v=xHbDwPTxvoI

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