Biological cause of violence

    

We can see acts of violence in all human races throughout history. It is an inherited biological trait that we possess in order to survive. As humans we are genetically wired to acquire food, a mate, and do whatever we can for survival.  Charles Darwin and other foundational fathers of psychology support this evidence.  

Some psychologists say that violence come in genes. Man believe that if they are aggressive, then women will be attracted to them for their capability to produce strong offspring and well in most of the cases that is true. Males will also show aggression if they believe that their mate is copulating with anyone other than them. Statistics show that men are indeed more aggressive then women. They are arrested for around 90% of all violent crimes, except for rape where they are arrested for 99% of the crimes. Males commit most acts of violence and aggression when they are in their young, which als happens to be the time they are most fertile. Also violence is affected by other big biological factor, aggressiveness and violent behavior has been linked to the following physical and biological causes tumors and disruptions affecting the limbic system, epileptic seizures, endocrine abnormalities, birth complications, nervous system abnormalities, hyperactivity genetics body type, learning disorders personality disorders, disconnect between the limbic and frontal cortex areas of the brain low blood sugar alcohol and drugs. Aggression is linked most to an area of the brain called the amygdala. When the amygdala is stimulated it causes animals to become violent, and when activity to the amygdala is blocked animals will become calm and docile.  It is not so common in humans because we use our common sense. As well, brain chemicals can influence aggression.

Humans are genetically made up to be violent when their well-being is threatened.  Not only can this be seen in most animal species, but also in humans since the Stone Age times of hunting and gathering. However our acts of violence have evolved and have been adapted to the society we currently live in.  Instinctually we are a violent species in order to protect ourselves and survive.            

http://www.adherents.com/misc/violence.html
http://knol.google.com/k/violence-and-aggression#Biological_Causes

Law of effect and operant conditioning

Edward Thorndike:

1. Explain Thorndike's puzzle-box experiment.

= Thorndike experiment consisted on putting a cat in a puzzle box and observed the cat’s behavior for escaping and getting food. He used foot pedals. If the animal stepped on the switch, the door of the cage opened. The object of the research was to study how quickly the cat learned to perform this response in order to get free. He made like a laberynth for the cat so he was able to go and get his food. 
2. Explain Thorndike's "Law of Effect".

=The law of effect responses closely followed by satisfaction, it will become definitely attached to the situation and therefore more likely to reoccur when the situation is repeated.
3. Explain Thorndike's "Law of Exercise".

= The law of exercise response connections that are repeating are the ones that are strength. The stimulus responses that are not used are weakened.

B.F. Skinner:

1. Explain Skinner's concept of Operant Conditioning

=Operant Conditioning involves reinforcement and punishment. It changes the behavior tendencies. It associates a stimulus with a response. 
2. What does reinforcement always do?

= it increases the strength and frequency of the response.
3. What does a punishment always do?

=negative reinforcement that happens when the behavior is not desirable.
4. Explain the difference between "positive" and "negative" as they are used in operant conditioning.

= Positive reinforcement is when a behavior is followed by a stimulus that is appetitive or rewarding, increasing the frequency of that behavior. The Punishment way occurs when a behavior is followed by a stimulus, such as introducing a shock or loud noise, resulting in a decrease in that behavior, while the negative way occurs when a behavior is followed by the removal of an aversive stimulus, thereby increasing that behavior's frequency. In the Skinner box experiment, negative reinforcement can be a loud noise continuously sounding inside the rat's cage until it engages in the target behavior, such as pressing a lever, upon which the loud noise is removed. taking away a child's toy following an undesired behavior, resulting in a decrease in that 


http://tip.psychology.org/thorn.htmlbehavior. 
http://webspace.ship.edu/cgboer/skinner.html

Classical Conditioning

Ivan Pavlov:
1. What was Pavlov actually studying when he developed his theory of classical conditioning?
=  He was studying salivation in dogs.                                                         
2. Explain (in detail) how Pavlov's experiment was conducted.
=Pavlov put his dogs in an experimental chamber, were presented with meat powder and they had their saliva collected via a surgically implanted tube in their saliva glands. Over time, he noticed that his dogs who begin salivation before the meat powder was even presented, whether it was by the presence of the handler or merely by a clicking noise produced by the device that distributed the meat powder.
Fascinated by this finding, Pavlov paired the meat powder with various stimuli such as the ringing of a bell. After the meat powder and bell were presented together several times, the bell was used alone. Pavlov’s dogs, as predicted, responded by salivating to the sound of the bell without the food. The bell began as a neutral stimulus. However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response.
3. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Pavlov's experiment.
= The meat powder is considered an unconditioned stimulus (UCS) and the dog’s salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food.
4. Explain what extinction means in relation to classical conditioning.
= In relation to classical conditioning extinction is when Classical Condition is absence from the unconticional statement. The Conditional statement loses the capacity to cause conditional response. This is also called spontaneous recovery.
5. Explain what stimulus generalization means in relation to classical conditioning.
= Stimulus generalization is when the tendency for the conditioned stimulus to suggest similar responds for the ones who have been conditioned.
6. Explain what stimulus discrimination means in relation to classical conditioning.
= Stimulus Discrimination means that the organism's ability to perceive differences among stimuli and respond to only one or a few such stimuli. Discrimination produces signals the behavioral course proper to the situation.7. Explain at least two limitations of this experiment.= -He only worked with dogs
   -He required surgical procedure
8. Explain what Pavlov theorized about how we learn.= Pavlov said that when a natural stimulus is paired with a neutral the neutral is learned providing the natural stimulus evoking the responds of the neutral.


John B. Watson:
1. Explain (in detail) how Watson's "Little Albert" study was conducted.
=Watson studied Albert, an 11 month old infant child. The goal of the study was to condition Albert to become afraid of a white rat by pairing the white rat with a very loud, jarring noise. First, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise, Albert developed a fear of rats. It could be said that the loud noise induced fear. The implications of Watson’s experiment suggested that classical conditioning could cause some phobias in humans.
2. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Watson's study
= (CS)— Rat
   (UCS)- Loud noise
   (UCR)-Fear
3. Explain at least two limitations of this study.= -He only used one baby.
    -There were other sounds around.
4. Explain Watson's law of frequency.= Watson’s law of frequency stated that the more often two things are linked the association will be       more powerful.
5. Explain Watson's law of recency.= Watson’s law of recency states that responds occur immediately after the stimulus.
6. Explain the basic assumptions of behaviorism according to Watson.=   He said that all behavior can be reducing to its basics components.


http://www.learning-theories.com/classical-conditioning-pavlov.html
http://wiki.answers.com/Q/Pavlov's_Classical_Conditioning-definition
http://www.jstor.org/pss/1423074

Articles about sleep

Article No. 1

http://www.sciencedaily.com/releases/2008/06/080609071202.htm

The study was conducted by Barbara Phillips, MD, director of the UK Healthcare Good Samaritan Sleep Center in Lexington, Ky. The study was developed making two surveys, the second one two years later of the first one. School times during the first year were 7:30 a.m. for high schools and 8 a.m. for middle schools. In the second one high schools and middle schools started one hour later at 8:30 a.m. and 9 a.m. The results when school started one hour later was that students had from 12  to 30 minutes more self-reported nightly sleep. The percentage of students who got at least eight hours of sleep per weeknight increased significantly from 35.7 percent to 50 percent. Students who got at least nine hours of sleep also increased from 6.3 percent to 10.8 percent. I personally prefer to start school earlier for having an earlier dismissal, but it is true that starting one hour later will allow me to sleep more.

Article No.2

http://www.sciencedaily.com/releases/2010/07/100705190532.htm

Judith A. Owens, M.D., M.P.H., of the Hasbro Children's Hospital, Providence, and colleagues was responsible for conducting thsi study. She studied 201 students in grades 9 through 12 attending high school in Rhode Island. For the purposes of the study, class start time was procrastinated from 8 a.m. to 8:30 a.m. Also, students were required to complete the online retrospective Sleep Habits Survey before and after the change in school start time. Students reported more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue and depressed mood were all reduced, the percentage of students getting less than seven hours of sleep decreased by 79.4 percent, and those reporting at least eight hours of sleep increased from 16.4 percent to 54.7 percent. I personally like to be satisfied with my sleep and also things are done better with motivation, so I like this study because it suggests school directives a simple way of havin happier students.

Article No.3

http://www.sciencedaily.com/releases/2007/03/070308121912.htm

The study was conducted by Antoine Viola, Derk-Jan Dijk, and colleagues at the University of Surrey's Sleep Research Center. In the study scientist and psychologists compared how individuals possessing only the longer gene variant and those possessing only the shorter one coped with being kept awake for two days, including the intervening night. Researches found that a genetic difference in  gene in period 3, makes some people particularly sensitive to the effects of sleep deprivation. The results were shown mostly between 4 and 8 a.m., during which individuals with the longer variant of the gene performed very poorly on tests for attention and working memory. I personally didnt know about this, its interesting and I hope they continue doing this type of works.

Depression

1. The biological causes of depression are physical changes in the brain, which can be caused by problems with the neurotransmitters and neurons. Also changes in the body's balance of hormones, which can be a result of problems in the thyroid, menopause, or other condition. Inherited traits are also involved in causes of depression.

2. The environmental causes of depression are life events such as the death or loss of familiars of loved ones, financial problems, and high stress. Early childhood traumas can be also a cause of depression, traumatic events during childhood such as abuse or loss of a loved one which can cause permanent changes in the brain.

3. Cognitive causes of depression are learned through relationships, unfavorable life situations often in childhood and the formative years. People view the world in a negative way, this negative view is usually a distortion of reality.

4. The Cognitive Triad is based in 3 beliefs that can cause depression and affect each other. These things are negative views of the self, the world, and to the future. As an example if a soccer player fails a penalty will believe he is a failure, then will believe everyone is against him, and finally he will believe he will fail in a future and would never be good at something.

http://www.thestudentroom.co.uk/showthread.php?t=564306
http://www.md-phc.com/puntil/ccausesof.htm
http://www.personalityresearch.org/papers/allen.html
http://www.allaboutdepression.com/cau_04.html

Articles on Depression

Article #1

http://www.sciencedaily.com/releases/2010/06/100609083221.htm

The study was conducted by Dr. Mahmood I. Siddique, clinical associate professor of medicine at Robert Wood Johnson Medical School in New Brunswick, N.J. It was presented June 9, 2010, in San Antonio, Texas, at SLEEP 2010, the 24th annual meeting of the Associated Professional Sleep Societies LLC. The study involved 262 high school seniors with an average age of 17.7 years who were attending a public high school in Mercer County, N.J. Participant show socio-demographic characteristics using a cross-sectional survey. Too much daytime sleepiness was indicated by a score of 10 or higher on the Epworth Sleepiness Scale, and mood was evaluated with a validated depression scale. The results indicated that high school seniors were three times more likely to have strong depression symptoms if they had excessive daytime sleepiness.

Article#2

http://www.sciencedaily.com/releases/2010/08/100802165402.htm

The study was conducted by Lawrence T. Lam, Ph.D., of the School of Medicine, Sydney, and the University of Notre Dame, Fremantle, Australia, and Zi-Wen Peng, M.Sc., of the Ministry of Education and SunYat-Sen University, Guangzhou, China, in August 2010. It will appear in the October print issue of Archives of Pediatrics & Adolescent Medicine.  1,041 teens in China were assessed for depression and anxiety using previously validated scales. They also completed a survey to identify pathological Internet use, including questions that reflect typical behaviors of addiction. At the beginning of the study, 62 participants  were classified as having moderately pathological use of the Internet, and 2% were severely at risk. Nine months later, the adolescents were re-assessed for anxiety and depression; 2%  had significant anxiety symptoms and 84% had developed depression. The risk of depression for those who used the Internet pathologically was about two and a half times that of those who did not. No relationship was observed between pathological Internet use and anxiety.

Article#3

http://www.sciencedaily.com/releases/2009/11/091117094933.htm

The study was conducted by researchers at the University of Bergen, Norway, and the Institute of Psychiatry (IoP) at King's College led by Dr Robert Stewar. The study consisted of a survey of over 60,000, complemented with already existent records. Researchers found that over the following 4 yearsusing the survey, the mortality risk was increased to a similar extent in people who were depressed as in people who were smokers.

The Basics of Schizophrenia

1. A person with paranoid-type scizophrenia usually has mistaken beliefs or delusions, that makes him suspect that one or more people are plotting against him or his loved ones. As a result they become socially isolated, have auditory hallucinations, and often feel tense, suspicious, guarded, and reserve.

2. A person with disorganized-type scizophrenia tends to have speech problems, he lacks of emotion and motivation, often experiences hallucinations and delusions, and shows silly behavior.

3. A person with catatonic-type schizophrenia should have the following symptoms: Stupor, excitement, posturing, negativism, rigidity, and wavy flexibility. These may cause in a person behavioral, health, and financial difficulties.

4. Positive symptoms of schizophrenia include things that a normal person can't experience and are proper characteristics of the illness. Some of them are delusions, illusions, hallucinations and having nebulous thinking.

5.Negative symptoms of schizophrenia are the ones that can occur in any healthy individual in response to certain emotional or physical setback, and are not directly linked with this illness but are more secondary effects. Some of them are depression, loss of apetite, lack of concentration in activities, and violent behavior.

6. The difference between an halucination and a delusion is that the first one is a false mental image produced by misinterpretation of things that actually exist while a delusion is a persistent false belief.

7. Some cognitive symptoms of schizophrenia are difficulties attending to and processing of information, understanding the environment, and in remembering simple tasks.

8.The symptom of avolition consist of a psychiatric distress characterized by a lack of motivation for doing anything. People with avolition have difficulty starting and completing tasks, and may be disinterested in what is happening around them.

9.The symptom of catatonia is basically having psychomotor disturbance, and interruption of body’s  normal movement. Catatona often occur with major depression, bipolar disorder.

10. A delusion of grandeur is when a personal has the false belief that  he or she has a special relationship with, a deity or a famous person, or has great importance, power, wealth, intellect, or ability.

11. A delusion of reference is when normal events, things, or behaviors of others have particular and unusual meaning.

12. A somatic delusion is when you believe something is wrong with you or your body when actually it is not.ith you or your body when actually it is not.

http://www.nlm.nih.gov/medlineplus/ency/article/000936.htm

http://www.umm.edu/ency/article/000937sym.htm

http://organizedwisdom.com/Schizophrenia_Catatonic_Type

http://ezinearticles.com/?Differences-Between-Positive-and-Negative-Schizophrenia-Symptoms&id=5090632

http://www.webmd.com/schizophrenia/guide/schizophrenia-symptoms
http://medical-dictionary.thefreedictionary.com/delusion

The Teenage Brain

When children reach teenage some series of physical changes take place causing emotional problems. What I didn´t really know was the fact that through this period brain also experiences some modifications that are the actual reason for teen mood and temperament alteration.  After watching “the teenage brain” program I learned and improved my knowledge in this area. The adolescent annoying and impulsive attitude is understandable and is part of growth and development process. There are also some patterns that can be appreciated in most of the cases. Changes in sleeping hours, relationship with parents, and redistribution of time spent alone, with friends, and family is a characterizing trait seen in several persons passing through this age.

 

All the previous variations can be attributed to the alterations taking place in the teen brain. As body, brain develops during puberty, letting behind a kid and becoming more like an adult. The Prefrontal Cortex which is in charge of personality, behavior, solving problems, and controlling emotions, is the last part to develop. During teenage this brain section suffers many changes that can be observed in teen’s attitude.  Also, I find out how teenagers are often taking big risk by putting in practice danger activities where a bad move can finish in an accident that can affect the head. In general this video helped me to understand and be aware of the importance of brain development during these ages.

Journal: How our brain works?

1. When talking of the brain the word hemisphere refers to one of the two sides of this organ which is divided by the corpus callosum from the otherone.
2. The major diferences between the left and right side of the brain is that the first one is in charge of exact things as math, language, logic, and also the right side of the body, while the second one deals with the left side of the body and things as emotions, art, music, and intuition.
3.The corpus callosum is  is a group of nerve fibers that connects the left and right hemispheres of the brain, and is responsible for most of the communication between the two.
4.  Pierre Paul Broca was a French surgeon that studied the brain of a patient with a speech impairment after his death. He concluded that there is an specific part of the brain in charge of speech production, whic was called Broca's Area.
5. Roger Sperry was a northamerican neuropsychologist, and neurobiologist who won the Noble prize for his studies. He developed the idea of "split brain" which was about cutting the corpus callosum for curing epilepsy patients.This practicing brought problems because each side of the brain complement, and the result was two different brains with no communication.  After this activity the idea that the left and right side of the brain are responsible for different tasks was confirmed.
6.Carl Wernicke was a polish psychiatrist and neuropathologist who studied a patient thet had suffered a stroke and although the man was able to speak and his hearing was ok, he could not understand what was said to him. This study led to the discoverment of the Wernicke's Area which is located in the left hemisphere and works with the broca´s area. It is in charge of language comprenhension.
7. The occipital lobe is most responsible for vision.
8. The temporal lobe is most responsible for hearing and language.
9. The fronl lobe is most responsible for performing math calculations.
10. The frontal lobe is most responsible for judgment, reasoning and impulse control.

http://psychology.jrank.org/pages/652/Carl-Wernicke.html#ixzz10bmgWe8w
http://faculty.washington.edu/chudler/split.html
http://morphonix.com/software/education/science/brain/game/specimens/hemispheres.html
http://nobelprize.org/educational/medicine/split-brain/background.html
http://psychology.about.com/od/windex/g/def_wernickesar.htm

Phineas Gage

Phineas Gage was an american construction foreman famous for surviving to an accident where his brain suffered severe damage. His experience was useful for understanding the relation between personality and the function of the front parts of the brain. One 13 of September of 1848, an explosion made his tamping iron pass through his head blewing his eye, affecting his front part of the brain, and leaving a hole in his head. After this serious injury his personality changed in a drastic way. Before the accident Gage was an intelligent and efficient person, who had good social relations in his work. Time later after this event, he became an irreberent and fitful person, who irritate his work partners.

Gage accident was very useful in the study of  psychology and medicine, after the event psychologist conclude that the front part of the brain works with personality, and an accident which affects this part may cause changes in a person attitude and way of relating with others. These studies led to the idea of brain localization. Brain localization idea, states that each part of the brain is in charge of a different task and has different functions. Also the brain study helped to understand and develope the concept of brain lateralization. This concept divides the brain into two similar but with different functions hemispheres. The left hemisphere deals with actual facts and things such as concepts, structure, discipline and rules, time sequences, mathematics, categorizing, logic and rationality and deductive reasoning, knowledge, details, definitions, planning and goals, words, productivity and efficiency, science and technology, stability, physical activity, and the right side of the body. The right hemisphere includes intuition, feelings and sensitivity, emotions, daydreaming and visualizing, creativity,color, awareness, first impressions, rhythm, spontaneity and impulsiveness, the physical senses, risk-taking, flexibility and variety, learning by experience, relationships, play and sports, introversion, humor, and the left side of the body.

http://agelessmarketing.typepad.com/ageless_marketing/2006/01/an_aging_societ.html

http://www.theorderoftime.com/politics/cemetery/stout/h/brain-la.htm

http://www.deakin.edu.au/hmnbs/psychology/gagepage/Pgstory.phpdu.au/hmnbs/psychology/gagepage/Pgstory.php

Nature vs. Nurture: Inteligence

When talking about nature vs. nurture debate, intelligence comes to be a really polemical topic. There are many ones who state that it come in genes and is inherited, while they are many others who defend the position of intelligence being an environmental factor. Through time persons experience different situation and experiment different things which can develop brain activity. Also being born in an academical and with rigorous discipline atmosphere, should influence the level of intelligence. An important step for developing intelligence is to study and be a good student. In the other hand, there are many cases where a  baby has intellectual actions that a baby should not have. There also exist some kids who actually are not good students and are not disciplined, but they carry the intelligence in their bodies.This is the point where I can state that intelligence is a factor that depends of genes and in other cases of environment.

For proving intelligence to be a genetic heritage, scientist collected pairs of separated twins and reunited them while testing their personalities and IQs. Also they tried by comparing the IQs of adopted people with those of their adopted parents and their biological parents or their siblings. The results were: Same person tested twice 87%, Identical twins reared together 86%, Identical twins reared apart 76%, Fraternal twins reared together 55% ,Biological siblings reared together 47% (studies show that reared apart about 24%), Parents and children living together 40%, Parents and children living apart 31%, Adopted children living together 0%, Unrelated people living apart 0%. (Ridley, 1999, p.83) As it is shown twins, either together or separated,  had a high percentage of similarity, while adopted children and unrelated people had low results. This experiment highly suggests it should be nature.

Testing if the factor of intelligence and IQ was nurture, scientist did an experiment in which they noticed that in many countries the IQ level is incrementig by 3 points each decade. James Flynn, the principal author of this research attributed the results to ads, posters, videogame and TV graphics and other things rather than written things which were the only source of learning in the past. He suggests that children experience a much richer visual environment than in older times, developing in a better way children IQ. As it is shown in the previous experiment the environment had been influencing in a big way human inteligence. This also suggests that depending on the school level, the teacher, and even the oraganization and interest shown, a student will develop their brain and intelligence.

"No single environmental factor seems to have a large influence on IQ. Variables widely believed to be important are usually weak....Even though many studies fail to find strong environmental effects....most of the factors studied do influence IQ in the direction predicted by the investigator....environmental effects are multifactorial and largely unrelated to each other."Bouchard & Segal (1985), p.452. Some biologist and psychologist, such as the ones in the previous quote, agreed with the idea that the level of inteligence of a person, or IQ, can be influenced in certain way by expierences, but it is not a completely or a major factor, it shuold be working together with genetic staff.

There are good different investigations that defend either nurture or nature when talking about intelligence. Very related people living together and not leaving together, such as twin, and parents and sons, show a similar result in their IQ test, while non related and adopted persons show from few to no similarities. In the other hand they are studies that how environmental things as school, t.v., video games, posters, and other visual things affect the development of a child IQ. Also some scientists tried to prove that intelligence depends on both factors by stating that environment can affect somehow someones´ IQ, but it is not a major cause. Intelligence is a topic of nature vs. nurture debate were genetics and nature factors complement each other for its existance and development.

Bouchard, T. J., & Segal, N. L. (1985). Environment and IQ. In B.B. Wolman (Ed.). Handbook of Intelligence: Theories, Measurements, and Applications (pp. 391-464). New York: John Wiley.


Ridley, M. (1999). Genome: The autobiography of a species in 23 chapters. London: Fourth Estate Ltd.

http://wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html

www.elsevier.com/wps/find/...cws.../description
www.intelligencesquared.com

Nature vs. Nurture

Nature vs. Nurture is a polemical term that refers to the origin of an individuals psychological development, such as personality. They are some who believe that this aspect is genetic and some who say that it is formed depending on each persons environment. The first one to use this term was the english polymathician Francis Galton. Galton focused in the influence of environment and heriedity in social careers. His work was based in his conclusions from the book "The Origin of The Species" written by his cousin Charles Darwin. The debate covers topics such as personality, intelligence, behaviour, athletical abilities, sexual orientation, and career vocation. Generally many people think that both ideas complement each other, and that both are big factors of someones psychological development. As well they are other ones who extremely defend either nature or nurture side. I personally believe and agree with those who think that the two main components of this theory can exixst at the same time. Experiences are the major factor of personality and they somehow complement with genes.

http://wilderdom.com/personality/L4-1IntelligenceNatureVsNurture.html
http://www.cliffsnotes.com/Section/What-does-nature-versus-nurture-mean-.id-305406,articleId-36981.html

Personality Disorders

The following are different personality disorders with their basic chracteristics.

• Border Line: Borderline personality disorder (BPD) is a serious mental illness characterized by persistent instability in behavior, moods, interpersonal relationships, and self-image . The feeling of unsecurity often disrupts family and work life, long-term planning, and the individual's sense of self-identity.

• Schizotypal: It is a condition characterized by acute discomfort with, and reduced capacity for, close relationships as well as by cognitive or perceptual distortions and eccentricities of behavior. This disorder is only diagnosed when these behaviors become persistent and very disabling or distressing.

• Paranoid: PPD is a type of psychological personality disorder characterized by an extreme and exagerated level of distrust and suspicion of others. Paranoid personalities are generally difficult to get along with, and their combative and distrustful nature often elicits hostility in others.

• Narcissistic: This personality and mental disorder in which people have an inflated sense of their own importance and a deep need for admiration, makes people believe they are superior to others and have little regard for others feelings. But behind this mask of ultra-confidence lies a fragile self-esteem, vulnerable to the slightest criticism.

• Histrionic: It is a disorder in which people  have intense, unstable emotions and distorted self-images. For people with histrionic personality disorder, their self-esteem depends on the approval of others and does not arise from a true feeling of self-worth.

• Antisocial: Disorder in which someones way of thinking, perceiving situations and relating to others is working bad, having no regard for right and wrong. Antisocials may often violate the law and the rights of others, landing theirself in frequent trouble or conflict. In most of the cases they lie, behave violently, and may have drug and alcohol problems.

• Obsessive-compulsive: Anxiety disorder characterized by recurrent, unwanted thoughts (obsessions) and repetitive behaviors (compulsions). Repetitive behaviors such as handwashing, counting, checking, or cleaning are often performed with the hope of preventing obsessive thoughts or making them go away.

• Avoidant: Personality disorder  in which a person has a lifelong pattern of feeling extremely shy, inadequate, and sensitive to rejection.

http://www.nimh.nih.gov/health/topics/obsessive-compulsive-disorder-ocd/index.shtml

http://www.mayoclinic.com/health/antisocial-personality-disorder/DS00829

http://my.clevelandclinic.org/disorders/personality_disorders/hic_histrionic_personality_disorder.aspx

http://www.mayoclinic.com/health/narcissistic-personality-disorder/DS00652

http://personalitydisorders.suite101.com/article.cfm/paranoid_personality_disorder#ixzz0y7QErpHn

http://www.nimh.nih.gov/health/publications/borderline-personality-disorder-fact-sheet/index.shtml

http://www.mentalhealth.com/dis/p20-pe03.html