CLINICAL PSYCHOLOGY Clinical psychology is an integration of science, theory and clinical knowledge for the purpose of understanding, preventing,

and relieving psychologically-based distress or dysfunction and to to promote its practice subjective well-being and are personal development.[1][2] Central forensic testimony, and psychological and psychotherapy, and administration.[3] In many

although clinical psychologists also engage in research, teaching, consultation, program development countries, clinical psychology is a regulated mental health profession. The field is often considered to have begun in 1896 with the opening of the first psychological clinic at the University of Pennsylvania by Lightner Witmer. In the first half of the 20th century, clinical psychology was focused on psychological assessment, with little attention given to treatment. This changed after the 1940s when World War II resulted in the need for a large increase in the number of trained clinicians. Since that time, two main educational models have developedthe Ph.D. scientist practitioner model (focusing on research) and the Psy.D. practitionerscholar model (focusing on clinical practice). Clinical psychologists are now considered experts in providing psychotherapy, psychological testing, and in diagnosing mental illness. http://en.wikipedia.org/wiki/Clinical_psychology NATURE AND MEANING OF PERSONALITY Personality psychology is a branch of psychology that studies personality and individual differences. Its areas of focus include:

Constructing a coherent picture of the individual and his or her major psychological processes

Investigating individual differences - how people are unique Investigating human nature - how people are alike

"Personality" can be defined as a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, motivations, and behaviors in various situations. The word "personality" originates from the Latin persona, which means mask. Significantly, in the theatre of the ancient

Latin-speaking world, the mask was not used as a plot device to disguise the identity of a character, but rather was a convention employed to represent or typify that character. The pioneering American psychologist Gordon Allport (1937) described two major ways to study personality: the nomothetic and the idiographic. Nomothetic psychology seeks general laws that can be applied to many different people, such as the principle of self-actualization, or the trait ofextraversion. Idiographic psychology is an attempt to understand the unique aspects of a particular individual. The study of personality has a broad and varied history in psychology, with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist and social learning perspective. There is no consensus on the definition of "personality" in psychology. Most researchers and psychologists do not explicitly identify themselves with a certain perspective and often take an eclectic approach. Some research is empirically driven such as the "Big 5" personality model whereas other research emphasizes theory development such as psychodynamics. There is also a substantial emphasis on the applied field of personality testing. In psychological education and training, the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal or clinical psychology. The Nature of Personality is a unique system defining the personality types that express all that life has to offer through the concept of twelve archetypes. These archetypes represent the inner and outer journeys of the mind, body, spirit and soul unfolding through the psyche and the birth of the self, keeping us in pace with evolution and in tune to the one cosmic body. We are all on a journey called evolution, which threads the energies of life together from the past to the future through the laws of the universe. Life operates in polarity and in conflict to create harmony and balance within the 'Motion of Rotation.' The cycles of life are forever evolving as we take our lessons from our parents and mentors a step further into the future, so that our children may stay in tune with evolution.

Nature of human personality What is the nature of human self, In the ancient and mediaeval philosophy, the self was synonymous with the soul, and the soul was believed to be an indestructible substance which existed before its temporary conjunction with the material body and which survives the dissolution of the body. The notion of the soul was taken over from primitive thought and was refined and elaborated by philosophers. Aristotle was the only great philosopher who rejected this view and propounded a theory more in consonance with natural science. He regarded the soul as the entelechy of the body, and as it was the form of the body, it was also inseparable from it. The soul was thus placed squarely in the system of natural phenomena. However for centuries after Aristotle, both scientists and philosophers unquestionably accepted the older view of an independent and supernatural soul. It was challenged only when modem science was well under way. In the eighteenth century, the term Self, came into vogue. It had advantage of being closer to nature than the term soul, which had a super-naturalistic flavor. The self was regarded as the subject of experience. It was regarded as free and not subject to natural laws. Hume delivered the coup de grace to the popular belief in an independent self and replaced it with empirical self as merely a succession of ideas, which are related to each other externally by virtue of existing in the same or successive states of consciousness. In the modern psychology the concept of personality has supplanted the older concept of self. The psychologist now studies the origin of personality and the process of its development as well as the process of its disintegration in abnormal cases. Personality is conceived not as an entity but as the form or pattern which the raw material of mind assumes when it was organized. The organization of the instinctive urges, tendencies and capacities constitutes the biological equipment of the individual during the formative years of life. According to this view two factors, the physiological and the social, determine the farther course of personality development. The physiologists hold that the hormones secreted by the endocrine glands play a decisive role in the growth and normal

functioning of personality. The social psychologists tend to attach greater importance to the social milieu in which the human child grows up. Personality emerges through the process of socialization. The child internalizes the group code and the social norms which immediately begin to regulate this instinctive urges and motives. The group also assigns to him a particular role, and the child develops the capacities and gives free scope to the tendencies, which he meets for playing the role successfully. According to this point of view, the individual plays a negligible role in his/her own development. He/She remains passive while society moulds him into the form that happens to enjoy social approval at the moment. The inadequacy of this view is obvious: two children, brought up in the same social environment, develop different types of personality. According to psychologists view, personality develops as the result of the reactions of the individual itself. The important thing for personality isn't the social influence to which the individual is exposed but the way, the process, in which he reacts to it. Men, therefore, doesn't passively receive but actively acquires personality. The biological factor operating in man is of crucial importance for personality development. However, it will not act to disregard the social factor altogether. Man has, perforce, to accommodate himself to the demands of the group on which he is dependent and which provides him with security and necessities of life. According to psychological theory, personality is the product of the interaction between the heredity constitution of man and his social milieu (Blum: Theories of Personality, 1961). The psychologists first analyze personality into traits and then discover that each trait had a certain dimension. The combined result of these traits was termed as an overall picture of personality or personality profile (King: Reading for an Introduction to Psychology, 1961). http://en.wikipedia.org/wiki/Personality_psychology http://www.parvez-video.com/human_nature.asp. http://en.wikipedia.org/wiki/Personality_psychology

EMOTION AND MOTIVATION Emotion is the complex psycho physiological experience of an individual's state of mind as interacting In humans, with biochemical (internal) fundamentally and environmental (external) "physiological arousal, and influences. emotion involves

expressive behaviors, and conscious experience." Emotion is associated with mood, temperament, personality, disposition, positive or negative. No definitive taxonomy of emotions exists, though numerous taxonomies have been proposed. Some categorizations include.

and motivation.

Motivations

direct

energize behavior, while emotions provide the affective component to motivation,

"Cognitive" versus "non-cognitive" emotions Instinctual emotions (from the amygdala), versus cognitive emotions (from the prefrontal cortex).

Categorization based on duration: Some emotions occur over a period of seconds (for example, surprise), whereas others can last years (for example, love).

A related distinction is between the emotion and the results of the emotion, principally behaviors and emotional expressions. People often behave in certain ways as a direct result of their emotional state, such as crying, fighting or fleeing. If one can have the emotion without a corresponding behavior, then we may consider the behavior not to be essential to the emotion. The JamesLange theory posits that emotional experience is largely due to the experience of bodily changes. The "functionalist" approach to emotions (for example, Nico Frijda and Freitas-Magalhaes) holds that emotions have evolved for a particular function, such as to keep the subject safe

Motivation is the driving force by which humans achieve their goals. Motivation is said to be intrinsic or extrinsic.[1] The term is generally used for humans but it can also be used to describe the causes for animal behavior as well. This article refers to human motivation. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific

needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion. http://en.wikipedia.org/wiki/Emotion http://en.wikipedia.org/wiki/Motivation MENTAL HYGIENE Mental hygiene, the science of maintaining mental health and preventing the development of psychosis, neurosis, or other mental disorders. Mental hygiene is the science of keeping the mind, brain and nerves of humans healthy. Application of the science is an art. Last week the greatest artists and scientists in the field assembled in Washington as the First International Congress on Mental Hygiene. They went from all the States, from every continent. Mental hygienists viewed the educational system as a promising venue for preventive activities because it could potentially reach all children. During the 1930s they successfully influenced teacher education programs to include developmental psychology. Initially they wanted to raise awareness among teachers about the ramifications of educational practicesparticularly methods of maintaining control and punishment for transgressionsfor mental health. A number of educational reformers became interested in mental hygiene to provide a rationale for educational reform by claiming that the curriculum needed to be organized in conformity with insights in child development. In addition, many Progressive educators viewed the school as the place where children were trained for adjustment; they viewed the school as the preparation for life. The life adjustment movement in education claimed that the school should train the whole child and not just his or her intellect. Educational reformers criticized the traditional academic curriculum for its emphasis on mental discipline and rote learning, which they saw as irrelevant for most children. They advocated instead a variety of educational initiatives such as vocational training and

project learning. The influence of these ideas on education was profound: the development of the personality became one of the central goals of education. http://www.britannica.com/EBchecked/topic/375371/mental-hygiene http://www.encyclopedia.com/topic/mental_hygiene.aspx http://www.time.com/time/magazine/article/0,9171,739253,00.html DRUG EDUCATION Drug education is the planned provision of information and skills relevant to living in a world where drugs are commonly misused. Planning includes developing strategies for helping children and young people engage with relevant drug-related issues during opportunistic and brief contacts with them as well as during more structured sessions. Drug education enables children and young adults to develop the knowledge, skills and attitudes to appreciate the benefits of a healthy lifestyle, promote responsibility towards the use of drugs and relate these to their own actions and those of others, both now and in their future lives. It also provides opportunities for young people to reflect on their own and others' attitudes to drugs, drug usage and drug users. Drug education can be given in numerous forms, some more effective than others. Examples includeadvertising and awareness raising campaigns such as the UK Governments FRANK campaign or the US "media campaign".[1] In addition there are school based drug education programs like DAREor that currently being evaluated by the UK Blueprint Programme.[2] Drug education can also take less explicit forms; an example of this is the Positive Futures Programme, funded by the UK government as part of its drug strategy. This programme uses sportand the arts as catalysts to engage young people on their own turf, putting them in contact with positive role models (coaches/trained youth workers). After building a trusting relationship with a young person, these role models can gradually change attitudes towards drug use and steer the young person back into education, training and employment. This approach reaches young people who have dropped out of mainstream education. It also has additional benefits for the community in reduced crime and anti-social behaviour.[3]

Drug Education Programs We are losing our battle to save our children from a future of substance abuse. As of 2009, more twelfth graders are smoking marijuana than are smoking cigarettes. Among eighth graders, tenth graders and seniors, marijuana statistics go up each year along with usage statistics for of heroin, Ecstasy and OxyContin. This is a trend that must be reversed if we are to enable our children to grow up strong and capable. This is why Narconon, an international non-profit drug rehabilitation and prevention organization developed a comprehensive drug education curriculum. Young people must know the real effects they risk if they decide to use drugs. In forty years of experience delivering drug rehab and prevention, it's been found that young people who gain knowledge and understanding in this area more often make the decision to stay away from drug use. http://www.narconon.org/drug-education/ http://www.google.com.ph/#pq=what+is+mental+hygiene&hl=en&sugexp=kjrmc&cp =7&gs_id=11&xhr=t&q=drug+education&pf=p&sclient=psyab&source=hp&pbx=1&oq=drug+ed&aq=0&aqi=g4&aql=f&gs_sm=&gs_upl=&bav=o n.2,or.r_gc.r_pw.,cf.osb&fp=c4d6ed915f2eaf40&biw=1024&bih=677