Mark Corson

By Z. Sugut. Madonna University.

Worksheet 9-4 Arranging Materials for Jason’s Staircase of Fear Fearful Activity Fear Rating (0–100) Asking someone out on a date in person generic 8mg reminyl with mastercard. Eating lunch in the staff lunchroom and 35 (I can handle this) talking with the people there order reminyl 8 mg with amex. Taking a public speaking class at the Adult 80 (I hate talking in front of Continuing Education Center and talking others buy reminyl 8mg low price, but it’s part of my problem, with as many of the students as I can. Jason next arranges the items with those that arouse the least anxiety at the bottom and those that cause the most fear at the top, thus creating a staircase for climbing out of his fear (see Worksheet 9-5). Worksheet 9-5 Jason’s Staircase of Fear Picking someone up I’ve asked out on a date (90) Asking someone out on a date in person (85) Taking a public speaking class at the Adult Continuing Education Center and talking with as many of the students as I can (80) Calling someone on the phone for a date (75) Going to the singles’ hiking club (75) Going to a party (70) Having a conversation with a woman I don’t know (65) Volunteering at the food bank and talking with female volunteers there (60) Volunteering to be on the social committee at work and going to the meetings (55) Imagining asking someone for a date and being turned down rudely (45) Eating lunch in the staff lunchroom and talking with the people there (35) Asking for help from a female sales clerk (25) In Worksheet 9-6, think about the fear you identified at the beginning of this section and answer the following questions. Chapter 9: Facing Feelings: Avoiding Avoidance 137 Worksheet 9-6 Gathering Materials for My Staircase of Fear 1. Do you use any “crutches” or aids to get through what makes you anxious, such as drugs or alcohol? In Worksheet 9-7, list six to twenty items or activities that you fear carrying out or even imagining. If you find that your items have large gaps in difficulty (such as no items ranked between 25 and 55), try to think of some more items to fill in the gaps — you don’t want to make too large of a step all at once. Worksheet 9-7 Arranging Materials for My Staircase of Fear Fearful Activity Fear Rating (0–100) You can obtain extra copies of these forms at www. Surveying sample staircases of fear Everyone’s fears and worries are a little different, but they frequently have much in common as well. Therefore, it may help you to see a variety of staircases that are typical of many of the clients we’ve seen. They can help you get started, but remember that your own staircase is unique to you. So when she has a trip planned, she packs weeks in advance and repeatedly calls for reservation reconfir- mation. Worksheet 9-8 Lydia’s Staircase of Fear Planning a trip to Europe for the family (90) Allowing my son to take the trip with his senior class (85) Making myself go buy new bedroom furniture (80) Going for a day without asking my husband if he loves me (70) Going for a day without asking my husband if I look okay (60) Putting off packing for a trip until the day before (50) Going two days without calling my mother to check on her (45) Reconfirming my travel plans once instead of my usual ten times (40) Stopping asking my son about his homework every day (30) Inviting my friend Rebecca to lunch (20) Imagining having a check bounce (15) Leaving the dishes in the sink overnight (10) Larry is scared to death of flying. Forced to fly for business, he’s so anxious that he has three drinks at the airport bar before he boards. After he’s on the plane, he has three more drinks and can barely walk off the plane when it lands. Watching the bags go around and around on the baggage claim belt makes him nauseous. The next morning, Larry suffers through a board meeting with his head pounding and his stomach churning. A fistful of aspirin and frequent trips to the bathroom convince him that he has a problem. His panic attacks consist of sweating, rapid heartbeat, and a horrible tightness in his chest. He shops for groceries late at night when few people are around, and he makes all other pur- chases on the Internet so that he can avoid shopping malls. He feels worst in places in which he thinks he may have trouble escaping, such as crowded movie theaters. If your anxiety includes significant physical symptoms such as difficulty breathing and changes in heart rate, you should consult with your medical doctor prior to treating the anxiety on your own or even with a counselor or therapist. Using the infor- mation you’ve recorded and the samples in the previous section as a guide, you can build your Staircase of Fear. Continue filling in Worksheet 9-11, writing activities in the order of the degree of fear they carry. Try to make your steps reasonably evenly spaced in terms of the amount of fear involved. Thus, if you rate one step a 25, your next step ideally should have a ranking of 30 to 35. For example, if your fear involves getting ill, we don’t particularly advise you expose yourself to deadly viruses. Climbing Your Staircase After you develop your first Staircase of Fear (see the previous section), it’s time to face your fear directly. It will be hard, but if you take care to focus on each step as it comes and climb slowly, you’re likely to succeed. Remember, if you find the process too difficult, consult a mental health professional. After constructing his Staircase of Fear, Jason’s ready for the first step in confronting his fear, which requires him to talk to a female sales clerk. After he feels a little calmer, Jason approaches the clerk and asks for directions to customer service. Because he feels pretty anxious during this brief conversation, he knows he needs to repeat this step a number of times before he’s ready to move on to the next step in his staircase. Jason spends much of the afternoon in the mall going from one clerk to another in various stores. By the end of the day, he chats easily with a clerk and feels only a fraction of his pre- vious anxiety. Jason knows he needs to continue with this step, but he’s also ready to take on the next one. Jason tracks his progress in the Climb to the Top Exercise shown in Worksheet 9-12. After each attempt at a fearful activity, he records how much anxiety he experiences and jots down his thoughts. He repeats the activity until his anxiety decreases by at least 50 percent, and then he moves to the next step.

After that discount 8mg reminyl free shipping, oxygenated arterial blood returns to the left atrium through the pulmonary veins (the only veins that contain oxygenated blood) generic reminyl 8mg without a prescription, completing the cycle purchase reminyl 4 mg free shipping. Bronchial arteries branch off the thoracic aorta of the heart, supplying the lung tissue with nutrients and oxygen. Fill in the blanks to complete the following sentences: The trachea divides into two 55. If a pin were to pierce the body from the outside in the thoracic region, the third structure it would reach would be the a. Use the terms that follow to identify the structures of the bronchiole shown in Figure 8-4. Inhaling metal and mineral dust can be particularly harmful because the particles cut into and embed themselves in delicate lung tissue, leaving nonfunctional and less pliable scar tissue. Specific lung conditions include Silicosis, commonly found among construction workers, is caused by deposits of sand particles in the lungs. Rhinitis, or the common cold, can be caused by several different kinds of viral infections. Undue exposure may activate the virus or cause the body to become more susceptible to the virus. Inflammation of the pleura membrane Chapter 8: Oxygenating the Machine: The Respiratory System 141 Answers to Questions on the Respiratory System The following are answers to the practice questions presented in this chapter. Yes, the human body’s two greatest needs are to inhale oxygen and to exhale carbon dioxide. Remember that the Latin root for blood is hemo; none of the other answer options incorporate that root. The rates in the other answer options are more akin to pulse rates or blood pressures than to average respirations per minute. Gaseous exchange in lungs m Which of the following statements about the mucous membranes of the nasal cavity is not true? Left lung F The vocal folds change position by the movement of the cartilage known as c. These sacs are the smallest parts of the lungs, so it makes sense that molecular exchange would take place here. Note that the question asks you to choose from the list provided, not from the entire structure of the body. Chapter 9 Fueling the Functions: The Digestive System In This Chapter Getting down and dirty with digestion basics Examining the mouth Spending time in the stomach Passing through the intestines and other organs for enzyme digestion t’s time to feed your hunger for knowledge about how nutrients fuel the whole package Ithat is the human body. In this chapter, we help you swallow the basics about getting food into the system and digest the details about how nutrients move into the rest of the body. You also get plenty of practice following the nutritional trail from first bite to final elimination. Before jumping into a discussion on the alimentary tract, we need to review some basic terms. Ingestion: Taking in food Digestion: Changing the composition of food — splitting large molecules into smaller ones — to make it usable by the cells Deglutition: Swallowing, or moving food from the mouth to the stomach Absorption: Occurs when digested food moves through the intestinal wall and into the blood Egestion: Eliminating waste materials or undigested foods at the lower end of the digestive tract; also known as defecation The alimentary tract develops early on in a growing embryo. The primitive gut, or archen- teron, develops from the endoderm (inner germinal layer) during the third week after concep- tion, a stage during which the embryo is known as a gastrula. At the anterior end (head end), the oral cavity, nasal passages, and salivary glands develop from a small depression called a stomodaeum in the ectoderm (outer germinal layer). The anal and urogenital structures develop at the opposite, or posterior, end from a depression in the ectoderm called the proctodaeum. In other words, the digestive tract develops from an endodermal tube with ectoderm at each end. Under normal conditions, food moves through your body in the following order (see Figure 9-1): Mouth → Pharynx → Esophagus → Stomach → Small intestine → Large intestine When you swallow food, it’s mixed with digestive enzymes in both saliva and stomach acids. Circular muscles on the inside of the tract and long muscles along the outside of the tract keep the material moving right through defecation at the end of the line. Use the terms that follow to identify the parts of the digestive system shown in Figure 9-1. The alimentary tract forms from the following layer(s) of the developing embryo: a. Mouth → Pharynx → Stomach → Esophagus → Small intestine → Large intestine Nothing to Spit At: Into the Mouth and Past the Teeth In addition to being very useful for communicating, the mouth serves a number of important roles in the digestive process: Chewing, formally known as mastication, breaks down food mechanically into smaller particles. The act of chewing increases blood flow to all the mouth’s structures and the lower part of the head. Saliva from salivary glands in the mouth helps prepare food to be swallowed and begins the chemical breakdown of carbohydrates. Interestingly, studies have shown that taste preferences can change in reaction to the body’s specific needs. In addition, the smell of food can get gastric juices flowing in preparation for digestion. The mouth’s anatomy begins, of course, with the lips, which are covered by a thin, modified mucous membrane. The vestibule is the region between these dental arches, cheeks, and lips, whereas the oral cavity is the region inside the dental arches. Entering the vestibule The inner surface of the lips is covered by a mucous membrane. Within the mucous membrane are labial glands, which produce mucus to prevent friction between the lips and the teeth. The cheeks are made up of buccinator muscles and a buccal pad, a subcutaneous layer of fat. Elastic tissue in the mucous membrane keeps the lining of the cheeks from forming folds that would be bitten during chewing (usually — most people have bitten the insides of their cheeks at one time or another). Also stashed away in the cheek, just in front of and below each ear, is a parotid gland, which is the largest salivary gland; it releases saliva through a duct opposite the second upper molar tooth.

Captain Sullenberger then calmly walked the aisle of the plane to be sure that everyone was out before joining the 150 other rescued survivors (Levin order 8mg reminyl with visa, 2009; National Transportation [1] Safety Board reminyl 8 mg on line, 2009) proven reminyl 4 mg. Affect is an essential part of the study of psychology because it plays such an important role in everyday life. As we will see, affect guides behavior, helps us make decisions, and has a major impact on our mental and physical health. Because they involve arousal, emotions and motivations are “hot‖—they “charge,‖ “drive,‖ or “move‖ our behavior. When we become aroused, the sympathetic nervous system provides us with energy to respond to our environment. The liver puts extra sugar into the bloodstream, the heart pumps more blood, our pupils dilate to help us see better, respiration increases, and we begin to perspire to cool the body. An emotion is a mental and physiological feeling state that directs our attention and guides our behavior. Whether it is the thrill of a roller-coaster ride that elicits an unexpected scream, the flush of embarrassment that follows a public mistake, or the horror of a potential plane crash that creates an exceptionally brilliant response in a pilot, emotions move our actions. Emotions normally serve an adaptive role: We care for infants because of the love we feel for them, we avoid making a left turn onto a crowded highway because we fear that a speeding truck may hit us, and we are particularly nice to Mandy because we are feeling guilty that we didn‘t go to her party. But emotions may also be destructive, such as when a frustrating experience leads us to lash out at others who do not deserve it. But there are a variety of other personal and social motivations that can influence behavior, including the motivations for social approval and acceptance, the motivation to achieve, and the [2] motivation to take, or to avoid taking, risks (Morsella, Bargh, & Gollwitzer, 2009). As predicted by basic theories of operant learning, motivations lead us to engage in particular behaviors because doing so makes us feel good. Motivations are often considered in psychology in terms of drives, which are internal states that are activated when the physiological characteristics of the body are out of balance, and goals, which are desired end states that we strive to attain. Motivation can thus be conceptualized as a series of behavioral responses that lead us to attempt to reduce drives and to attain goals by comparing our current state with a desired end state (Lawrence, Carver, & Scheier, [3] 2002). Like a thermostat on an air conditioner, the body tries to maintain homeostasis, the natural state of the body‘s systems, with goals, drives, and arousal in balance. When a drive or goal is aroused—for instance, when we are hungry—the thermostat turns on and we start to behave in a way that attempts to reduce the drive or meet the goal (in this case to seek food). As the body works toward the desired end state, the thermostat continues to check whether or not the end state has been reached. Eventually, the need or goal is satisfied (we eat), and the relevant behaviors are turned off. The body‘s thermostat continues to check for homeostasis and is always ready to react to future needs. In addition to more basic motivations such as hunger, a variety of other personal and social motivations can also be conceptualized in terms of drives or goals. When the goal of studying for an exam is hindered because we take a day off from our schoolwork, we may work harder on our studying on the next day to move us toward our goal. When we are dieting, we may be more likely to have a big binge on a day when the scale says that we have met our prior day‘s goals. And when we are lonely, the motivation to be around other people is aroused and we try to socialize. In many, if not most cases, our emotions and motivations operate out of our conscious Attributed to Charles Stangor Saylor. We begin this chapter by considering the role of affect on behavior, discussing the most important psychological theories of emotions. We will discuss how the experience of long-term stress causes illness, and then turn to research onpositive thinking and what has been learned about the beneficial health effects of more positive emotions. Finally, we will review some of the most important human motivations, including the behaviors of eating and sex. The importance of this chapter is not only in helping you gain an understanding the principles of affect but also in helping you discover the important roles that affect plays in our everyday lives, and particularly in our mental and physical health. The study of the interface between affect and physical health—that principle that “everything that is physiological is also psychological‖—is a key focus of the branch of psychology known as health psychology. The importance of this topic has made health psychology one of the fastest growing fields in psychology. Velocity toward goal attainment in immediate experience as a determinant of affect. The unconscious regulation of emotion: Nonconscious reappraisal goals modulate emotional reactivity. The most fundamental emotions, known as the basic emotions, are those ofanger, disgust, fear, happiness, sadness, and surprise. The basic emotions have a long history in human evolution, and they have developed in large part to help us make rapid judgments about stimuli and to [1] quickly guide appropriate behavior (LeDoux, 2000). The basic emotions are determined in large part by one of the oldest parts of our brain, the limbic system, including the amygdala, the hypothalamus, and the thalamus. Because they are primarily evolutionarily determined, the basic emotions are experienced and displayed in much the same way across cultures (Ekman, 1992; [2] Elfenbein & Ambady, 2002, 2003; Fridland, Ekman, & Oster, 1987), and people are quite accurate at judging the facial expressions of people from different cultures. Video Clip: The Basic Emotions Not all of our emotions come from the old parts of our brain; we also interpret our experiences to create a more complex array of emotional experiences. For instance, the amygdala may sense fear when it senses that the body is falling, but that fear may be interpreted completely differently (perhaps even as “excitement‖) when we are falling on a roller-coaster ride than when we are falling from the sky in an airplane that has lost power.