Xylological Variant of Reverse Fregoli Syndrome, Delusions of Being a Tree

IntroductionThe delusion of being a living animate non-animal object has not heretofore been reported.MethodsA 21-year-old right-handed cisgender female, two months prior to presentation, noted stiffness and difficulty with ambulation. One-month prior to admission, she experienced recurrent depression with myriad vegetative and nonvegetative symptoms of depression. On admission her chief complaint was I am a tree, standing motionless and minimally responding to query. After treatment with quetiapine, mirtazapine and hydroxyzine for a one-week period, her perception of being a tree fully resolved.ResultsAbnormalities in Mental Status Examination: Anxious mood repeatedly stating, I am a tree. Standing still for long periods of time, refusing blood pressure to be obtained and expressing fear of constricting flow. Neuropsychiatric Testing: Beck Depression Inventory Type II: 33 (severe depression)DiscussionThe rapid response to risperidone is consistent with Cotard’s syndrome, which has been noted to respond rapidly to neuroleptics (Sharma, 2014). However, in Cotard’s syndrome, replacement by a living non-animal object has not hitherto been reported. Body infestation with animate objects, as in Ekbom syndrome, only includes animals not botanicals (Chaudhary, 2019). This could be viewed as Reverse Inanimate Capgras Syndrome: instead of an imposter replacing a close friend, who then is inserted into the sufferer; a tree has replaced the sufferer. Peradventure, this may fit into the construct of Intermetamorphosis, a misidentification syndrome associated with the belief that individuals have transformed into other persons (Jariwala, 2017). Botanical Intermetamorphosis, the belief by the sufferer that the other individual is transformed from a person into a plant has not been described. Reverse Intermetamorphosis is the projection of an external individual into the person suffering or a syndrome of altered physical and psychological identities of the self (Silva, 1990). However, in this situation, the objects are all human or animate animals not botanicals. In Fregoli syndrome, there is an altered physical identity of others. In Reverse Fregoli syndrome, the sufferer assumes the physical but not the psychological identity of the stranger (Silva, 1990). But in this instance, the stranger is human as opposed to a plant life form. In the current case there is only altered physical identity (into a tree) not psychological identity. The current case may also be interpreted as a Botanical Variant of Interparietal Syndrome. In this condition, parts of the body are perceived to be lifeless, due to lesions of the inferior parietal lobe including supramarginalis gyrus, angular gyrus and the basalis parietalis area (Angyal, 1935). Investigation for those whom have Intermetamorphosis, Fregoli syndrome, Capgras syndrome, Interparietal syndrome, and Cotard’s syndrome for the presence of delusions involving plant life is warranted.

Psychological Identity and Family Upbringing

This study aims to investigate the effectiveness of a counselling program to support psychological identity in the light of parental socialisation for a sample of first-year secondary school students. The sample (347) included students randomly selected from eight schools that represented all secondary schools in Dammam and 34 students who showed symptoms of identity disorder. These students were divided into two groups: one experimental group (17) and one control group (17). The research tools consisted of the Psychological Identity States Scale and the Parental Socialisation Styles Scale (their validity and reliability were verified) and a counselling program to improve cases of psychological identity disorder. A descriptive method was used here because it was suitable for identifying the students with psychological identity disorder. A quasi-experimental method was used to investigate the effectiveness of a counselling program in supporting psychological identity. The results showed that the most common cases of problems related to identity were: achieving identity, suspending identity, identity disorder and identity blocking. The most common patterns of family upbringing were: neglected, democratic, permissive, dispersed and authoritarian. There was a statistically significant effect of the indicative program in: improving the status of achieving identity, reducing two cases of identity lock and identity disorder. There was no significant effect of the indicative program in reducing the status of suspending identity.

Teaching Effect and Reform Strategies on Graduation Design for Undergraduates in Information Related Majors in Independent College Based on Psychological Identity

The annual graduation design in universities is the final cultivation process of the comprehensive professional competencies for undergraduates before they end their college career, and is also an important component in the tasks of undergraduate education. Teaching effect of graduation design on one hand depends on the foundation and application ability of professional knowledge of each student, and also depends on the psychological identity on advisor and the topic chosen from the student point of view on the other hand. In this paper, undergraduates who have all finished their graduation design in Department of Electronic and Information Engineering in Independent College T from the year 2017 to 2019 have been set as study objects, by deeply investigating students’ attitudes toward advisors and topics chosen from questionnaire survey, and by analyzing the grade point averages (GPA) of students, the relationship between psychological identity on advisor as well as topic chosen and the teaching effect of graduation design for each student has been found out, and related reform strategies on teaching methods has been discussed.

Ψυχολογικοί και κοινωνικοψυχολογικοί συσχετιστικοί παράγοντες της ηθικότητας στην εφηβεία: τυπολογική προσέγγιση

The purpose of the present study was to explore the moral schemas of adolescents in relation to psychological and social-psychological factors. The theoretical background derives from the neo-Kolbergian approach, which proposes four psychological processes of moral behavior (moral sensitivity, moral motivation, moral character, moral judgment) and three operating levels of moral judgment (codes of conduct, intermediate beliefs, moral schemas). In addition, we rely on the assumption that morality, like every developmental goal, is shaped by the dynamic interplay of individual/psychological and social psychological factors. A person-centered approach was adopted. Apart from the adolescents’ moral schemas, measures also included psychological identity, behavioral autonomy, locus of control, and beliefs about justice. The sample consisted of 369 Senior High School students (58% female, 77% living in the wider Athens metropolitan area). The psychometric tools were drawn from recent international studies and were culturally adapted into Greek. The results generally confirmed the main research hypotheses. More complex moral schemas were associated with more mature psychological identity types, higher behavioral autonomy with parental consent, internal locus of control, and lower general belief in a just world.

Sight at the Respondent’s Attitude to the Nearest Voting Through Psychological Typology

The article discusses comparative psychograms of groups of respondents formed on the basis of 5 options for the attitude of respondents to the closest vote. Based on the summ extremeness of personal qualities for one group of high extremeness, full psychogram are given. For next gruops on the extremeness (2 groups), abbreviated psychograms are considered, in which only pronounced personal qualities are indicated. For the remaining two groups, in which no pronounced personal qualities were revealed (the picture quite averaged over the whole of 89 groups), only their names are listed. As a result, we can conclude that the attitude of respondents to the next vote is largely determined by their psychological identity.

Psychological reasons for non-participation of youth in political life

Introduction. The article discusses comparative psychograms of groups of respondents. They are formed on the basis of 9 their reasons for non-participation in political life.Materials and Methods. For analysis (120 respondents, 2 sociological questionnaires, 6 personality tests), we use the author's method of multiple comparison (generalized version). As a result, the summ extremeness of these 9 groups were determined within the framework of a problem in which 89 groups were compared.Results. Based on the summ extremeness of personal qualities for three groups of high extremeness, full psychograms are given. These are groups whose respondents: 1) were at a loss to answer why they are not taking part in political life; 2) due to personal employment do not participate in political life; 3) do not take part in political life because they trust the president and believe that he will solve all problems. For next gruops on the extremeness (3 groups), abbreviated psychograms are considered, in which only pronounced personal qualities are indicated. These are groups whose respondents: 1) do not participate in political life because politics is a “dirty business” and decent people have nothing to do there; 2) they do not see leaders whom they could follow, and therefore do not take part in political life; 3) do not participate in political life because, in their opinion, professionals should deal with politics. For the remaining three groups, in which no pronounced personal qualities were revealed (the picture quite averaged over the whole of 89 groups), only their names are listed for reasons of non-participation of their representatives in political life.Discussion and Conclusions. As a result, we can conclude that the reasons for the non-participation of respondents in political life are largely determined by their psychological identity.

Virtues and vices

The concept of a virtue can make an important contribution to a philosophical account of ethics, but virtue theory should not be seen as parallel to other ‘ethical theories’ in trying to provide a guide to action. Modern accounts of the virtues typically start from Aristotle, but they need to modify his view substantially, with respect to the grounding of the virtues in human nature; the question of what virtues there are; their unity; and their psychological identity as dispositions of the agent. In particular, one must acknowledge the historical variability of what have been counted as virtues. Aristotle saw vices as failings, but modern opinion must recognize more radical forms of viciousness or evil. It may also need to accept that the good is more intimately connected with its enemies than traditional views have allowed. Virtue theory helps in the discussion of such questions by offering greater resources of psychological realism than other approaches.