Drug

Any substance that

alters the central
nervous system,
brain chemistry, or
bodily functions.
 Altered
Consciousness
with Drugs:
Drug
Classificatio
n, Abuse, and
Prevention
What is drug
abuse?“substance
• Also called
abuse
and chemical
abuse”.
• It is characterized
by a destructive
pattern of using
substance that
leads to physical
What is drug
“substance
dependence and

addiction?
chemical
dependency”.
• Is a condition
characterized by an
overwhelming desire
to continue taking a
substance to which
one become
dependent through
repeated
 Classification of Drugs: Its
Physiological and Psychological
Effects
• It elevates mood,
increases feelings of
well being as well as
increases energy and
alertness.
• Repeated use of it can
result in paronia and
hostility.
• Examples: Caffeine,
Cocaine, Nicotin,
Amphetamine
 Physical Psychologic
Drugs Benefits
Effects al Effects
Caffeine • To • Dizziness • Depression
Cocaine counteract • Tremors • Irritability
Nicotine lethargy • Headache • Delusion
Ampheta and fatigue • Chest pain • Paranoia
mine • To treat • Sweating • Violent
obesity • Vomiting behavior
• To improve • Death • Unpredictabi
concentrati lity
on and
focus
Depressants
• Slow normal brain
functions
• They carry high
addictive potential.
• Example: Opiates,
Alcohol, Heroin,
Tranquilizers,
Sedatives,
 Physical psychologica
Drug benefits
Effects l Effects
Opiates • Anesthesia • Slurred • Amnesia
Alcohol • Anti- speech • Sedation
Heroin anxiety • Loss of • Tolerance
Tranquil • Medication motor • Reduce
izers s coordinati reaction
Sedativ • Sedatives on time
es • Anti- • Weakness • Impaired
Narcotic convulsant • Blurred mental
s s vision functioning
• Narcolypsy • Dizziness and
• These drugs cause altered
perception and feeling.
• Their powerful mind-altering
effects can change how the
brain perceives time,
everyday reality, and the
surrounding environment.
• May possess a moderate
potential for addiction and
the body could tolerate the
drug easily.
Hashish Marijuana Lysergic acid

Psilocybin Ecstasy Mescaline

User benefits with the aid of medical
professionals:
- Potential for treating alcoholism.
- Potential in helping cancer patients cope with
their condition.
- Produce a sense of relaxation, well-being,
feelings of euphoria.
enefits of Marijuana
- Relieve chronic pain
- Prevent PTSD
- Stimulate appetite for people
with AIDS
- Control nausea
- Relieve intra-ocular
- Treat opioid dependence
- Improve the symptoms of Crohn’s
disease
Physical Effects of Psychological effects
Hallucinogens of Hallucinogens

- Blurred vision - Disorganised thoughts and

- Hallucinations and distorted difficulty concentrating
perception - Anxiety
- Dizziness - Agitation
- Loss of coordination - Paranoia and feelings of panic
- Increased breathing rate, or fear
heart rate, and blood pressure - Intense
- Irregular heartbeat - Hallucinations
- Nausea and vomiting - Psychosis
- Increased body temperature and
sweating
- Numbness
Opiates
- powerful painkillers
- made from opium, a white liquid found within the poppy plant.
- Produces a quick, intense feeling of pleasure followed by a
sense of well-being and calm.
As with many other drugs, opiates possess very high addictive
potential. An example of an opiate is heroin.
Opium Codeine Morphine

Fentanyl Heroin Oxycontin

 Benefits in Psychological
Physical Effect
Opiates Effect
- It is a powerful - Flushing - Confusion
analgesic - Dry eyes - Hallucinations
- Often - Dizziness - Increased
- Headache
prescribed to general
- Dry mouth
treat moderate - Sleepiness
anxiety
to severe pain - Constipation - Euphoria
- Urinary retention
- Psychosis
- Pupil constriction - Improved self-
- Death esteem
Physical,
Behavioral,
and
Psychologic
al Signs of
Drug Abuse
 Physical Behavioral Psychological
• Eyes that are bloodshot • Drop in attendance and • Unexplained change in
or pupils that are performance at work or personality or attitude
smaller or larger than school. • Sudden mood changes
normal • Complaints from co- • Periods of unusual
• Frequent nosebleeds – workers, supervisors, hyperactivity or
could be related to teachers, or agitation
snorted drugs (meth or classmates. • Lack of motivation
cocaine). • Unusual need for money • Appearing fearful
• Changes in appetite or • Suspicious behaviors
sleep patterns. • Sudden change in
• Seizures without a relationships
history of epilepsy. • Frequently getting into
• Deterioration in trouble
physical appearance.
• Injuries/accidents
• Unusual smells
 Ways you
can do to
prevent
drug
abuse or
addiction
In your home

1.Establish and maintain

good and positive
communication within the
family.
2.Spend enough time with
your family.
3.Listen and observe
4.Provide guidance
In School
1.Establish good
relationships with
teachers, administrations,
and fellow students.
2.Participate in class and
school activities
3.Don’t give in to peer-
pressure
4.Support anti-drug
campaigns at school.
In the Community
1.Never experiment with substances in the
first place.
2.Learn about drug abuse and addiction and
share what you have learned.
3.Support and cooperate with the anti-drugs
campaign of your community.
Trivia: Freud was initially an advocate and
user of cocaine. After the addictive and
harmful side effect of cocaine became known,
Freud’s medical reputation suffered somewhat
as a result.
Chapter 6
Intelligence
 With various
definitions
cropping up about
intelligence,
Bustos, et al. and
her co-authors
(1999) categorized
these definitions
into three types:
popular,
scientific, and
technical.
 Popular
Concept
Popular concepts of
intelligence points to the most
accepted notions or ideas
about being intelligent.
Scientific
Definition
“It is not merely book
learning, a narrow academic
skill, or test taking. Rather, it
refers a broader and deeper
capability for comprehending
our surroundings.” –
Gottfredson, 1997
Technical
Definition
In 1900’s, the French
government commissioned
psychologist Alfred Binet to
help identify students who
most likely struggle at school.
Edwin Garrigues Boring –
“Intelligence is what is
measured in intelligence tests.”
Hans Jurgen Eysenck – “The
level of performance on
psychometric test of cognitive
ability.”
 Importance of Intelligence Test

• These allow professionals, other than teachers, to

have a common basis when comparing a person’s
performance with people within the same age range.
• Intelligence tests help teachers tailor their
teaching style to meet the unique strengths and
weaknesses of students.
What do IQ tests measure?
• How well a person processes
information.
• The person’s ability to store
and retrieve information,
• How well the person
reasons.
• A person’s capacity to see
relationships and solve
problems.
How is
intellige
nce
measured?
Criteria for
measuring
Intelligence:
•Should be scientific
and accurate
•An intelligence test
must be
Standardizatio
n
Process of defining
general performance
with which the
Normative
sample
• A sample of
representative
population, for whom
the test is
designed;
• Used to establish
norms or standards
of performance on
the test;
• Test scores of
people in the sample
 Reliabilit
y
- Refers to consistency or regularity of test scores.
- Reliable test score = same or at least close to the
same score for a person each time it is administered.
 test can predict
Validity
whatever it is that the
test had been designed
to predict.
• Determined by a body
of research that
demonstrate the
relationship between
IQ
classifica
tion
tables for
current IQ
tests
Wechsler Intelligence
Scales
- David Wechsler, American
psychologist.
- Developed intelligence
scale Wechsler Adult
Intelligence Scale
(WAIS) and Wechsler
Intelligence scale for
Children (WISC)
- 1st test published in
Stanford- Binet
Intelligence Scale Fifth
Edition
- Fifth edition of the
Stanford-Binet Scales
(SBS) was established by
Gale H. Roid, 2003
- used to diagnose
developmental or
cognitive deficiencies
Kaufman Test
- Kaufman Adolescent and
Adult Intelligence Test
developed by Alan S.
Kaufman and Nadeen L.
Kaufman, 1993
- Assessment of academic
skills in reading, math,
written language, and
oral language.
• Mental Retardation

- Level of intelligence that is commonly below than average.

- The American Association of Mental Retardation defined this as the
substantial limitation in present functioning.
- Mental retardation manifest before 18 (dash 2005).

• Applicable adaptive areas: communication, self-care, home-living, social

skills, community use, self-direction, health and safety, functional
academics, leisure and work.
 THEORIES OF
INTELLIGENCE
Gardner’s
Multiple
Intelligences
- developed by Dr. Howard
Gardner
- Psychologist, Professor of
Education at Harvard
University
1. Musical Intelligence 2.Interpersonal
Ability to produce and Intelligence
appreciate rhythm, pitch, Capacity to detect and
and timbre. respond appropriately to
the moods, motivations, and
desires of others.
3. Naturalist Intelligence
Ability to recognize and
categorize plants, animals,
and other objects in
nature.
4.Existential Intelligence-
Sensitivity and capacity to
tackle deep questions about
human existence.
5. Spatial- Visual 6. Kinesthetic- Bodily
Intelligence Intelligence
Capacity to think in Ability to control one’s
images and pictures, to body movements and
visualize accurately and handle objects
abstractly. skillfully.
7. Intrapersonal 8. Logical-Mathematical
Intelligence Intelligence
Capacity to be self- aware Ability to think
and in tune with inner conceptually and abstractly
feelings, values, beliefs and capacity to discern
and thinking process. logical or numerical
patterns.
9. Linguistic- Verbal Intelligence
Well-developed verbal skills and sensitivity to the
sounds, meanings, and rhythms of words.
Spearman’s Two
Factor Theory
• Charles Spearman
• British Psychologist who in,
(1904) developed the first
theory of intelligence.
• He focused on studying of
mental ability of the
children.
Two factors in Measuring Intelligence
• Spearman’s Two Factor Theory- g factor
influences performance on mental ability
measures and claimed the existence of general
intelligence.
• Specific Intelligence Factor- it relates to
single mental function only. He believed that
the s factor could not accurately measure
person’s level of intelligence as it can only
show how intelligent the individual in specific
mental function.
Guilford’s
Structure of
Intellect
• Joy Paul Guilford
• American Psychologist
• Psychometric study of human
intelligence
• Proponent of the Structure
of Intellect SI theory.
(operations, content, and
products)
 5 Kinds of operations 6 Kinds of Products 5 Kinds of Content
• Cognition- ability to • Figural/Visual- these
understand, comprehend are concrete and
units perceived through
seeing ones physical
actions
• Memory recording and • Auditory- perceived
retention- translate or classes through hearing
recall information
• Divergent production – • Symbolic- information
present multiple seen as symbol or sign
solutions to problem Relations and stand for something
else
• Convergent Production- • Semantic- verbal
attain single solution Systems meaning and ideas
to a problem
• Evaluation- ability to Transformations& • Behavioral- acts of
judge Implications people
Sternberg’s
Triarchic Theory
of Intelligence
• Robert Jeffrey Sternberg
• American Psychologist
• Defined intelligence as mental
activity directed toward
purposive adaptation to,
selection and shaping of real-
world environments relevant to
one’s life.

Three different factors:

 Analytical Intelligence- refers
to problem-solving
 Creative Intelligence- able to
-Proposed by Psychologist Raymond
Cattell
-developed along with John Horn.
-proposes that intelligence is made
up of several different abilities
that interact and work together to
produce a total or overall
individual intelligence.
• Fluid Intelligence as ability to
perceive relationships independent
of previous specific practice or
instruction concerning those
relationships. Being able to use
abstract reasoning to solve
problems.
• Crystalized Intelligence as the
knowledge and skills that are