France and Abnormal Psychology

Alfred Binet was born in Nice, France, in 1857. After studying both law and medicine in
Paris, he earned a doctorate in natural science. Binet's psychological training—mostly at Jean-
Martin Charcot's neurological clinic at the Salpetriere Hospital—was in the area of abnormal
psychology, particularly hysteria, and he published books on hypnosis (Le magnetisme
animal, with C.S. Fere in 1886) and suggestibility (La suggestibilite, 1900). From 1895 until his
death in 1911, Binet served as director of France's first psychological laboratory at the Sorbonne
of the University of Paris. Also in 1895, he established the journal L'Annee psychologique. Binet
had been interested in the psychology of—and individual differences in— intelligence since the
1880s and published articles on emotion, memory, attention, and problem solving. In 1899 he
set up a special laboratory where he devised a series of tests which he used to evaluate the
intellectual development of his two daughters. His 1903 book, L'Etude experimentale de
l'intelligence, was based on his studies of them.

In 1905, Binet and Theodore Simon created the first intelligence test to aid the French
government in establishing a program to provide special education for mentally retarded
children. In 1908 they revised the test, expanding it from a single scale of measurement to a
battery of tests for children in different age groups, with the focus now shifted from identifying
retardation to the general measurement of intelligence. A further test revision in 1911 introduced
the concept of mental age. In 1916, the American psychologist Lewis Terman used the 1908
Binet-Simon scale as the basis for the Stanford-Binet Intelligence Scale, the best-known and
most researched intelligence test in the United States. Binet coauthored Les enfants anormaux
(Abnormal Children) (1907) with Simon and published Les idees modernes sur les enfants
(Modern Ideas on Children) in 1909. He died in Paris in 1911.

Abnormal Psychology
Abnormal psychology is a branch of psychology that arrangements with psychopathology and
unusual conduct, frequently in a clinical setting. The term covers a wide scope of disarranges,
from wretchedness to fanatical enthusiastic issue (OCD) to identity issue. Advocates, clinical
clinicians, and psychotherapists regularly work straightforwardly in this field.
There are various alternate points of view utilized as a part of Abnormal psychology . While a
few analysts or psychologists may center around a solitary perspective, numerous emotional
wellness experts utilize components from various regions with a specific end goal to better
comprehend and treat mental scatters.
These points of view include:
The psychoanalytic approach: This point of view has its underlying foundations in the
speculations of Sigmund Freud. The psychoanalytic approach proposes that numerous
anomalous practices originate from oblivious considerations, wants, and recollections. While
these emotions are outside of mindfulness, they are still accepted to impact cognizant activities.
Advisors who adopt this strategy trust that by dissecting recollections, practices, contemplations,
and even dreams, individuals can reveal and manage a portion of the emotions that have been
prompting maladaptive practices and trouble.
The behavioral approach: This way to deal with anomalous brain science centers around
recognizable practices. In behavioral treatment, the emphasis is on fortifying positive practices
and not strengthening maladaptive practices. The behavioral approach targets just the conduct
itself, not the fundamental causes. When managing an unusual conduct, a behavioral
specialist may use techniques, for example, established molding and operant molding to help kill
undesirable practices and educate new practices.
The medicinal approach: This way to deal with unusual brain science centers around the organic
reasons for psychological sickness, underlining understanding the hidden reason for disarranges,
which may incorporate hereditary legacy, related physical ailments, diseases, and substance
irregular characteristics. Restorative medicines are regularly pharmacological in nature, despite
the fact that drug is frequently utilized as a part of conjunction with some sort of psychotherapy.
The subjective approach: The intellectual way to deal with strange brain science centers around
how interior contemplations, observations, and thinking add to mental disorders. Subjective
medicines ordinarily center around helping the individual change his or her considerations or
responses. Intellectual treatment may likewise be utilized as a part of conjunction with
behavioral strategies in a procedure known as cognitive behavioral treatment (CBT).

On 1838 , Esquirol, a French physician ,distinguished levels of imbecility and idiocy

placed great emphasis upon language skills in the diagnosis of mental retardation
three levels of mental retardation
1) those using short phrases,
2) those using only monosyllables, and
3) those with cries only, no speech.

The Seguin Form Board Test is based on the single factor theory of intelligence,
measures speed and accuracy. It is useful in evaluating a child's eye-hand co-ordination,
shape-concept, visual perception and cognitive ability. The test primarily used to assess
visuo-motor skills. It includes Gesell figures where in the child is ask to copy ten
geometrical figures to evaluate visuo-motor ability. Test materials consist of ten differently
shaped wooden blocks and a large form board with recessed corresponding shapes.
Edward Seguin (né Édouard Séguin) was a physician and educator born in the small town of
Clamecy, France in 1812. He moved to Paris in the mid-1830s for schooling. In 1837, he met Dr.
Jean Marc Gaspard Itard, who became his mentor.

After Dr. Itard’s death in 1838, Seguin worked with Dr. Jean-Etienne Dominique Esquirol, chief
physician at the Salpêtrière Hospital in Paris. Seguin and Dr. Esquirol published pamphlets
describing their success in educating idiots. Seguin was given direction over a larger group of
patients at the Bicêtre Hospital, under Félix Voison. Despite promising beginnings, Seguin had
some disagreements with the officials there and was discharged.

He immigrated to the United States the late-1840s and took a job at Dr. Samuel Gridley Howe’s
school for idiots in Boston, but soon left to join Dr. Hervey Backus Wilbur at the New York
State Asylum for Idiots in Syracuse. Seguin later served as an educational director at the Elwyn
State School.

Seguin is best known in the United States for introducing “the physiological method.” This
stemmed from the belief that idiocy was caused by a disorder of the central nervous system.
Strengthening the nervous system, he believed, would improve the person’s abilities of control.
He felt that through the use of physical exercises and sensory development, the cognitive
abilities of the developmentally disabled could be increased.

Seguin believed that those with mental retardation could be trained, and learn to do things. He
spent much of his time focusing on vocational training and self-care skills. This was a view that
opposed the prevailing view of the time that idiocy could not be cured or sufferers improved.

“Idiocy is a specific infirmity of the cranio-spinal axis, produced by deficiency of nutrition in

utero and neo-nati. It incapacitates mostly the functions which give rise to the reflex, instinctive,
and conscious phenomena of life; consequently, the idiot moves, feels, understands, wills, but
imperfectly; does nothing, thinks of nothing, cares for nothing (extreme cases), he is legally
irresponsible; isolated, without associations; a soul shut up in imperfect organs, an innocent.”

Legacy
Through his work Seguin proved that mentally challenged people, who were once labeled as
"idiots" and thought of as “un-trainable,” could be taught and learn to function effectively. His
schools in France and United States have inspired dozens of others in Britain and North America
to set up their own schools. Seguin showed that the failures of nature can be redeemed; in his
words:
Not one idiot in a thousand has been entirely refractory to treatment, not one in a hundred
has not been made more happy and healthy; more than thirty per cent have been taught to
conform to social and moral law, and rendered capable of order', of good feeling, and of
working like the third of a man; more than forty per cent have become capable of the
ordinary transactions of life under friendly control, of understanding moral and social
abstractions, of working like two-thirds of a man" and twenty-five to thirty per cent come
nearer and nearer to the standard of manhood, till some of them will defy the scrutiny of
good judges when compared with ordinary young men and women (Seguin 1866).
Among the educators who were influenced by his teaching methods was Maria Montessori, who
became one of the greatest educators of modern time. Many of physical exercises that Sequin
established as part of his program are still used in modern special education.
Recognizing his work in the area of medicine, a symptom known as "Seguin's signal"
(involuntary muscle contractions prior to an epileptic attack) is named after him.

Edward Seguin, France/United States, 1866 (Simpson, 1997)

http://museumofdisability.org/exhibits/past/pantheon-of-disability-history/edward-seguin/

Alfred Binet - Abnormal Psychology, Mental Age, Intelligence, and Test - JRank Articles
http://psychology.jrank.org/pages/76/Alfred-Binet.html#ixzz5JWBpjDZE

Alfred Binet - Abnormal Psychology, Mental Age, Intelligence, and Test - JRank Articles
http://psychology.jrank.org/pages/76/Alfred-Binet.html#ixzz5JWBjMG3D

Prepared by: Bernie “Daniel Padilla” Mallari

Nakabold na po yung script na sasabihin ko 

Ako po si Eduard Seguin!