1.

a)Destructive behaviour :
Harmful, devastating and damaging are all words to describe destructive behaviors. It is
a broad set of extreme actions and emotions including self-harming and drug abuse. It
can take a variety of forms, and be undertaken for a variety of reasons. It is most visible
in young adults and adolescents, but it may affect people of any age. Self-destructive
behavior is often considered to be synonymous with self-harm, but this is not accurate.
Self-harm is an extreme form of self-destructive behavior, but it may appear in many
other guises. Self-destructive behavior may be used as a coping mechanism, when things
get 'too much'. For example, faced with a pressing scholastic assessment, someone may
choose to sabotage their work rather than cope with the stress. This would make
submission of the assessment impossible, but remove the worry associated with it. Selfdestructive behaviour is often a form of self-punishment in response to a personal failure,
which may be real or perceived. It may or may not be connected with feelings of selfhatred.
b)Disruptive behaviour:
Disruptive behavior is a disorders which involve consistent patterns of behaviors that
break the rules. Young people of all ages break some rules, especially less important
ones. More serious oppositional behavior is a normal part of childhood for children two
and three years old and for young teenagers. At other times, when young people are
routinely very, very oppositional and defiant of authority, a mental health disorder may be
identified. There are three main Disruptive Behavior Disorders attention deficit
hyperactive disorder (ADHD), oppositional defiant disorder and conduct disorder. In
Oppositional Defiant Disorder, the rules broken are usually those in the family and the
school. Oppositional Defiant Disorder may occur in children of any age and in
adolescents. Sometimes Oppositional Defiant Disorder leads to Conduct Disorder.
Between one and six percent of children and adolescents have Oppositional Defiant
Disorder. For examples, frequent defiance of the authority of parents, teachers and others,

arguing and refusing to obey rules at home and school, failure to take responsibility for
bad behavior or mistakes,resentment.
In Conduct Disorder, the rules broken include the regulations and laws made by society.
Conduct Disorder usually occurs in older children and adolescents between one and four
percent of young persons seven to seventeen have Conduct Disorder. Examples of
Conduct Disorder behaviors are: aggressive behaviors that threaten or harm people or
animals, behaviors that destroy property such as fire setting, breaking windows or graffiti,
stealing, bullying or lying to get something and serious violations of rules, including
school truancy and running away from home.

2.
a) Punishment:
Punishment is the practice of imposing something unpleasant or aversive on a person or
animal, usually in response to disobedient or morally wrong behavior. In common usage,
the word "punishment" might be described as "an authorized imposition of deprivations
of freedom or privacy or other goods to which the person otherwise has a right, or the
imposition of special burdens because the person has been found guilty of some criminal
violation, typically involving harm to the innocent. Punishment has a more restrictive and
technical definition. Along with reinforcement it belongs under the Operant Conditioning
category. Operant Conditioning refers learning with either punishment or reinforcement.
It is also referred to as response-stimulus conditioning. In psychology, punishment is the
reduction of a behavior via a stimulus which is applied "positive punishment" or removed
"negative punishment". Making an offending student loses recess or play privileges are
examples of negative punishment, while extra chores or spanking are examples of
positive punishment. The definition requires that punishment is only determined after the
fact by the reduction in behavior; if the offending behavior of the subject does not
decrease then it is not considered punishment. There is some conflation of punishment
and aversives, though an aversive that does not increase behavior is not considered
punishment.
b)Reinforcement:
Reinforcement occurs when an event following a response causes an increase in the
probability of that response occurring in the future. Response strength can be assessed by
measures such as the frequency with which the response is made. For example, a pigeon
may peck a key more times in the session, or the speed with which it is made. The
environment change contingent upon the response is called a reinforcer. The study of
reinforcement has produced an enormous body of reproducible experimental results.
Reinforcement is the central concept and procedure in the experimental analysis of
behavior and much of quantitative analysis of behavior.Positive reinforcement is an

increase in the future frequency of a behavior due to the addition of a stimulus

immediately following a response. Negative reinforcement is an increase in the future
frequency of a behavior when the consequence is the removal of an aversive stimulus.

3.
a) Depressants :
Depressant is a chemical agent that diminishes the function or activity of a specific part
of the body. The term is used in particular with regard to the central nervous system
(CNS). Depressants are not to be confused with the subject of depressed moods. Many
depressants acting on the CNS do so by increasing the activity of a particular
neurotransmitter known as gamma-aminobutyric acid (GABA), although other targets
such as the NMDA receptor, opioid receptor and CB1 cannabinoid receptor can also be
important, depending on which drug is involved. GABA's task is to calm the CNS and to
promote sleep. Drugs that stimulate the activity of this acid produce slowed brain
function and a drowsy or calm feeling, and so depressants are generally prescribed to
relieve symptoms of anxiety or insomnia. Internal systems regulate the body's production
of GABA, but when medication is taken to stimulate GABA action, it is possible to
induce hazardously high levels, which can dangerously slow breathing and heart rates,
and may result in death. CNS depressants require a period of adaptation. Typically, initial
side effects include slurred speech, dizziness, and loss of coordination.
b)Stimulants:
Stimulants are drugs that temporarily increase alertness and awareness. They usually
have increased side-effects with increased effectiveness, and the more powerful variants
are therefore often prescription medicines or illegal drugs. Stimulants increase the
activity of either the sympathetic nervous system, the central nervous system or both.
Some stimulants produce a sense of euphoria. Stimulants are used therapeutically to
increase or maintain alertness, to counteract fatigue in situations where sleep is not
practical, to counteract abnormal states that diminish alertness consciousness, to promote
weight loss phentermine as well as to enhance the ability to concentrate in people
diagnosed with attentional disruptions especially ADHD. Occasionally, they are also used
to treat depression. Stimulants are sometimes used to boost endurance and productivity as
well as to suppress appetite, therefore also known to promote eating disorders such as

anorexia if abused. The euphoria produced by some stimulants leads to their recreational
use, although this is illegal in the majority of jurisdictions.

4.
a) Repression :
Repression is the psychological act of excluding desires and impulses (wishes, fantasies
or feelings) from one's consciousness and holding or subduing them in the unconscious..
It is often claimed that traumatic events are repressed, yet it appears that the trauma more
often strengthens memories due to heightened emotional or physical sensations. These
sensations may also cause distortions, though human memory in general is filtered by
layers of perception and incompletion. One problem from an objective research point of
view is that a "memory" must be measured and recorded by a person's actions.
b)Regression :
Is a defense mechanism leading to the temporary reversion of the ego to an earlier stage
of development rather than handling unacceptable impulses in a more adult way. The
defense mechanism of regression, in psychoanalytic theory, occurs when thoughts are
temporarily pushed back out of our consciousness and into our unconscious.
Regressive behavior can be simple and harmless. A person may revert to an old, usually
immature behavior to ventilate feelings of frustration. For example, an adult saying "I
want to throw water balloons" is temporarily regressing to childlike behavior. Regression
only becomes a problem when it is used frequently to avoid adult situations and causes
problems in the individual's life.

5.
a) Episodic memory :
Episodic memory is the memory of autobiographical events (times, places, associated
emotions, and other contextual knowledge) that can be explicitly stated. Semantic and
episodic memory together make up the category of declarative memory, which is one of
the two major divisions in memory. The counterpart to declarative, or explicit memory, is
procedural memory, or implicit memory.
b)Procedural memory :
Procedural memory is the long-term memory of skills and procedures, or "how to"
knowledge. It is considered a form of implicit memory. Procedural memory is often not
easily verbalized, but can be used without consciously thinking about it; procedural
memory can reflect simple stimulus-response pairing or more extensive patterns learned
over time. In contrast, declarative memory can generally be put into words. Examples of
procedural learning are learning to ride a bike, learning to touch type, learning to play a
musical instrument or learning to swim. Procedural memory can be very durable. In
cognitive psychology, the term procedural knowledge denotes knowledge of how to
accomplish a task, and often pertains to knowledge which unlike declarative knowledge
cannot be easily articulated by the individual, or knowledge that is nonconscious. For
example, most individuals can easily recognize a specific face as "attractive" or a specific
joke as "funny," but they cannot explain how exactly they arrived at that conclusion or
they cannot provide a working definition of "attractiveness" or being "funny.