The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University

Total Page:16

File Type:pdf, Size:1020Kb

The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University Purdue University Purdue e-Pubs Open Access Dissertations Theses and Dissertations January 2015 The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_dissertations Recommended Citation Rose, Stephanie Dianne, "The Experience of Men After Miscarriage" (2015). Open Access Dissertations. 1426. https://docs.lib.purdue.edu/open_access_dissertations/1426 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. THE EXPERIENCE OF MEN AFTER MISCARRIAGE A Dissertation Submitted to the Faculty of Purdue University by Stephanie Dianne Rose In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2015 Purdue University West Lafayette, Indiana ii To my curious, sweet, spunky, intelligent, and fun-loving daughter Amira, and to my unborn baby (lost to miscarriage February 2010), whom I never had the privilege of meeting. I am extremely happy and fulfilled being your mother. Thank you for your motivation and inspiration. iii ACKNOWLEDGEMENTS I am grateful to everyone who contributed to my study. Specifically, I am indebted to my sisters Sara Okello and Stacia Firebaugh for their helpful revisions, and to my parents Scott and Susan Firebaugh for their emotional and financial support along the way. I am thankful to those who provided childcare during this project, including my family and friends. My wonderful family and friends have blessed me with much support and encouragement throughout this project. I am also very grateful to my advisor Dr. Heather Servaty-Seib for her tireless support and investment in this project. Her guidance and contributions have been invaluable. I admire her passion for the study of grief and loss, and her many sacrifices. I also admire her as a woman, psychologist, and mother. Thank you to my dissertation committee, Dr. Ayşe Çiftçi, Dr. Tara Johnson, and Dr. Erina MacGeorge, for your investment in and support of this project. Your contributions have truly strengthened the study. I am most especially grateful to the brave men who shared their stories. I am incredibly honored and humbled to present your voices. iv TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... vi CHAPTER I. INTRODUCTION .........................................................................................1 Overview of the Problem .........................................................................................1 Importance of the Study ...........................................................................................5 Statement of Purpose ...............................................................................................7 Terminology and Concepts ..........................................................................7 Relevance to Counseling Psychology ....................................................................10 CHAPTER II. LITERATURE REVIEW ..........................................................................12 Psychology and Men’s Experiences ......................................................................13 Gender Bias in Grief Literature .............................................................................17 Men and Grief ........................................................................................................22 Miscarriage and Grief ............................................................................................25 Miscarriage: Loss or No Loss ....................................................................25 View of Physical and Psychosocial Loss ...................................................25 View of Minimal or No Loss .....................................................................26 Miscarriage and Attachment Theory .........................................................27 Disenfranchised Grief ................................................................................30 Women and Miscarriage ............................................................................32 Couples and Miscarriage............................................................................37 Men and Miscarriage .................................................................................40 Summary and Critique ...............................................................................42 Meaning Reconstruction, Men, and Grief..............................................................43 Purpose ...................................................................................................................45 Research Questions ................................................................................................46 CHAPTER III. METHOD .................................................................................................47 Paradigm ................................................................................................................48 Design ....................................................................................................................49 Participants .............................................................................................................53 Masculinity and Gender Roles ...................................................................55 Measures ................................................................................................................57 Interview Protocol ......................................................................................57 Demographic and Background Form .........................................................58 Masculinity Measures ................................................................................59 Procedures ..............................................................................................................60 Participant Recruitment .............................................................................64 v Page Data Collection ..........................................................................................62 Data Analysis and Interpretation ...........................................................................66 Validity ..................................................................................................................73 Researcher Background .........................................................................................76 CHAPTER IV. RESULTS .................................................................................................78 Table 2 ...................................................................................................................80 Table 3 ...................................................................................................................81 Table 4 ...................................................................................................................82 Table 5 ...................................................................................................................84 Table 6 ...................................................................................................................85 Men’s Emotional and Behavioral Expressions ......................................................85 Duration of Participant Expressions ..........................................................86 Nature of Emotional Expressions ..............................................................87 Nature of Behavioral Expressions .............................................................92 Important Unique Expressions ...................................................................94 Participant View of Partner Emotional and Behavioral Expressions ....................96 Greater Level of Psychological Distress for Partners ................................96 Duration of Partner Expressions ................................................................97 Nature of Partner Expression .....................................................................98 Men’s Coping.......................................................................................................100 Offering Support to Partners ....................................................................101 Relying on Social Support .......................................................................104 Viewing the Miscarriage as a Challenge .................................................108 Staying busy/Following a Routine ...........................................................111 Hope for Future Fertility or Family Planning/Expansion ........................113 Appreciating the Existence of a Living Child ..........................................115 Learning Medical Information .................................................................116 Meaning Reconstruction ......................................................................................118 Gratefulness for an Early Gestational Loss .............................................118 Belief in a Reason/Purpose for the Miscarriage ......................................120 Enhanced Value for Fertility and Life .....................................................121 Strengthened Family Relationships .........................................................122 Men’s Perspectives of Gender Roles and Masculinity ........................................124
Recommended publications
  • Loss and Grief for Children in Care: Additional Notes
    Loss and Grief for Children in Care Additional Notes and References for the workshop This Educational Module has been developed by: Ms Liz Crowe BSW Private Consultant Phone: 041 723 7740 Email: [email protected] Dr. Judith Murray BA(HonsI) DipEd BEdSt PhD Senior Lecturer, School of Psychology School of Social Work and Applied Human Sciences Room 405 McElwain Building (Building 24A) The University of Queensland St. Lucia Q 4072 Australia Phone: (07) 3365 7181 International Phone: +61 7 3365 7181 Fax: (07) 3365 4466 Email: [email protected] Copyright Dr. Judith Murray 2005 Senior Lecturer, School of Psychology School of Social Work and Applied Human Sciences The University of Queensland St Lucia Q 4072 Australia Licensed to the Department of Child Safety within Queensland This work is copyright. Permission is given to reproduce this work by photocopying or other duplicating processes for use by agencies and organisations when training foster carers. In all reproductions Ms Liz Crowe and Dr Judith Murray and the University of Queensland must be acknowledged. This permission does not extend to the making of copies for hire or resale to third parties. In all other circumstances all rights are reserved. Title to and intellectual property rights in this work belong to Dr Judith Murray and Liz Crowe in the state of Queensland, as represented by the University of Queensland. Table of contents Introduction..................................................................................................................7 A note on terms.......................................................................................................7
    [Show full text]
  • Emotional Fortitude: the Inner Work of the CEO
    FEATURE Emotional fortitude The inner work of the CEO Benjamin Finzi, Mark Lipton, Kathy Lu, and Vincent Firth Emotional fortitude: The inner work of the CEO Emotional fortitude—the ability to stay clear-headed while exploring one’s emotional reactions to sources of tension—can improve a CEO’s resilience to the stressors of decision-making and lead to better decision outcomes. HETHER AT A large, established firm or a work” that effective CEOs perform as they journey fast-growing one, making decisions through the decision-making process and live with Wwhile staring disruption in the face may the consequences. be the most grueling element of being a CEO. Data feels insufficient. Assumptions feel tenuous. Options feel How can CEOs increase their constrained. Timing feels rushed. chances of making an optimal Outcomes feel binary: The decision either takes the organization in the right decision when all of the direction or the wrong one. alternatives may not be known, Yet executives—particularly CEOs—are when time is not on their side, expected to be the most qualified people in their organization to make decisions. and when emotions play a central CEOs, perhaps more than those in any role before, during, and after the other executive role, feel enormous pressure to get it “right.” Even the most decision is made? level-headed CEO is apt to experience sleepless nights and personal doubts about the choices they make and the consequences The intellectual and emotional that result. If the decision ultimately proves to be a tensions of perilous decisions poor one, there is no one else to blame.
    [Show full text]
  • Examining Defensive Distancing Behavior in Close Relationships
    Examining defensive distancing behavior in close relationships: The role of self-esteem and emotion regulation Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Monica E. Lindgren, B.A. Psychology Graduate Program The Ohio State University 2012 Thesis Committee: Professor Janice K. Kiecolt-Glaser, Ph.D., Advisor Professor Julian Thayer, Ph.D. Professor Jennifer Cheavens, Ph.D. i Copyrighted by Monica E. Lindgren 2012 ii Abstract The risk regulation model proposes that people with low self-esteem (LSE), but not those with high self-esteem (HSE), react to potential threats to belonging by defensively distancing from their relationships. The present study hypothesized that self-focused rumination following threats to belonging, by forcing people with LSE to spend time considering their self-worth, would enhance this defensive distancing behavior. Participants were asked to recall self-relevant feedback they had received from someone they considered very close, and then completed a rumination or distraction task. Contrary to expectations, LSEs who were instructed to distract from threats to belonging reported more negative behavioral intentions towards their close other than those who were instructed to ruminate. However, in comparison to distraction, there was a trend for rumination to amplify LSEs’ negative affect following the recalled threats to belonging. Results are discussed in terms of their implications for risk regulation theory and for possible future directions. ii Acknowledgements I would like to thank my advisor, Dr. Janice Kiecolt-Glaser, for all her support, feedback, and guidance over the past few years.
    [Show full text]
  • Psychological and Neuroscientific Perspectives on Gratitude As an Emotion
    Psychological and Neuroscientific Perspectives on Gratitude as an Emotion Bachelor Degree Project in Cognitive Neuroscience Basic level 15 ECTS Spring term 2016 Mirna Solaka Supervisor: Kristoffer Ekman Examiner: Judith Annett GRATITUDE; AS AN EMOTION 2 Abstract Gratitude is an emotional response when people feel grateful for the good things that happen to them or acknowledgment of a benefit received from another person. Gratitude is an important component of positive psychology and the world’s largest religions emphasize the importance of gratitude in their teaching. Research has begun to explore factors that enhance human life and one such factor is the effect of positive emotions on mental health outcomes. Gratitude is considered to be a positive emotion and grateful individuals tend to be happier, less depressed, less stressed and more satisfied with their lives. Gratitude may have a strong link with mental health and wellbeing and research has recently started to understand its positive effects. Despite the research findings showing the effectiveness of gratitude interventions, the neural mechanisms involved in gratitude are relatively unknown. It is important to investigate the neural processes involved in gratitude because it may provide clues as to how gratitude as a positive emotion can influence mental health and wellbeing. Gratitude has many definitions and this essay will present the different definitions of the experience of gratitude, what happens in the brain when experiencing gratitude and as a positive emotion and how
    [Show full text]
  • The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process
    Journal of Education & Social Policy ISSN 2375-0782 (Print) 2375-0790 (Online) Vol. 1, No. 2; December 2014 The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process Sara Hashempour Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Aida Mehrad Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Abstract A lot of teachers don’t know what exactly anxiety and emotional intelligenceare and how they can impact on student’s learning. Academic Anxiety will be happened amongst students when they feel intense worry about upcoming and previous incidence, too much self-concern and high focus on acting proficiently or they motivate by various items. Students with high level of anxiety most of the time misinterpreted or overstated the importance of the situation. If the situation is not managed correctly negative consequences may happen. In addition, students that show emotional intelligence toward different items can growth their skills in educational situation. Various expressions have been used to describe experience of emotional intelligence and academic anxiety. This study, talk over the relation of those terms associated with characterizing and conceptualizing of working memory, emotional intelligence and learning process. Keywords:Anxiety, Emotional intelligence, Working Memory, Student’s learning 1.1. Introduction Anxiety is a natural human reaction, and it works as an important psychological function that is felt by many people regardless of age. All children experience anxiety as an alarm system that is activated whenever they perceive situation as dangerous, embarrassing or stressful, in these situations anxiety can help them to better manage the events, while low and controllable level of anxiety can be beneficial, high level of anxiety may negatively impact one’s social and personal relationships, and cause physical and emotional problems.
    [Show full text]
  • Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants
    Emotion © 2010 American Psychological Association 2010, Vol. 10, No. 5, 640–650 1528-3542/10/$12.00 DOI: 10.1037/a0019351 Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants Sandra J. Llera and Michelle G. Newman Pennsylvania State University The present study examined the effect of worry versus relaxation and neutral thought activity on both physiological and subjective responding to positive and negative emotional stimuli. Thirty-eight partic- ipants with generalized anxiety disorder (GAD) and 35 nonanxious control participants were randomly assigned to engage in worry, relaxation, or neutral inductions prior to sequential exposure to each of four emotion-inducing film clips. The clips were designed to elicit fear, sadness, happiness, and calm emotions. Self reported negative and positive affect was assessed following each induction and exposure, and vagal activity was measured throughout. Results indicate that worry (vs. relaxation) led to reduced vagal tone for the GAD group, as well as higher negative affect levels for both groups. Additionally, prior worry resulted in less physiological and subjective responding to the fearful film clip, and reduced negative affect in response to the sad clip. This suggests that worry may facilitate avoidance of processing negative emotions by way of preventing a negative emotional contrast. Implications for the role of worry in emotion avoidance are discussed. Keywords: generalized anxiety disorder,
    [Show full text]
  • A Confucian Defense of Shame: Morality, Self-Cultivation, and the Dangers of Shamelessness
    religions Article Article Article A ConfucianA Confucian Defense Defense of Shame: of Shame: Morality, Morality, Self-Cultivation, Self-Cultivation, A Confucian Defense of Shame: Morality, Self-Cultivation, and theand Dangers the Dangers of Shamelessness of Shamelessness and the Dangers of Shamelessness Mark BerksonMark Berkson Mark Berkson Department of Religion,Department Hamline of Religion, University, Hamline St. Paul, University, MN 55104, St. USA;Paul, [email protected] 55104, USA; [email protected] Department of Religion, Hamline University, St. Paul, MN 55104, USA; [email protected] Abstract: ManyAbstract: philosophers Many and philosophers scholars in and the scholars West have in the a negative West have view a negative of shame. view In muchof shame. In much of Abstract: Many philosophers and scholars in the West have a negative view of shame.of post-classical In much ofpost-classical Western ethical Western thought, ethical shame thought, is compared shame is negativelycompared negatively with guilt, with as shame guilt, isas shame is asso- post-classical Western ethical thought, shame is compared negatively with guilt, asassociated shame is asso- withciated the “outer”, with the how “outer”, one appears how one before appears others before (and othe thusrs is (and merely thus a is matter merely of a “face”), matter of “face”), and ciated with the “outer”, how one appears before others (and thus is merely a matterand of “face”), guilt is and associatedguilt is associated with the “inner”with the realm “inner” of therealm conscience of the conscience and soul. and Anthropologists soul. Anthropologists and and philoso- guilt is associated with the “inner” realm of the conscience and soul.
    [Show full text]
  • Term Toxic Shame Being Mirrored by One
    Donald Bradshaw Nathanson Coined the The compass of term toxic shame. shame Four universal Mark Epstein, Pema Chodron, Being behaviors to Kevin Griffin Karen Horney mirrored defend against Abiding difficult emotions to observe and learn . Four major by one shame. The Idea of PRACTICE and Right View being wise idea that when aempts of Gershen Kaufman non- or attuned. Led to Present with Self and Present with avoiding shame Find the entrances to shaming the neuro2c Others and Wise-Self you are bigger individual to governing scenes. person than or less than Whenever we are makes all come to others. Says, to soluon able to observe upon the learn from our our experience, we difference shame and "Just immediately detach love yourself." from it. Brene Brown Silvan Thomas Tony Webb Empathy opposite of Scheff/Helen Tomkins Virginia Satir The social aspects of shame; judge in Lewis Block Emotions the compass of Four coping areas most Disrupts bond are shame -- aggression, vulnerable to shame; motivators. stances: depression, isolation, Humiliated Placating, judging numbs-easier Affect and addiction. fury. Blame, Being than loss/grief; pre- Acknowledge theory: Alienation and Super- aggression broader frontal cortex off in shame then Scripts are shame. connection to begun as Reasonable, social results from Perfectionism. others soon as we Being Irrelevant avoiding shame. 'Good' shame as restored. are born. humility. Show deference to others. What does acknowledged shame look like? What is attunement? Shame-anger spirals. Governing Scenes Gershen
    [Show full text]
  • A State Gratitude Approach
    Is It Necessary for Gratitude to Have an Object? A State Gratitude Approach Shueh-Chin Ting, Professor, Department of Education, National University of Tainan, Taiwan ABSTRACT Is it necessary for gratitude to have an object? What are the objects of gratitude? Previous studies have not yet made clarifications on this subject, indicating that there are still unclear areas in the basic concept of gratitude. According to past literature, gratitude can be divided into trait gratitude and state gratitude. This study explores state gratitude. We interviewed 15 adults who have experience with gratitude, asking them to share their gratitude story. We found that even though their reasons for being grateful are different, they all expressed that their gratitude has an object. The object of their gratitude included people, God, the earth, and animals. We found that when the interviewees indicated that their gratitude was directed towards people, classmates, wives, teachers, officials, parents, and even enthusiastic strangers were mentioned. Keywords: emotion, gratitude, reciprocity RESEARCH BACKGROUND AND MOTIVES At present, studies have shown individuals who express gratitude has positive outcomes on oneself, for example, well-being (Toussaint & Friedman, 2009; Wood, Joseph, & Maltby, 2009); has positive effects on others, for example, altruism (Bartlett & DeSteno, 2006; Tsang, 2006); has positive effects on the organization, for example, creating repurchase intention and positive word-of-mouth (Soscia, 2007) and producing long term performance benefits (Palmatier, Jarvis, Bechkoff, & Kardes, 2009). Therefore, gratitude is a topic worth advocating. If gratitude can be effectively utilized in society and in management systems, it can contribute to social harmony and organizational performance.
    [Show full text]
  • Emotional Doubt and Divine Hiddenness
    Eruditio Ardescens The Journal of Liberty Baptist Theological Seminary Volume 1 Issue 2 Volume 1, Issue 2 (Spring 2014) Article 1 5-2014 Emotional Doubt and Divine Hiddenness A. Chadwick Thornhill Liberty University Baptist Theological Seminary Follow this and additional works at: https://digitalcommons.liberty.edu/jlbts Part of the Practical Theology Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Thornhill, A. Chadwick (2014) "Emotional Doubt and Divine Hiddenness," Eruditio Ardescens: Vol. 1 : Iss. 2 , Article 1. Available at: https://digitalcommons.liberty.edu/jlbts/vol1/iss2/1 This Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in Eruditio Ardescens by an authorized editor of Scholars Crossing. For more information, please contact [email protected]. Emotional Doubt and Divine Hiddenness A. Chadwick Thornhill* Emotionally motivated doubts concerning one’s religious faith can generate severe pain and anxiety in the life of a believer. These doubts may generate both emotional and physical problems that also significantly affect their health. Os Guinness in speaking of this type of doubt asserts, “no one is hurt more than the doubter. Afraid to believe what they want to believe, they fail to believe what they need to believe, and they alone are the losers.” 1 While recent Christian scholarship has begun to be more attentive to this issue as it pertains to addressing the emotional doubts of the church community, much more work needs to be done concerning this prevalent issue. One issue in particular which may motivate emotional doubt and permit it to fester is that of divine hiddenness, or the silence of God.
    [Show full text]
  • A Study of Stephen Crane and Tim O
    Life at War and the Heroic Illusions Created to Cope with War: A Study of Stephen Crane and Tim O‘Brien By Gaye L. Allen A thesis submitted to the Graduate School-Camden Rutgers, the State University of New Jersey in partial fulfillment of the requirements for the degree of Master of Arts Graduate Program in Liberal Studies written under the direction of Professor Richard M. Drucker and approved by ________________________ Richard Drucker Camden, New Jersey May 2011 i Abstract of the Thesis Life at War and the Illusions Created to Cope with War: A Study of Stephen Crane and Tim O‘Brien By Gaye L. Allen Thesis Director: Professor Richard M. Drucker This thesis will examine the fictional war novels, The Red Badge of Courage by Stephen Crane and Going after Cacciato by Tim O‘Brien. It will examine the heroic illusions created by soldiers on the frontline as psychological coping mechanisms as a means to escape the realities of war. It will also examine how Stephen Crane and Tim O‘Brien create protagonists and characters that struggle to understand the conflicts within themselves as consequences of their developing point of view toward themselves, their war comrades, and their society‘s values and how each of these writers through observing battlefield experience comes to question the meaning of war and its effects. Stephen Crane and Tim O‘Brien investigate the moral and cultural values of their respective societies. Crane portrays the Victorian era O‘Brien examines1960‘s America. Each novel asks us to view their war with both irony and sympathy.
    [Show full text]
  • About Emotions There Are 8 Primary Emotions. You Are Born with These
    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
    [Show full text]