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The Dark Triad Traits Predict Authoritarian Political Correctness and Alt-Right Attitudes
Heliyon 6 (2020) e04453 Contents lists available at ScienceDirect Heliyon journal homepage: www.cell.com/heliyon Research article The Dark Triad traits predict authoritarian political correctness and alt-right attitudes Jordan Moss a,*, Peter J. O'Connor b a School of Psychology and Counselling, Queensland University of Technology, Brisbane, Australia b School of Management, QUT Business School, Queensland University of Technology, Brisbane, Australia ARTICLE INFO ABSTRACT Keywords: It is well established that mainstream personality traits are associated with moderate, traditional political atti- Psychology tudes. However, very little is known regarding trait predictors of extreme political attitudes. In the current study Applied psychology (N ¼ 511 U.S. residents), we examined the relationships between the Dark Triad traits, Entitlement and three Individual differences extreme political attitudes that are highly covered in mainstream media: White Identitarianism (‘Alt-Right’), Personality assessment Political Correctness-Authoritarianism, and Political Correctness-Liberalism. We found that Dark Triad traits and Political behavior Political correctness Entitlement had incremental validity in the prediction of these 3 attitudes over demographic factors. The Dark Dark triad Triad traits and Entitlement explained a substantial portion of variance in White Identitarianism and Political Alt right Correctness-Authoritarianism, and only a small portion of variance in Political Correctness-Liberalism. Across all Extremism attitudes, Psychopathy -
Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT
The International Journal of Indian Psychology ISSN 2348-5396 (e) | ISSN: 2349-3429 (p) Volume 2, Issue 2, Paper ID: B00362V2I22015 http://www.ijip.in | January to March 2015 Tactics of Impression Management: Relative Success on Workplace Relationship Dr Rajeshwari Gwal1 ABSTRACT: Impression Management, the process by which people control the impressions others form of them, plays an important role in inter-personal behavior. All kinds of organizations consist of individuals with variety of personal characteristics; therefore those are important to manage them effectively. Identifying the behavior manner of each of these personal characteristics, interactions among them and interpersonal relations are on the basis of the impressions given and taken. Understanding one of the important determinants of individual’s social relations helps to get a broader insight of human beings. Employees try to sculpture their relationships in organizational settings as well. Impression management turns out to be a continuous activity among newcomers, used in order to be accepted by the organization, and among those who have matured with the organization, used in order to be influential (Demir, 2002). Keywords: Impression Management, Self Promotion, Ingratiation, Exemplification, Intimidation, Supplication INTRODUCTION: When two individuals or parties meet, both form a judgment about each other. Impression Management theorists believe that it is a primary human motive; both inside and outside the organization (Provis,2010) to avoid being evaluated negatively (Jain,2012). Goffman (1959) initially started with the study of impression management by introducing a framework describing the way one presents them and how others might perceive that presentation (Cole, Rozelle, 2011). The first party consciously chooses a behavior to present to the second party in anticipation of a desired effect. -
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. -
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 -
Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement
Guilt, Shame, and Grief: An Empirical Study of Perinatal Bereavement by Peter Barr 'Death in the sickroom', Edvard Munch 1893 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Behavioural Sciences Faculty of Medicine University of Sydney November, 2003 Preface All of the work described in this thesis was carried out personally by the author under the auspices of the Centre for Behavioural Sciences, Department of Medicine, Faculty of Medicine, University of Sydney. None of the work has been submitted previously for the purpose of obtaining any other degree. Peter Barr OAM, MB BS, FRACP ii The investigator cannot truthfully maintain his relationship with reality—a relationship without which all his work becomes a well-regulated game—if he does not again and again, whenever it is necessary, gaze beyond the limits into a sphere which is not his sphere of work, yet which he must contemplate with all his power of research in order to do justice to his own task. Buber, M. (1957). Guilt and guilt feelings. Psychiatry, 20, p. 114. iii Acknowledgements I am thankful to the Department of Obstetrics and Department of Neonatology of the following hospitals for giving me permission to approach parents bereaved by stillbirth or neonatal death: Royal Prince Alfred Hospital, Royal Hospital for Women, Royal North Shore Hospital and Westmead Hospital. I am most grateful to Associate Professor Susan Hayes and Dr Douglas Farnill for their insightful supervision and unstinting encouragement and support. Dr Andrew Martin and Dr Julie Pallant gave me sensible statistical advice. -
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. . -
The Importance of Theory
Dr. Kathleen A. Bailey, Professor School of Criminal Justice Grand Valley State University [email protected] The Importance of Theory 1 Cognitive Behavioral Therapy: CBT Cognitive-behavioral therapy is a treatment approach in which a youth is encouraged to examine and change irrational thought patterns (irrational thinking) and beliefs in order to reduce dysfunctional behavior. How do these thinking errors evolve Relationships are the matrix of life 2 The most important and impacting relationships are with who? “We are always in relationships.” ------------ What are the different ways we are in relationship? 3 The Statistical Picture • References • https://www.childrensdefense.org/wp- content/uploads/2018/09/Child-Poverty-in-America-2017- National-Fact-Sheet.pdf retrieved October 2, 2019 • https://www.samhsa.gov/child-trauma/understanding-2018 child-trauma retrieved October 10, 2019 • https://www.socialsolutions.com/blog/at-risk-youth-statistics/ retrieved October 1 2019 • https://www.acf.hhs.gov/media/press/2019/child-abuse- neglect-data-released retrieved October 20, 2019 WORKING MODELS Our experience-based theories of what we can expect from the world 4 WORKING MODELS EXERCISE: Based on the statistic presented, what would be some of the Working Models would those children have about SELF, OTHERS, WORLD? RULES OF LIVING A set of rules about life and living in the World with Self and Others. RULES OF LIVING EXERCISE: Based on the statistic presented, what would be some of the Working Models would those children have about SELF, OTHERS, WORLD? 5 *How we are received and held as children builds a set of inner rules about what is acceptable and possible and what is not. -
Running Head: SHAME 1 the Significance of Shame: an Adlerian Perspective a Literature Review Presented to the Faculty of The
Running head: SHAME 1 The Significance of Shame: An Adlerian Perspective A Literature Review Presented to The Faculty of the Adler Graduate School _____________________ In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Adlerian Counseling and Psychotherapy ______________________ By John R. Nord ______________________ Chair: Meg Whiston, PhD Reader: Rachelle J. Reinisch, DMFT _____________________ October, 2017 SHAME 2 The Significance of Shame: An Adlerian Perspective Copyright © 2017 John R. Nord All rights reserved SHAME 3 Abstract Shame is a universal affect and emotion which has application within cultures and to individuals throughout the world. It can be considered an aid to learning, teaching, or punishing, and it can also be imposed to control or defeat others. Shame refers to a reaction experience of having violated cultural, community, familial, or individual norms in an unacceptable way and having the hidden, vulnerable self exposed to others against our will. For some individuals, shame can represent a minor impact to their lives and well-being. For others, it can be an all-encompassing, life-threatening problem. Shame can appear as an affect during the course of a child’s normally healthy learning. Problematic shame can originate from a number of sources resulting in unmediated mistaken beliefs from dysfunctional infant/caregiving which are never adequately resolved. Traumatic shame can result from multiple sources including family or peer relationships with repetitive abuse. Any repetitive shaming can unconsciously become an internalized secret. An understanding of pathological shame is indeed critical for evaluating client functioning. Either shame or shame proneness within any societal, familial, or occupational relationship or manifesting within an individual can have far reaching implications and long-term consequences. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
Day 2014 Guilt.Pdf
Day, M.V. (2014). Guilt. In T. R. Levine (Ed.), Encyclopedia of deception (pp. 427-429). Thousand Oaks, CA: Sage Publications. DOI: http://dx.doi.org/10.4135/9781483306902.n164 Guilt The emotion of guilt is a negative feeling that people can experience for a wrongdoing, such as being untruthful or deceptive to others. This differs from the legal meaning of guilt, which refers to a person's culpability for an offense that violates a particular law. It is also useful to distinguish guilt, which stems from a negative evaluation of a wrongful behavior, from shame, a related emotion that arises from a negative evaluation of the self. The capacity to experience guilt differs from person to person, with some individuals feeling guilty more often than others for a variety of interpersonal and private misdeeds. Individuals can feel guilty for offenses in the past, present, or that are anticipated in the future, as well as for violations committed by close others or by one's group. Overall, years of research evidence suggests that moderate feelings of guilt are adaptive and important for social functioning. Feelings of guilt can occur following a focus on a specific action or nonaction that goes against personal or societal standards. Lying, cheating, and stealing are some of the most common examples of acts that can elicit feelings of guilt. Guilt is considered to be a self-conscious and moral emotion because it involves an evaluation of the self, and it plays a crucial role in guiding moral behavior. Beyond feeling bad, guilt is also characterized by feelings of regret and tension. -
Use of Impression Management Strategies in Response to a Feedback
USE OF IMPRESSION MANAGEMENT STRATEGIES IN RESPONSE TO A FEEDBACK INTERVENTION A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Jacob Scott Nelson In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Communication May 2019 Fargo, North Dakota North Dakota State University Graduate School Title Use of Impression Management Strategies in Response to a Feedback Intervention By Jacob Scott Nelson The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: Catherine Kingsley Westerman Chair Pamela Emanuelson Justin Walden Approved: 5/21/2019 Stephenson Beck Date Department Chair ABSTRACT Providing performance feedback in a way that leads to improved performance is an integral aspect to the success of an organization. Past research shows the feedback does not always improve employee performance. Characteristics of feedback can direct attention away from improved performance and toward attention to the self. This study examined the impact of characteristics of feedback delivery on individuals’ tendency to use impression management strategies (exemplification, self-promotion, ingratiation, supplication). The results indicate that participants did not use impression management differently when feedback was delivered publicly versus privately. However, participants reported a higher likelihood to use ingratiation and self-promotion strategies after receiving negative than positive feedback. Discussion of results, along with limitations and directions for future research, are discussed. Keywords: impression management, feedback intervention, privacy, valence iii ACKNOWLEDGMENTS The author would like to recognize his thesis committee Dr. -
Entitlement Attitudes Predict Students' Poor Performance in Challenging
www.sciedu.ca/ijhe International Journal of Higher Education Vol. 2, No. 2; 2013 Entitlement Attitudes Predict Students’ Poor Performance in Challenging Academic Conditions Donna Anderson1, Jamin Halberstadt1 & Robert Aitken2 1 Department of Psychology, University of Otago, New Zealand 2 Department of Marketing, University of Otago, New Zealand Correspondence: Jamin Halberstadt, Professor, Department of Psychology, University of Otago, New Zealand. E-mail: [email protected] Received: February 24, 2013 Accepted: April 30, 2013 Online Published: May 7, 2013 doi:10.5430/ijhe.v2n2p151 URL: http://dx.doi.org/10.5430/ijhe.v2n2p151 Abstract Excessive entitlement – an exaggerated or unrealistic belief about what one deserves – has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. In the context of tertiary education, we reasoned that if students expend less effort to obtain positive outcomes to which they feel entitled, this should have negative implications for academic performance. We tested this hypothesis in a naturalistic experiment in a large course, in which students’ self-reported entitlement attitudes (measured at the beginning of the semester), the idiosyncratic difficulty of the class, and several other individual difference variables associated with academic achievement (personal responsibility, frustration intolerance, and locus of control) were used to predict final exam performance. As expected, greater entitlement was associated with poorer final exam marks, particularly among students for whom the class was objectively challenging. Although no other personality variable qualified the interaction, the extent to which students accepted responsibility for their performance mediated the main effect of entitlement, while external locus of control independently predicted poor exam performance.