Donald Thesis Legitimacy of Grief.Pdf
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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. . -
Bereavement Resource Manual 2018 Purpose
Richmond’s Bereavement Resource Manual 2018 Purpose This manual is designed to serve as an educational resource guide to grieving families and bereavement professionals in the Central Virginia area and to provide a practical list of available national and local support services. It is meant to be a useful reference and is not intended as an exhaustive listing. Grief is not neat and tidy. At Full Circle Grief Center, we realize that each person’s grief journey is unique and personal, based on many factors. Keep in mind that there is no “right” or “wrong” way to cope with grief. After losing a loved one, family members have varying ways of coping and may require different levels of support over time. We hope that some aspect of this manual will be helpful to those grieving in our community and the professionals, friends, and family who support them. Manual created by: Graphic Design by: Copyright © 2010 Allyson England Drake, M.Ed., CT Kali Newlen-Burden Full Circle Grief Center. Founder and Executive Director www.kalinewlen.com Revised January 2018. Full Circle Grief Center All rights reserved. Cover Art Design by: Logan H. Macklin, aged 13 2 Table of Contents Purpose Page 2 Full Circle Grief Center Page 4 Grief and Loss Pages 5 - 9 Children, Teens and Grief Pages 10 - 20 Perinatal Loss and Death of an Infant Pages 21 - 23 Suicide Loss Pages 24 -26 When Additional Support is Needed Pages 27-31 Self-Care Page 32 Rituals and Remembrance Page 33 How to Help and Support Grieving Families Page 34 Community Bereavement Support Services Pages 35-47 Online Grief and Bereavement Services Pages 48-49 Book List for Grief and Loss Pages 50-61 Thoughts from a Grieving Mother Pages 61-63 Affirmations and Aspirations Pages 64-65 3 Full Circle’s mission is to provide comprehensive, professional grief support to children, adults, families, and communities. -
Counselin Services Ce Counselin Services Ce
Counseling Services Center COUNSELING UNDERSTANDING YOUR RESPONSE TO GRIEF & TRAUMA SERVICES CENTER Grief is a normal and natural, though often deeply painful, response to loss. The death of a loved one is the most common way we think of loss, but many other significant changes in one's life can involve loss and therefore grief. The more significant the loss, the more intense the grief is likely to be. For many, however the most immediate response to a substantial loss is shock, numbness, and a sense of disbelief. Physical symptoms such as heart palpitations, tightness in the throat, and shortness of breath, sweating and dizziness are common at this time. At other times in the grieving process it is normal to experience a wide range of emotional and physical reactions. Common reactions include: Emotions and Feelings Physical, Behavioral & Cognitive Sadness, yearning, depressed mood Changes in sleep or appetite Loneliness Exaggerated startle response Helplessness & loss of control Fatigue and/or loss of motivation Guilt, shame, remorse Increased physical illnesses Fearfulness, panic, anxiety Social withdrawal or isolation Apathy Preoccupation with the loss Poor concentration Secondary Trauma (Vicarious Trauma) What is Secondary Trauma? When individuals become emotionally drained from hearing about and being exposed to the pain and trauma of other people around them Who can experience it? Anyone who receives any type of indirect exposure to a traumatic event (e.g., watching news reports) What are possible signs of experiencing Secondary Trauma? Anger · difficulty concentrating · anxiety · depression · sadness · low self-esteem · emotional exhaustion · trouble making decisions · difficulty remembering things fatigue · headaches or body aches · changes in sleep habits · changes in eating habits · increase in addictive behaviors · withdrawing from others Counseling Services Center How can someone reduce its effects? Talking with others 524 W. -
Losing Trust in the World: Humiliation and Its Consequences Phil Leask*
Psychodynamic Practice, 2013 Vol. 19, No. 2, 129–142, http://dx.doi.org/10.1080/14753634.2013.778485 Losing trust in the world: Humiliation and its consequences Phil Leask* Department of German, University College London, London, UK (Received 20 May 2011; final version received 17 January 2013) The author identifies acts of humiliation as a specific and often traumatic way of exercising power, with a set of consistently occurring elements and predictable consequences, including a loss of the ability to trust others. It is argued that these consequences are serious and long-lasting. The article makes a distinction between ‘shame’ as a state of mind and ‘humiliation’ as an act perpetrated against a person or group. The interplay between humiliation and shame after a humiliating act is discussed. It is argued that the patient’s recovery of the capacity to resume a relatively normal life is made more likely if the therapist acknowledges the specificity of humilia- tion, the impossibility of reversing a humiliating act and the importance of focussing on the consequences of humiliation. Keywords: humiliation; shame; trauma; abuse; rage; revenge; injustice Introduction Hartling and Luchetta (1999) describe humiliation as ‘a relational form of human behaviour stemming from interpersonal dynamics that cannot be adequately explained by individualistic, intra-psychic theories’ (p. 260). In this article, I sug- gest that there is a need to see humiliation as an act which objectively takes place and which has a victim whose suffering is likely to be substantial and long-last- ing. This perspective makes a distinction between humiliation and related concepts such as shame. -
The Evolution of Animal Play, Emotions, and Social Morality: on Science, Theology, Spirituality, Personhood, and Love
WellBeing International WBI Studies Repository 12-2001 The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_sata Part of the Animal Studies Commons, Behavior and Ethology Commons, and the Comparative Psychology Commons Recommended Citation Bekoff, M. (2001). The evolution of animal play, emotions, and social morality: on science, theology, spirituality, personhood, and love. Zygon®, 36(4), 615-655. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. The Evolution of Animal Play, Emotions, and Social Morality: On Science, Theology, Spirituality, Personhood, and Love Marc Bekoff University of Colorado KEYWORDS animal emotions, animal play, biocentric anthropomorphism, critical anthropomorphism, personhood, social morality, spirituality ABSTRACT My essay first takes me into the arena in which science, spirituality, and theology meet. I comment on the enterprise of science and how scientists could well benefit from reciprocal interactions with theologians and religious leaders. Next, I discuss the evolution of social morality and the ways in which various aspects of social play behavior relate to the notion of “behaving fairly.” The contributions of spiritual and religious perspectives are important in our coming to a fuller understanding of the evolution of morality. I go on to discuss animal emotions, the concept of personhood, and how our special relationships with other animals, especially the companions with whom we share our homes, help us to define our place in nature, our humanness. -
Supporting Grieving Students | a Handbook for Teachers & Administrators | Vii Viii | Stanfordchildrens.Org Introduction
Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS ii | stanfordchildrens.org Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS Supporting Grieving Students | iii iv | stanfordchildrens.org Created by the Family Guidance and Bereavement Program, Lucile Packard Children’s Hospital Stanford. This content was created by Stanford Children’s Health with information courtesy of the Dougy Center. Special thanks to the LPCH Auxiliaries Program for sponsorship. Supporting Grieving Students | v CONTENts Introduction ix MODULE 1 | Understanding Grieving Children 2 Common Responses of the Grieving Child or Teen 4 How to Tell When Students Need Additional Help 5 MODULE 2 | Developmental Issues of Grieving Students 6 The Grieving Infant and Toddler 8 The Grieving Preschool Child 9 The Grieving Elementary School Student 10 The Grieving Middle School Student 12 The Grieving High School Student 13 MODULE 3 | How Teachers Can Help Grieving Students 14 Your Important Role In Helping Students Cope with a Death 15 Groundwork for Dealing with Grieving Students in Your Class 15 MODULE 4 | Optimal Support for Grieving Students at School 16 Helping All Students Understand Death 17 Ongoing Support for a Grieving Student 17 How Teachers Can Help Grieving Families 21 Words and Actions that Offer Comfort and Invite Communication 23 Words and Actions that Don’t Offer Comfort 24 Common Difficult-to-Manage Behavioral Grief Reactions 25 Key Points to Remember 26 Frequently Asked Questions 28 What Administrators Can Do to Help -
Humiliation – Part II: Historicizing Humiliation
Chapter 5: Humiliation – Part II: Historicizing Humiliation Melantha: Truce with your doceur, good servant; you see I am addressing to the princess; pray do not embarrass me – Embarrass me! What a delicious French word you make me lose upon you too! - John Dryden, Marriage à la Mode PHILOLOGY AND HUMILIATION Our emotional vocabulary it would be greatly impoverished if we lacked the words embarrass and humiliate.1 Such words as awkward or uncomfortable could, I suppose, fill in partially for embarrass, and shame or mortify, though sounding a bit formal and old-fashioned could do service for humiliation. But we would feel we had lost two very useful words for getting at important features of our emotional life. It should then come as a surprise that both words were rather late additions to English in the sense indicating the uncomfortable emotions we are all very familiar with. According to the Oxford English Dictionary the earliest recorded use of to humiliate meaning to mortify or to lower or depress the dignity or self-respect of someone does not occur until 1757.2 Its usual sense prior to the mid-eighteenth century is more closely related to the physical act of bowing, of prostrating oneself as in “Such a religious man may not… humiliate himselfe to execute the right of homage” from 1602. The metaphoric underpinning of humiliate connected it more to humility and making humble then to what we now think of humiliation. The OED nowhere actually defines humiliation or related words as an emotion but brings it into the orbit of the emotions of self-attention by linking it to modification and the lowering of self-respect.3 Under humiliation the listed usages tend to be examples of displays of humility or of humble condition clustering around religious devotions. -
UPRISE DIRECT - Zine
UPRISE DIRECT - Zine............Your Direct Scene Source.: End Apathy Interview 2010 8/6/12 8:04 AM Share Report Abuse Report Abuse Next Blog» SUNDAY, MAY 23, 2010 End Apathy Interview 2010 This interview with End Apathy was conducted by Rick 56 in April of 2010 . Permission to reprint is granted as long as this statement with links to http://www.myspace.com/endapathyband, http://www.label56.com/ and http://uprisedirect.blogspot.com/are included. Mp3`s from End Apathy can be heard on the End Apathy my space as well as the Label 56 website Good evening Wade, this interview is long overdue due to my own fault but with all the good stuff going on with your band now I don`t think the timing could be more perfect. I`d like to do this interview to let everyone know about End Apathy from the very beginning up until now. It was at least three years ago when I first got in touch with you after hearing your music on your my space page. Can you give the readers a quick background to End Apathy? More specifically- how long ago did you actually come up with the idea for End Apathy (and why you choose the name End Apathy) and start writing music for it? End Apathy began in 2005 and the concept was based on trying to figure out what it would take to actually accomplish positive results in society and what is holding us back. A lot of what I realized at the time was that if we could figure out how to end peoples apathetic ways it would be the start towards moving forward. -
Exploring Guilt and Shame Among Violent Criminals Mehvish Riaz* Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan
riminolog C y: d O n p Riaz, Social Crimonol 2018, 6:2 a e y n g A DOI: 10.35248/2375-4435.18.6.191 o c l c o i e c s o s Sociology and Criminology-Open Access S ISSN: 2375-4435 Research Article Article OpenOpen Access Access Exploring Guilt and Shame among Violent Criminals Mehvish Riaz* Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan Abstract The purpose of this study was to explore Shame and Guilt among Violent Criminals. The main objective was to determine whether criminals feel shame? Another objective was to assess whether old criminals feel less shame? First, the profile of violent criminals was made who were currently incarcerated. The profile included age, crime, marital status, education, occupation, victim, crime occurrence (1st time, 2nd time) and circumstances of the crime. Semi-structured interview design was used to assess moral emotions. Self made questionnaire was developed for this purpose. A sample of 10 criminals was taken from District Jail Kotlakhpat Lahore. Interview was conducted with criminals individually. Content analysis of the data was carried out. Frequencies and percentages of the data were obtained. For further analysis data from 20 policemen and 10 lawyers was also taken, to determine if they noticed feelings of shame and guilt among criminals. Another self made questionnaire was developed. Analysis was carried out through Spss (16.5). Frequencies and percentages of the data were obtained. The finding of the results showed that criminals had feelings of guilt as well as shame, whether they were first time offenders or re-offenders. -
Master Thesis Anticipatory and Reactive Guilt Appeals Their Influence on Consumer Attitudes and the Moderating Effect of Inferences of Manipulative Intent
Master Thesis Anticipatory and Reactive Guilt Appeals Their Influence on Consumer Attitudes and the Moderating Effect of Inferences of Manipulative Intent Author: Josefin Ceder Supervisor: Setayesh Sattari Examiner: Anders Pehrsson Date: 26-05-2017 Subject: Consumer Behavior Level: Graduate Level Course code: 5FE05E Abstract Guilt appeals are used to try to influence consumer behavior, with literature defining three kinds – existential, anticipatory, and reactive guilt. Anticipatory and reactive guilt appeals have never been individually studied. The purpose of this study is hence to explain the relationship between anticipatory guilt and reactive guilt, respectively, inferences of manipulative intent, and consumers’ attitude toward a brand. To test this, an online questionnaire was used, followed by linear regression and moderation analyses. The results show a positive relationship between both anticipatory guilt and attitude and between reactive guilt and attitude. Inferences of manipulative intent do not moderate either relationship. Keywords Guilt appeal, anticipatory guilt, reactive guilt, inferences of manipulative intent, consumer brand attitudes i Acknowledgements This master’s thesis aimed to explain the relationship between anticipatory guilt and reactive guilt. respectively, inferences of manipulative intent, and consumers’ attitude toward a brand. There are several people that made this thesis possible. First, I would like to thank everyone that decided to complete the survey, offer helpful comments, or share it with their friends. I would expressly like to thank my mother, Charlotte Ceder, who mobilized her “Facebook fan club” and so effectively helped me collect a wide range of responses from different age groups. I would furthermore like to thank all of those involved at Linnaeus University. -
Children's Mental Health Disorder Fact Sheet for the Classroom
1 Children’s Mental Health Disorder Fact Sheet for the Classroom1 Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom Accommodations Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments. Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to Frequent bouts of tears and low self-esteem. that they won’t be able to do anything initial an assignment notebook to indicate that information Fear of new situations right. Their fears of being embarrassed, is correct. Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the student’s learning style-this may lessen his/her depression).