Self-Generated Thought As the Engine of Neuroticism
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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. -
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, -
1 Neff, KD & Germer, C. (2017)
Neff, K. D. & Germer, C. (2017). Self-Compassion and Psychological Wellbeing. In J. Doty (Ed.) Oxford Handbook of Compassion Science, Chap. 27. Oxford University Press. Self-Compassion and Psychological Well-being Kristin Neff and Christopher Germer This chapter will provide an overview of theory and research on self-compassion and its link to psychological well-being, which is the goal of clinical practice. It will discuss what self- compassion is and what it isn't (e.g., a form of weakness, selfishness, etc.), and provide empirical evidence to support these distinctions. Finally, it will discuss methods that have been developed to teach individuals how to be more self-compassionate in their daily lives, some clinical implications of self-compassion training, and future directions for research. What is self-compassion? To better understand what is intended by the term self-compassion, it is helpful to first consider what it means to feel compassion for others, a concept many of us have more familiarity with. Compassion involves sensitivity to the experience of suffering, coupled with a deep desire to alleviate that suffering (Goertz, Keltner & Simon-Thomas, 2010). This means opening one’s awareness to the pain of others, without avoiding or disconnecting from it, allowing feelings of kindness towards others and a desire to ameliorate their suffering to emerge (Wispe, 1991). Compassion also involves an understanding of the shared human condition, fragile and imperfect as it is, as well as a willingness to extend that understanding to others when they fail or make mistakes. Instead of looking away or rolling up your window when you pull up next to that homeless man at a stoplight, for example, you pause and take a moment to reflect on how 1 difficult things are for him. -
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. -
Creating Compassion and Connection in the Work Place
16Journal of Systemic Therapies, Vol. 25, No. 1, 2006, pp. 16–36 O’Brien CREATING COMPASSION AND CONNECTION IN THE WORK PLACE PETER J. O’BRIEN, M.S.W. Foothills Medical Centre This article raises questions about what contributes to creating a com- passionate work environment and sustaining connections that are meaningful in relation to clients and colleagues. Concepts including burnout, compassion fatigue, vicarious traumatization and counter- transference are examined, with attention to how they complicate the establishment of a compassionate work place. Factors are discussed which further influence the work environment and inhibit the creation of the desired culture. Individual and institutional steps are then sug- gested that can be taken to establish a preferred work environment. In particular, practices are considered within the workplace that com- bat some of the undesirable symptoms, or that lead to the acknowl- edgment of contributions to a healthy environment and which foster human connections. As I enjoyed a concert by the 60’s band the Turtles, I was struck by the sense of connection and joy communicated throughout the concert by the two lead singers. I wondered what factors contributed to their apprecia- tion for one another and what meaning they attach to their life work, span- ning some forty years of collaboration. The purpose of this paper is to first raise questions about what contrib- utes to creating a compassionate work environment and sustaining con- nections that are meaningful in the mental health context. A case example will illustrate some of the common challenges in health care. Then, an examination of factors in our culture and our work settings that compli- Address correspondence to Peter O’Brien, M.S.W. -
Neuroticism, BIS, and Reactivity to Discrete Negative Mood Inductions ⇑ Jennifer Thake, John M
Personality and Individual Differences 54 (2013) 208–213 Contents lists available at SciVerse ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Neuroticism, BIS, and reactivity to discrete negative mood inductions ⇑ Jennifer Thake, John M. Zelenski Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, Canada K1S 5B6 article info abstract Article history: Research has established relationships between the personality dimensions of neuroticism and BIS and Received 5 March 2012 broad negative emotional reactivity. However, few researchers have examined the relationships among Received in revised form 4 August 2012 neuroticism, BIS, and discrete negative emotional reactivities. The present study examined whether indi- Accepted 27 August 2012 viduals scoring high on neuroticism and BIS were more reactive across four discrete negative mood Available online 25 September 2012 inductions, relative to those scoring low on these traits. Participants (n = 166) completed personality questionnaires, measures of current mood, viewed a specific mood-inducing film clip (sadness, anger, Keywords: fear or disgust) and then reported their moods a second time. Results revealed that neuroticism/BIS Neuroticism was associated with high reactivity to the fear and sadness inductions. Neuroticism/BIS did not predict Behavioral inhibition system Mood anger or disgust reactivity, but neuroticism/BIS and extraversion/BAS interacted in predicting anger. Emotion Although further research is -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
Worry Is Rarely Helpful, and Is Often Counter- Productive
BEHAVIOUR orry has become a ourselves to act responsibly. ‘People think modern-day epidemic, worry is helpful,’ he says. ‘They think “I need infecting our lives with to worry to be protected” – they look at it as a THERE’S NO different strains – from way of avoiding a problem.’ Yet worry is rar- SUCH THING AS A sweating the small stuff ely helpful, and is often counter-productive. BORN WORRIER W(did I lock the car?) to imagining the worst Leahy distinguishes between productive 1 ‘I worry about everything. I always (is this headache a brain tumour?). worry – the concerns that prompt us to act have,’ says Eileen, 42, a healthcare And it’s a habit we are teaching our children: – and unproductive ‘what-if’ worry, when we manager from Nottingham. But research shows that today, levels of anxiety imagine worst-case scenarios. ‘What-if’ wor- is there such a thing as a ‘born in high school students in the US are as high rying often occurs because we overthink worrier’? According to personal as those of psychiatric patients in the 1950s, situations and feel a need to control the uncon- construct psychology, worry is a while the UK’s Mental Health Foundation esti- trollable. The key is to isolate what we can behaviour, not a personality trait. mates that 10 per cent of us are likely to have a control and to rigorously question just how ‘What determines our behaviour disabling anxiety disorder at some point. Mean- plausible are our other concerns. Challenging is not what happens to us but while, research shows that women are more irrational worries in this way exposes just how we interpret it,’ explains likely than men to brood on their worries. -
Acute Stress Disorder
Trauma and Stress-Related Disorders: Developments for ICD-11 Andreas Maercker, MD PhD Professor of Psychopathology, University of Zurich and materials prepared and provided by Geoffrey Reed, PhD, WHO Department of Mental Health and Substance Abuse Connuing Medical Educaon Commercial Disclosure Requirement • I, Andreas Maercker, have the following commercial relaonships to disclose: – Aardorf Private Psychiatric Hospital, Switzerland, advisory board – Springer, book royales Members of the Working Group • Christopher Brewin (UK) Organizational representatives • Richard Bryant (AU) • Mark van Ommeren (WHO) • Marylene Cloitre (US) • Augusto E. Llosa (Médecins Sans Frontières) • Asma Humayun (PA) • Renato Olivero Souza (ICRC) • Lynne Myfanwy Jones (UK/KE) • Inka Weissbecker (Intern. Medical Corps) • Ashraf Kagee (ZA) • Andreas Maercker (chair) (CH) • Cecile Rousseau (CA) WHO scientists and consultant • Dayanandan Somasundaram (LK) • Geoffrey Reed • Yuriko Suzuki (JP) • Mark van Ommeren • Simon Wessely (UK) • Michael B. First WHO Constuencies 1. Member Countries – Required to report health stascs to WHO according to ICD – ICD categories used as basis for eligibility and payment of health care, social, and disability benefits and services 2. Health Workers – Mulple mental health professions – ICD must be useful for front-line providers of care in idenfying and treang mental disorders 3. Service Users – ‘Nothing about us without us!’ – Must provide opportunies for substanve, early, and connuing input ICD Revision Orienting Principles 1. Highest goal is to help WHO member countries reduce disease burden of mental and behavioural disorders: relevance of ICD to public health 2. Focus on clinical utility: facilitate identification and treatment by global front-line health workers 3. Must be undertaken in collaboration with stakeholders: countries, health professionals, service users/consumers and families 4. -
Mental Health Disorders: Strategies for Approach & Treatment
3/20/2019 Mental Health Disorders: Strategies for Approach & Treatment Transform 2019: OPTA Annual Conference Columbus, Ohio April 6th, 2019 Dawn Bookshar, PT, DPT, GCS Ian Kilbride, PT Marcia Zeiger, OTRL Objectives Participants will: • Understand the prevalence and impact of mental health disorders in client populations • Understand clinical conditions, and associated characteristics of common mental health diagnoses • Apply effective treatment approaches for clients with mental illness. • Produce effective clinical documentation to support intervention for clients with mental illness Mental Illness (MI) www.schizophrenia.com 1 3/20/2019 Mental Illness (MI) The term mental illness refers collectively to all diagnosable mental disorders defined as sustained abnormal alterations in thinking, mood, or behavior associated with distress and impaired functioning which substantially interferes with or limits one or more major life activities. National Institute of Mental Health Prevalence of MI • More than 50% will be diagnosed with a mental illness or disorder at some point in their lifetime. • 1 in 5 Americans will experience a mental illness in a given year. • 1 in 25 Americans lives with a serious mental illness, such as schizophrenia, bipolar disorder, or major depression. Centers for Disease Control & Prevention Prevalence of MI in LTC • 2/3 of people in nursing homes have a mental illness. • Nursing home residents with a primary diagnosis of mental illness range from 18.7% among those aged 65-74 years to 23.5% among those aged 85+ years. • Dementia, Alzheimer disease, and mood disorders are the most common diagnoses of mental illness in long-term care settings. Centers for Disease Control & Prevention 2 3/20/2019 Prevalence of MI in LTC Ohio • Residents with a diagnosis of schizophrenia and bipolar disorder increased from 9% to 16% between 2001 to 2016. -
Trauma: What Lurks Beneath the Surface
\\jciprod01\productn\N\NYC\24-2\NYC204.txt unknown Seq: 1 15-MAR-18 13:45 TRAUMA: WHAT LURKS BENEATH THE SURFACE SARA E. GOLD* Scholarship in the behavioral health field demonstrates that an overwhelming majority of clients experiencing urban poverty, and particularly low-income clients living with chronic medical and mental health issues, have endured trauma as children and adults. While legal scholars and service providers have begun to discuss the role that trauma plays in the client’s interactions with the lawyer, the dialogue has largely focused on trauma relevant to the subject matter of the legal representation. This article expands current scholarship by asserting that given the prevalence of trauma, the lawyer serving the urban poor should presumptively adopt a trauma-informed prac- tice approach regardless of the subject matter of the representation. The lawyer engaging in a trauma-informed practice can enrich the client experience generally and enrich it significantly for the many clients who come to the lawyer-client relationship with a history of trauma. I. INTRODUCTION When we first met Ms. A.,1 she was thirty years old and raising * Clinical Law Instructor, University of Maryland Francis King Carey School of Law. I would like to thank Robert Dinerstein, Naomi Mann, Kate Mitchell, and Jennifer Rosen Valverde who provided invaluable feedback at the 2016 NYU Clinical Law Writers’ Work- shop. I would also like to thank the participants in the 2016 American Association of Law Schools (AALS) Clinical Conference Scholarship Working Group, and the Fall 2016 Uni- versity of Maryland Carey School of Law and University of Baltimore Law School Junior Faculty Workshop for their thoughtful comments and support. -
ICD-11 Diagnostic Guidelines Stress Disorders 2020 07 21
Pre-Publication Draft; not for citation or distribution 1 ICD-11 DIAGNOSTIC GUIDELINES Disorders Specifically Associated with Stress Note: This document contains a pre-publication version of the ICD-11 diagnostic guidelines for Disorders Specifically Associated with Stress. There may be further edits to these guidelines prior to their publication. Table of Contents DISORDERS SPECIFICALLY ASSOCIATED WITH STRESS ...................................... 2 6B40 Post-Traumatic Stress Disorder ............................................................................ 3 6B41 Complex Post-Traumatic Stress Disorder ............................................................. 8 6B42 Prolonged Grief Disorder .................................................................................... 12 6B43 Adjustment Disorder ........................................................................................... 15 6B44 Reactive Attachment Disorder ............................................................................ 17 6B45 Disinhibited Social Engagement Disorder .......................................................... 20 6B4Y Other Specified Disorders Specifically Associated with Stress ......................... 22 QE84 Acute Stress Reaction ......................................................................................... 23 © WHO Department of Mental Health and Substance Abuse 2020 Pre-Publication Draft; not for citation or distribution 2 DISORDERS SPECIFICALLY ASSOCIATED WITH STRESS Disorders Specifically Associated with Stress