Does Employee Envy Trigger the Positive Outcomes at Workplace? a Study of Upward Social Comparison, Envy and Employee Performance
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SELF-AFFIRMATION AS an ENVY-REDUCING INTERVENTION I
Running head: SELF-AFFIRMATION AS AN ENVY-REDUCING INTERVENTION i How do you solve a problem like my envy? Self-affirmation as a potential envy-reducing intervention by Darren Christopher Neufeld A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY Department of Psychology University of Manitoba Winnipeg Copyright © 2017 by Darren Christopher Neufeld SELF-AFFIRMATION AS AN ENVY-REDUCING INTERVENTION ii Abstract Envy is a toxic emotion detrimental to one's health and wellbeing (Smith, Combs, & Thielke, 2008), yet few studies have suggested and none have evaluated possible envy-reducing strategies. Self-affirmation has been shown to reduce the impact of self-integrity threats and defensive processing (Cohen & Sherman, 2014), suggesting likely benefit when applied to envy. The present study (N = 209) examined whether completing a brief self-affirmation value essay (Cohen, Aronson, & Steele, 2000) attenuated student participants' self-reported envy feelings and potentially envy-motivated aggressive behaviour (non-cooperation) toward an ostensibly smarter and financially advantaged rival student in the laboratory, relative to a no-affirmation control condition. A one-month follow-up study (N = 169) investigated whether the self-affirmation intervention (vs. control) promoted durable effects in daily life, such as when recalling an intense past-month instance of envy. Potential mediators (self-construal, mood) were examined to illuminate mechanisms underlying self-affirmation effects. Prospective moderators (dispositional envy, self-compassion, vulnerable and grandiose narcissism, self-esteem, entitlement, and sex) were assessed to determine whether individuals most psychologically vulnerable to envy threat derived greater benefit from the intervention. -
Applying ACT to Cases of Complex Depression: New Clinical And
ApplyingApplying ACTACT toto CasesCases ofof ComplexComplex Depression:Depression: NewNew ClinicalClinical andand ResearchResearch PerspectivesPerspectives PartPart I:I: DepressionDepression withwith PsychosisPsychosis andand SuicidalitySuicidality Brandon Gaudiano, Ph.D. Assistant Professor of Psychiatry Grant Support: NIH K23 MH076937 OutlineOutline ¾¾ ClinicalClinical FeaturesFeatures ofof PsychoticPsychotic DepressionDepression ¾¾ ACTACT forfor PsychosisPsychosis ResearchResearch ¾¾ TreatmentTreatment DevelopmentDevelopment ProjectProject ¾¾ ClinicalClinical ConsiderationsConsiderations ¾¾ CaseCase ExampleExample DepressionDepression withwith hallucinationshallucinations and/orand/or delusionsdelusions PsychoticPsychotic DepressionDepression ¾ PrevalencePrevalence ratesrates z 15-19% of individuals with depression have hallucinations or delusions (Ohayon and Schatzberg, 2002) z Up to 25% of depressed hospitalized patients (Coryell et al., 1984) ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders z patients often underreport psychotic symptoms due to embarrassment or paranoia ¾ PsychoticPsychotic depressiondepression cancan -
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. . -
Conceptual Challenge to Understand Envy: a Review
Journal of IMS Group Malik Journal of IMS Group Vol. 13, No. 1, January - June 2016, pp. 25-37 Conceptual Challenge to Understand Envy: A Review Sangeeta Malik Abstract Envy is a universal aspect of everyday life. We only reluctantly acknowledge the inhibiting and destructive aspects of this emotion in the workplace. The author has examined the conceptual challenges associated with studying envy. This conceptual paper attempts to clarify the concept of envy for business research from a situational perspective. Thereto, it integrates research on envy from various scientific disciplines i.e., from philosophy, anthropology, evolutionary and social psychology to political thought and introduces a novel, conceptually distinction in the four notions of envy, proper, benign envy, spite, and jealousy. Considering the power and ubiquity of envy, envy implies hostility, we generally view it as a dangerous emotion, capable of disrupting interpersonal relations and triggering hostility, Thereby, it lays the groundwork for further analysis of the phenomenon of envy in business research. Key words: Envy, Jealousy, Conceptualization. INTRODUCTION Envy is an unpleasant, often painful emotion characterizes by feelings of inferiority, hostility, and resentment produced by an awareness of another person or group of persons who enjoy a desired possession (object, social position, attribute, or quality of being; e.g. Parrott, 1991; Parrott & Smith, 1993). Envy, however, creates a drive in people to try and outdo their peers. Envy derives from a mix of emotional insecurity competitiveness, resentment and dissatisfaction with a situation. The resentment comes from a belief that others have something that we ourselves think we should have or are capable of attaining. -
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 -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
August 16 SEVEN DEADLY SINS “What Is Envy/Jealousy”
Sermon Delivered….August 16 SEVEN DEADLY SINS “What is Envy/Jealousy” (Proverbs 14:30) OPENING A. ILLUSTRATION 1. Feed off of the bumper video: It hungers for what others have, it’s associated with sickness in the bones, it is called the evil eye; In Othello, Shakespeare called it the Green Eyed Monster. Answer: Envy/Jealousy 2. You’ve heard the term—green with envy? Ever wonder why it’s associated with green? • Because of this verse—green is the color of sickness. • When someone is sick, often they are described as green or yellow in tint. • This particular sin so affects our emotional roots and physical well-being that it can actually make us sick. • The ancient Greeks are probably the source of the color attachment—they thought envy was caused by an over production of bile which turned human skin slightly green. B. SERMON IDEA 1. Envy is defined as a feeling of discontented or a resentful longing aroused by someone else's possessions, qualities, or luck. • Envy and jealousy are related—they are two sides of the same coin and often used interchangeably • Envy is the angry desire to have something someone else has; jealousy is the angry desire to keep what we possess and are afraid someone else wants. • We will use them interchangeably in our study today. 2. The Bible condemns envy and most forms of jealousy • The slightly difficult part is recognizing that jealously is not always sinful o Jealousy is not wrong when it involves an exclusive relationship. o God is jealous for His people and their worship of Him. -
Social Emotional Learning Standards, Benchmarks, and Indicators
Appendix D SOCIAL EMOTIONAL LEARNING STANDARDS, BENCHMARKS, AND INDICATORS Social Emotional Learning Standards, Benchmarks, and Indicators Background This document was created by the Social Emotional Learning Indicators Workgroup through a process that utilized a thorough literature review along with a detailed scan of other states and a Canadian province that have developed SEL standards. The literature review is contained in three bibliographies and the national scan detailed the work in 11 states and one province. These studies were prepared by the American Institutes for Research under contract with OSPI. The bibliographies focused on an overarching evidence basis for SEL, literature that aligned with the standards and benchmarks that were developed in 2016 by the Washington Social Emotional Learning Benchmarks Workgroup, along with a list of references specific to the creation of the indicators in this document. These bibliographies and the scan are contained in the 2019 report to the legislature from the Social Emotional Learning Indicators Workgroup and are a part of the Washington state SEL resource package. The purpose of this document is to provide a scaffolded framework identifying observable developmental benchmarks/indicators. Educators benefit from clear definitions of skills and dispositions articulating how learners develop. Purpose of This Document The primary purpose of this document is to help teachers answer the question, “How do I know what to look for when describing social emotional development for my students?” Educators can use this document to reference developmentally appropriate examples of student social emotional learning (SEL) corresponding to specific standards and benchmarks, and therefore inform their instruction to aid student development. -
Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
Article 12 Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions Stacy Speedlin, Kevin Milligan, Shane Haberstroh, and Thelma Duffey Speedlin, Stacy, Ph.D., LPC, LCDC, is an adjunct professor at the University of Texas at San Antonio. Milligan, Kevin, M.A., LPC is a doctoral student at the University of Texas at San Antonio. Haberstroh, Shane, Ed.D., LPC is an associate professor at the University of Texas at San Antonio. Duffey, Thelma, Ph.D., LPC is department chair and full professor at the University of Texas at San Antonio. Abstract In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss. Keywords: grief, loss, counseling, strategies for grief counseling, acceptance and commitment therapy, ACT Loss is endemic to the human condition. Individuals experience loss during expected life transitions, while other times, they face multiple, unexpected losses that can leave them devastated and isolated (Horn, Crews, & Harrawood, 2013). Clients requesting grief counseling can present with a myriad of losses, including death, divorce, loss of a job, or loss of a child through separation. Others may seek counseling due to transitional losses like moving away from home, starting a new career, or questioning the very meaning of their life choices. A client may seek counseling for depression and may likely also reveal losses pertaining to lifestyle, hopes and aspirations. -
The Influence of Body-Related Envy on Psychophysiological Response of Stress in Young Women
The Influence of Body-Related Envy on Psychophysiological Response of Stress In Young Women by Eva Pila BSc. Kinesiology, McMaster University (2011) A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE in Graduate Department of Exercise Sciences UNIVERSITY OF TORONTO ©Eva Pila, 2013 112 THE INFLUENCE OF BODY-RELATED ENVY ON PSYCHOPHYSIOLOGICAL RESPONSE OF STRESS IN YOUNG WOMEN Master of Science 2013 Eva Pila Department of Exercise Science University of Toronto Abstract Body-related envy is an understudied emotion that may be linked with adverse psychophysiological outcomes such as stress (Smith & Kim, 2007). The purpose of this study was to explore body-related envy and psychophysiological response of stress among young adult females. Participants (N = 47; Mage = 21.6 ± 1.8 yrs) completed a weeklong assessment of phenomenological body-related envy, trait body image constructs and an acute laboratory stress- induction task. Findings support the hypothesis that negative body image constructs predict experiences of body-related envy (R2 = 0.17 - 0.54), and that envy can be reliability assessed using phenomenological ratings. Body-related envy was a significant predictor of psychological appraisals of stress (R2 = 0.24 - 0.31), but the proposed associations with physiological stress were not supported. Considering the adverse health outcomes associated with envy (Smith, et al., 1999) and stress (Anderson, 1998), this study has important implications for women’s psychological and physical health. ii Acknowledgements I wish to thank, first and foremost, my Master’s supervisor, Dr. Catherine Sabiston. Thank you for providing me with countless learning opportunities and continued support to pursue my passions. -
Envy and Jealousy As Discrete Emotions: a Taxometric Analysis
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of Psychology Psychology, Department of March 1996 Envy and Jealousy as Discrete Emotions: A Taxometric Analysis Nick Haslam [email protected] Brian H. Bornstein University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/psychfacpub Part of the Psychiatry and Psychology Commons Haslam, Nick and Bornstein, Brian H., "Envy and Jealousy as Discrete Emotions: A Taxometric Analysis" (1996). Faculty Publications, Department of Psychology. 189. https://digitalcommons.unl.edu/psychfacpub/189 This Article is brought to you for free and open access by the Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of Psychology by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Motivation and Emotion, 20:3 (1996), pp. 255–272. Copyright © 1996 Plenum Publishing Corporation/Springer Netherlands. http://www.springerlink.com/content/1573-6644/ Used by permission. Envy and Jealousy as Discrete Emotions: A Taxometric Analysis 1 Nick Haslam 2 New School for Social Research Brian H. Bornstein Louisiana State University Envy and jealousy may differ in kind or only by degree. In a study of emotion episodes re- called by 291 subjects, two forms of taxometric analysis were used to test between cat- egorical and dimensional models of the two emotions. The two emotions yielded strong convergent evidence of discreteness, and commonly cooccurred. However, although sub- jects rated their episode to contain similar levels of “envy” and “jealousy,” both terms were equally correlated with the presence of envy features and neither term was corre- lated substantially with the presence of jealousy features. -
Research-Based Practice with Women Who Have Had Miscarriages
CMcal Scholarship Research- based Practice with Women Who Have Had Miscarriages Kristen M. Swanson Purpose: To summarize a research-based description of what it is like to miscarry and to recommend an empirically tested theory of caring for women who have experienced miscarriage. Design: The research program included three phases: interpretive theory generation, descriptive survey and instrument development, and experimental testing of a theory-based intervention. Methods: Research methods included interpretive phenomenologE factor analysis, and ANCOVA. Findings: A theory of caring and a model of what it is like to miscarry were generated, refined, and tested. A case study shows one woman’s response to miscarrying and illustrates clinical application of the caring theory. Conclusions: The Miscarriage Model is a useful framework for anticipating the variety of responses women have to miscarrying. The caring theory is an effective and sensitive guide to clinical practice with women who miscarry. IMAGE:JOURNAL OF NURSINGSCHOLARSHIP, 1999; 31 :4,339-345.01999 SIGMA THETATAU INTERNATIONAL. [Key words: caring, miscarriage, theory construction, counseling] t least one in five pregnancies ends in miscarriage-the program of inquiry about miscarriage and its aftermath. An unplanned, unexpected ending of pregnancy before the important contribution of the pilot study was the conclusion that time of expected fetal viability (Hall, Beresford, & a woman’s feelings about miscarriage could be understood only Quinones, 1987). Women’s responses range from relief in the context of what being pregnant and having a miscarriage to devastation with much variability in the time required meant to her. For example, if being pregnant was perceived as a Ato achieve resolution.