CHAPTER 20 Self-Compassion in PTSD*
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Cross Disciplinary Issues in Workplace Bullying
Answering workplace bullying’s key questions 1 Answering Five Key Questions about Workplace Bullying: How Communication Scholarship Provides Thought Leadership for Transforming Abuse at Work Pamela Lutgen-Sandvik (Ph.D., Arizona State University) is an Associate Professor in the Department of Communication & Journalism at the University of New Mexico, USA. She researches destructive communication in organizations and the communicative processes associated with positive organizing. Email: [email protected] Telephone: 505-331-4724 Fax: 505-277-2068 Mailing: Department of Communication & Journalism University of New Mexico MSC03 2240; 1 University of New Mexico Albuquerque, NM 87131-0001 Sarah H. Tracy (Ph.D., University of Colorado, Boulder) is an Associate Professor and Director of The Project for Wellness and Work-Life in the Hugh Downs School of Human Communication at Arizona State University, USA. She studies emotion and work-life wellness. Email: [email protected] Telephone: 480-965-7709 FAX: 480-965-4291 Mailing: Hugh Downs School of Human Communication Arizona State University PO Box 871205 Tempe, AZ 87287-1205 Management Communication Quarterly Answering workplace bullying’s key questions 2 Abstract: Organizational communication research is vital for understanding and addressing workplace bullying, a problem that affects nearly half of working adults and has devastating results on employee well-being and organizational productivity. A communication approach illustrates the toxic complexity of workplace bullying, as it is condoned through societal discourses, sustained by receptive workplace cultures, and perpetuated through local interactions. Examining these (macro, meso, and micro) communicative elements addresses the most pressing questions about workplace bullying including: 1) how abuse manifests, 2) how employees respond, 3) why it is so harmful, 4) why resolution is so difficult, and 5) how it might be resolved. -
Metta Bhavanabhavana Loving-Kindnessloving-Kindness Meditationmeditation Ven
MettaMetta BhavanaBhavana Loving-kindnessLoving-kindness MeditationMeditation Ven. Dhammarakkhita HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. Metta Bhavana Loving-kindness Meditation Venerable Dhammarakkhita Published for free dist ribution 974–344–130–1 First edition , copies August Enquiries: Ms. Savanraya Vipatayotin (Nay) Dhammodaya Meditation Centre / Mu Tambol Th anon — Khat Ampur Muang, Nakhon Pathom , Th ailand Tel. (-) . Fax. (-) Website: http//www.rissir.com/dhammodaya E-mail: [email protected] Cover design by Dhammarakkhita with technical assistance from Khun Sangthong Srikaewpraphan Metta Bhavana Loving-kindness Meditation Venerable Dhammarakkhita Venerable Dhammarakkhita is an Australian Buddhist Monk of the Myanmar Th eravada tradition. He has been a monk for about eight years. After extensive and intensive practice in vipassana-mindfulness/insight meditation in Australia and Myanmar, his teacher Venerable Chanmyay Sayadaw instructed him to teach vipassana in Myanmar, Singapore and East and West Malaysia. Venerable Dhammarakkhita spent three years successfully establishing a monastery in South Africa. Th ese days he teaches by invitation in Myanmar, Japan and Th ailand and gives talks wherever he goes. “If you truly love yourself, you’ll easily love another; If you truly love yourself, you’ll never harm another.” Introduct ion Th is short explanation on how to practise Metta Bhavana or Loving -kindness Meditation was given as a three-day week- end retreat at Dhammodaya Meditation Centre in Nakhon Pathom in Th ailand. Mae-chee Boonyanandi, a Th ai Buddhist nun, has invited Venerable Chanmyay Saya daw of Myanmar to be the patron of the Centre. -
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. . -
Running Head: IMPLICIT BETRAYED SELF-CONCEPT 1 Accepted Manuscript Delker, B. C., & Freyd, J. J. (2017). Betrayed? That's
Running head: IMPLICIT BETRAYED SELF-CONCEPT 1 Accepted Manuscript Delker, B. C., & Freyd, J. J. (2017). Betrayed? That’s me: Implicit and explicit betrayed self- concept in young adults abused as children. Journal of Aggression, Maltreatment, & Trauma, 26, 701-716. doi:10.1080/10926771.2017.1308982 Betrayed? That’s Me: Implicit and Explicit Betrayed Self-Concept in Young Adults Abused as Children Brianna C. Delker University of Washington University of Oregon Jennifer J. Freyd University of Oregon Author Note The authors gratefully acknowledge Kristen Lindgren, Ph.D., for her consultation during the development of the betrayed self IAT. Correspondence concerning this article should be sent to Brianna C. Delker, University of Washington, Department of Psychiatry and Behavioral Sciences, 1959 NE Pacific Street, Box 356560, Seattle, WA 98195-6560, USA. E-mail: [email protected]. IMPLICIT BETRAYED SELF-CONCEPT 2 Abstract Attenuated awareness of betrayal, or “betrayal blindness,” is a proposed survival mechanism in relationships where awareness of betrayal will mobilize confront-or-withdraw responses that jeopardize a needed relationship. Empirical tests of betrayal blindness and its effects are hampered by the methodological conundrum of how to measure an absence of awareness. The purpose of this study was to evaluate the validity of a novel empirical method to measure implicit betrayed self-concept, the first step in a long-term research aim to operationalize “betrayal blindness.” Informed by betrayal trauma theory, we hypothesized that a history of betrayal within close childhood relationships (but not recent close relationships or “not-close” relationships) would predict implicit betrayed-self associations in young adulthood. We designed an adaptation of the Implicit Association Test (IAT) and measured implicit and explicit betrayed- self associations and self-reported history of physical, sexual, and psychological abuse in 529 university undergraduates. -
25 Positive Emotions in Human-Product Interactions
ORIGINAL ARTICLE Faces of Product Pleasure: 25 Positive Emotions in Human-Product Interactions Pieter M. A. Desmet Delft University of Technology, Faculty of Industrial Design Engineering, Delft, The Netherlands The study of user emotions is hindered by the absence of a clear overview of what positive emotions can be experienced in human- product interactions. Existing typologies are either too concise or too comprehensive, including less than five or hundreds of positive emotions, respectively. To overcome this hindrance, this paper introduces a basic set of 25 positive emotion types that represent the general repertoire of positive human emotions. The set was developed with a componential analysis of 150 positive emotion words. A questionnaire study that explored how and when each of the 25 emotions are experienced in human-product interactions resulted in a collection of 729 example cases. On the basis of these cases, six main sources of positive emotions in human-product interactions are proposed. By providing a fine-grained yet concise vocabulary of positive emotions that people can experience in response to product design, the typology aims to facilitate both research and design activities. The implications and limitations of the set are discussed, and some future research steps are proposed. Keywords – Emotion-Driven Design, Positive Emotions, Questionnaire Research. Relevance to Design Practice – Positive emotions differ both in how they are evoked and in how they influence usage behaviour. Designers can use the set of 25 positive emotions to develop their emotional granularity and to specify design intentions in terms of emotional impact. Citation: Desmet, P. M. A. (2012). Faces of product pleasure: 25 positive emotions in human-product interactions. -
Happy to Help? a Systematic Review and Meta-Analysis of the Effects of Performing Acts of Kindness on the Well-Being of the Acto
Happy to help? A systematic review and meta-analysis of the effects of performing acts of kindness on the well-being of the actor Oliver Scott Curry ([email protected]) Lee Rowland Sally Zlotowitz John McAlaney Harvey Whitehouse September 2016 Abstract Does being kind make you happy? Recent advances in the behavioural sciences have provided a number of explanations of human social, cooperative and altruistic behaviour. These theories predict that people will be ‘happy to help’ family, friends, community members, spouses, and even strangers under some conditions. As a preliminary test of whether and to what extent these predictions are supported by the existing literature, here we conduct a systematic review and meta-analysis of the experimental evidence that kindness interventions (for example, performing ’random acts of kindness’) boost subjective well-being. Our initial search of the literature identifies 376 articles; of which 19 (21 studies) meet the inclusion criteria (total N=2,685). We find that the overall effect of kindness on well-being is small-to-medium (d = 0.38). There is also some indication of publication bias – lower quality studies tended to find larger effects – suggesting that the true effect size may be smaller still (0.31 ≤ d ≤ 0.34). We also find that the design and methodological limitations of existing studies preclude the testing of specific theories of kindness. We recommend that future research: distinguish between the effects of kindness to specific categories of people (for example, family, friends, strangers); take kindness- specific individual differences into account; and consider a wider range of distal outcome measures. -
An Introduction to BETRAYAL
An Introduction to BETRAYAL There are times in the life of any individual or organization when they are challenged by events entirely beyond their control. One such event happened in the life of our Goodwill that challenged us to our very core. That event was the fraud committed by Carol Braun. We take pride in our corporate values and our integrity. We were exposed and vulnerable. The real mark of an organization's strength is its capacity to weather the most difficult storms. I believe that "Betrayal" is a testament to the strength and integrity of our Goodwill. It is a living testament to our capacity to learn from our hardships and mistakes. The book has found its way to every corner of America and has served to comfort and inform others who have faced similar circumstances. This book is dedicated to the men and women of Goodwill, our "People". We are stronger, more resilient and more compassionate as a result of this experience. We hope that Betrayal will, in some small way, ease any personal or professional challenges the reader may face and we stand ready to help. Bob Pedersen Chief Visionary & Storyteller Goodwill NCW BETRAYAL by Jed Block and the people of Goodwill Industries of North Central Wisconsin, Inc. © 2004 by Goodwill Industries of North Central Wisconsin, Inc., Menasha, Wisconsin 1 TABLE OF CONTENTS Foreword……………………………………………………………..Page 1 Chapters 1-30………………………………………………...……………..5 Epilogue…………………………………………………………………….74 Postscript……………………………………………………………………78 Appendix Mission, Vision, Values…………………………………………….81 Who’s Who -
Not-So Random Acts of Kindness: a Guide to Intentional Kindness in the Classroom
Volume 7, Number 2, November 2015 pp 49-62 www.um.edu.mt/cres/ijee Not-so Random Acts of Kindness: A Guide to Intentional Kindness in the Classroom 1 John-Tyler Binfet Faculty of Education, University of British Columbia, Okanagan, Canada Much has been written about random acts of kindness – acts performed spontaneously and often to strangers. The topic of kindness and the benefits arising from performing kind acts holds both empirical and applied interest in the fields of education and psychology. Encouraging students to reflect upon and perform intentional acts of kindness develops perspective-taking, increased social membership, and a structured way of encouraging kindness within the school context. This paper provides an overview of kindness research and argues for the need to promote intentional acts of kindness by providing a framework for teachers to support students in the performance of intentional kindness. Keywords: kindness, kindness definitions, teaching, social and emotional learning, positive education First submission 10 th August 2015; Accepted for publication 15 th October 2015. Introduction “The self is not something ready-made, but something in continuous formation through choice of action.” (Dewey, 1916, p. 351). Even more than honesty, gratitude, or hope, the trait of kindness is identified as one of the top-ranking character strengths valued in Western society (Karris & Craighead, 2012; Park, Peterson, & Seligman, 2004). When parents are asked what they wish for their children, ‘being good’ or ‘being kind’ is consistently indicated to be a top trait (Diener & Lucas, 2004; Seligman, Ernst, Gillham, Reivich, & Linkins, 2009; Wang & Tamis-LeMonda, 2003). Although kindness and other elements of a child’s behavior was often seen as something solely within the purview of parents and the moral authority of religion, increasingly, the mandate of schools has broadened beyond a unique focus on the promotion of core academic abilities to 1 Corresponding author. -
Mindfulness and Loving-Kindness
MINDFULNESS AND LOVING-KINDNESS Sharon Salzberg Mindfulness, as the word is commonly used in contemporary meditation teaching, refers to both being aware of our present moment’s experience, and relating to that experience without grasping, aversion or delusion. All three habitual tendencies distort our perception of what is happening, and lead us to futile and misguided efforts to deny or control our experience. Loving-kindness is a quality of the heart that recognizes how connected we all are. Loving-kindness is essentially a form of inclusiveness of caring, rather than categorizing others in terms of those whom we care for and those who can be easily excluded, ignored or disdained. Any reduction in our tendency to fall into attachment, aversion or delusion helps refine and expand the force of loving-kindness. A deepening of insight will inevitably include seeing how all of our lives are inextricably interconnected. The diminishing of grasping, aversion and delusion and the increase in insight are both reasons mindfulness naturally leads us to greater loving-kindness. In contemporary meditation teaching, the word mindfulness is used in several different ways—as meaning the act of recollecting, as being present, and very commonly, as a kind of compound which in Pali, the language of the original Buddhist texts, would be sati-sampajan˜n˜a, or awareness and clear comprehension combined. One way of seeing this is to say that mindfulness is a relational process— mindfulness is not just knowing what is happening, such as ‘In this moment I am hearing a sound.’ Being mindful is knowing that we are hearing a sound in a certain way, that is, hearing it free of grasping, aversion and delusion. -
Angry Rumination Mediates the Unique Associations Between Self-Compassion and Anger and Aggression
Mindfulness DOI 10.1007/s12671-016-0629-2 ORIGINAL PAPER Angry Rumination Mediates the Unique Associations Between Self-Compassion and Anger and Aggression Amanda Fresnics1 & Ashley Borders1 # Springer Science+Business Media New York 2016 Abstract Mindfulness is known to decrease anger and ag- be useful for developing clinical interventions targeting anger gression. Self-compassion is a related and relatively new con- and aggressive behavior. struct that may predict other clinical outcomes more strongly than does mindfulness. Little research has focused on whether Keywords Self-compassion . Mindfulness . Angry self-compassion is related to anger and aggression, and no rumination . Anger . Aggression studies have explored mechanisms of these associations. The current survey study explores whether angry rumination me- diates the unique associations between self-compassion and Introduction anger and aggression, controlling for trait mindfulness. Two hundred and one undergraduates completed questionnaires Mindfulness has known benefits for individuals with anger and assessing self-compassion, mindfulness, angry rumination, aggression problems (Heppner et al. 2008). Self-compassion is and recent anger and aggression. Supporting our hypotheses, a related construct that has received recent empirical attention angry rumination mediated the associations between self- because of its potential to reduce suffering. This positive attri- compassion—particularly its over-identification subscale— bute consists of extending a loving, non-judgmental attitude -
Loving-Kindness and Compassion
Loving-kindness and Compassion A Transcribed Teaching Given by Yongey Mingyur Rinpoche in January, 2004 Loving-kindness and compassion protect us, and protect others as well. The Buddha taught that these qualities spontaneously bring benefit, just like a wish-fulfilling jewel, and that if our minds are filled with aggression and anger, not only will we be unable to help ourselves, we will not be able to help anyone else either. We will not be able to benefit ourselves in this life or in future lives. For example, if you are someone who always thinks about the people you don’t like, and how you can get the better of them, you will never be happy and peaceful. During the day, you will not be able to eat your food well. When you are sitting down, you will want to stand, and when you are standing, you will want to sit down. You won’t be able to sleep well either. In other words, you will never be content. This isn’t the only problem with anger. When your mind is filled with anger, your enemies will increase, not decrease. The mind of anger or aggression thinks about enemies and about how to overcome them. It considers the enemy to be someone who is harming us or will harm us, and therefore thinks about how to overcome the enemy, obtain victory over the enemy. The opinion of this attitude of anger is that we actually can overcome our enemies by way of anger. But actually we find that if we follow after this mind of anger, if we follow after those thoughts, we can notovercome our enemies at all. -
Be Diligent in Your Walk (I) 2 Peter 1:10-11 General Considerations
1 Be Diligent in Your Walk (i) 2 Peter 1:10-11 2 General Considerations • The Lord desires that you succeed • He makes sure to supply everything that is needed for your success • In doing so, the Lord is helping us to be in a position to protect the truth • By embracing a right path • By providing comprehensive resources • By promoting growth 3 General Considerations • In promoting growth • It is to become a ‘well-rounded’ Christian • So faith and character (virtue) and knowledge • Commitment to accomplish character • Self-control and perseverance • Response to the properly grand view of who God is • Godliness (expression of goodness of God) 4 General Considerations • In promoting growth • It is to become a ‘well-rounded’ Christian • How we respond to others (in light of a properly grand view of what God did for us in Christ) • Brotherly kindness and love (expression of what God has done for us) 5 General Considerations • So we are called upon to secure our gains • Principle: • If we are not moving ahead (gaining ground) then we are falling behind • Answer: • It is the constant application of these qualities into our lives that counts • It is important that these qualities increase that we may be fruitful in the knowledge of Jesus 6 General Considerations • And we are given a caution: • Beware the pitfalls • The failure to develop these qualities means something serious in your life in practical terms • Short-sightedness • Blindness • More importantly, forgetfulness • What Christ has done on one’s behalf 7 General Considerations • Point: