Personality and Emotion Regulation Strategies
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Borderline Personality Disorder
Borderline Personality Disorder What is Borderline Personality Disorder? Borderline personality disorder is an illness marked by an ongoing pattern of varying moods, self-image, and behavior. These symptoms often result in impulsive actions and problems in relationships with other people. A person with borderline personality disorder may experience episodes of anger, depression, and anxiety that may last from a few hours to days. Recognizable symptoms typically show up during adolescence (teenage years) or early adulthood, but early symptoms of the illness can occur during childhood. National Institute of Mental Health What are the signs People with borderline personality disorder may and symptoms? experience mood swings and may display uncertainty about how they see themselves and their role in the world. As a result, their interests and values can change quickly. People with borderline personality disorder also tend to view things in extremes, such as all good or all bad. Their opinions of other people can also change quickly. An individual who is seen as a friend one day may be considered an enemy or traitor the next. These shifting feelings can lead to intense and unstable relationships. Other signs or symptoms may include: ♦ Efforts to avoid real or imagined abandonment, such as rapidly initiating intimate (physical or emotional) relationships or cutting off communication with someone in anticipation of being abandoned ♦ A pattern of intense and unstable relationships with family, friends, and loved ones, often swinging from extreme closeness and love (idealization) to extreme dislike or anger (devaluation) ♦ Distorted and unstable self-image or sense of self ♦ Impulsive and often dangerous behaviors, such as spending sprees, unsafe sex, substance abuse, reckless driving, and binge eating. -
Personality and Social Psychology: Towards a Synthesis
Universität Potsdam Barbara Krahe´ Personality and social psychology: towards a synthesis first published in: Personality and social psychology : towards a synthesis / Barbara Krahe.´ - London [u.a.] : Sage, 1992. - VIII, 278 S., ISBN 0-8039-8724-2 Postprint published at the Institutional Repository of the Potsdam University: In: Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 http://opus.kobv.de/ubp/volltexte/2009/3830/ http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38306 Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 Personality and Social Psychology Personality and Social Psychology Towards a Synthesis Barbara Krahe SAGE Publications London • Newbury Park • New Delhi © Barbara Krahe 1992 First published 1992 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Newbury Park, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash - I New Delhi 110 048 British Library Cataloguing in Publication data Krahe, Barbara Personality and Social Psychology: Towards a Synthesis I. Title 302 ISBN 0 8039 8724 2 ISBN 0 8039 8725 0 pbk Library of Congress catalog card number 92-53776 Typeset by Photoprint, Torquay, Devon Printed in Great Britain by Biddies Ltd, Guildford, Surrey -
Myers Briggs Type Indicator (MBTI) Summary
Myers Briggs Type Indicator (MBTI) Summary • The MBTI is a reliable and valid instrument that measures and categorizes your personality and behavior. It is not a test. There are no “right” or “wrong” answers. • Around 1940 a mother-daughter team (Katharine C. Briggs and her daughter Isabel Briggs Myers) developed this instrument to help people understand and use Carl Jung’s theory of psychological type preferences. • Swiss Psychologist, Carl Jung, (1875 – 1961) theorized that you can predict differences in people’s behavior if you know how they prefer to use their mind. According to Jung, we each have an inborn preference for using our mind in one of two different ways, in four different categories: Orientation to World Take in Information Make Decisions Take in Info. or Decide Extraverted Sensing Thinking Perceiving Energized by others Using five senses Logical, problem solvers Taking in information or or or or Introverted Intuition Feeling Judging Energized by ideas, Using gut or instincts Consider others, Organizing information emotions, memories compassionate and making decisions • There are a total of 16 possible “types” based on unique combinations of the preferences. • Four letters are used to represent a type, for example a person with preferences for Extraverted, Sensing, Thinking, Judging is called an ESTJ. • Each type has strengths and weaknesses. No type is better than another. • People can use this assessment tool to validate their preferences on each of the four dichotomies and understand the sixteen different personality -
The Constitution and Revenge Porn
Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law. -
LINKAGES BETWEEN PERSONALITY and KNOWLEDGE SHARING BEHAVIOR in WORKPLACE: MEDIATING ROLE of AFFECTIVE STATES Ch
Ekonomika a management LINKAGES BETWEEN PERSONALITY AND KNOWLEDGE SHARING BEHAVIOR IN WORKPLACE: MEDIATING ROLE OF AFFECTIVE STATES Ch. Mahmood Anwar Introduction and focused on the cogent and cognitive Knowledge is considered as a critical strategic aspects (Judge & Ilies, 2004). However, resource for organizations in the contemporary since the 1980s, organizational researchers knowledge-intensive economy. According to emphasized that the emotional component the resource based view of fi rms, one among must be explored in order to fully comprehend other sources of fi rm’s competitive advantage and explain organizational vivacity (Ashforth is knowledge. Research shows that knowledge & Humphrey, 1995). Keeping this in mind, sharing is a key enabler of knowledge inclusion of affect in our research schema management (Nonaka & Takeuchi, 1995; is likely to contribute to the understanding Alavi & Leidner, 2001). Many organizations of personality and knowledge sharing assert knowledge sharing vital to exploit behavior. The literature shows that Weiss and core competencies and to achieve sustained Cropanzano’s (1996) Affective Events Theory competitive advantage. Prahalad and Hamel (AET) provides a valuable context to study the (1990) observe that core competencies of antecedents and consequences of emotions organization reside in the collective learning i.e. affective states in workplace. of the organizational processes like marketing, It is obvious that the relationship between production, or inimitable technological capabilities. personality, emotions and knowledge sharing To investigate the factors infl uencing behavior is a topic of interest, as till the present individuals to share knowledge, the role of year the enigma has not been solved yet (Jadin big fi ve personality dimensions, often known as et al., 2013; Wang & Noe, 2010). -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
Impacting Openness, Conscientiousness, and Creative
University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Organization School of Education Development 2018 Impacting openness, conscientiousness, and creative self-efficacy through group music making: A Quasi-experimental collaborative music based intervention study Steven R. Finckle Follow this and additional works at: https://ir.stthomas.edu/caps_ed_orgdev_docdiss Part of the Education Commons, and the Organizational Behavior and Theory Commons Recommended Citation Finckle, Steven R., "Impacting openness, conscientiousness, and creative self-efficacy through group music making: A Quasi- experimental collaborative music based intervention study" (2018). Education Doctoral Dissertations in Organization Development. 62. https://ir.stthomas.edu/caps_ed_orgdev_docdiss/62 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Organization Development by an authorized administrator of UST Research Online. For more information, please contact [email protected]. IMPACTING OPENNESS, CONSCIENTIOUSNESS, AND CREATIVE SELF- EFFICACY THROUGH GROUP MUSIC MAKING: A QUASI-EXPERIMENTAL COLLABORATIVE MUSIC BASED INTERVENTION STUDY A DISSERTATION SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP, AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS ST. PAUL, MINNESOTA By Steven R. Finckle IN PARTIAL FULFILLMENT FOR THE DEGREE OF DOCTOR OF EDUCATION SEPTEMBER, 2018 ABSTRACT This quantitative, quasi-experimental study of 44 undergraduate entrePreneurshiP students employed a Pre-Post comparison grouP design to examine whether musiC-based interventions could impact the Big Five Personality factors of OPenness to Experience and its aspects of Intellect and OPenness, and Conscientiousness and its aspects of Industriousness and Orderliness as well as Creative Self-Efficacy. -
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 304 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018) The Relationship between Personality and Self-Esteem towards University Students in Malaysia Eswari A/P Varanarasamma Avanish Kaur A/P Gurmit Singh University of Sains Malaysia University of Sains Malaysia [email protected] [email protected] Kavitha A/P Nalla Muthu University of Sains Malaysia [email protected] Abstract. This research investigated the relationship between personality traits and self-esteem among university students in Malaysia. The main objective of this research is to assess the relationship between personality traits and self-esteem among university students. This research examined the predictive value of Big Five Personality Factors for university students’ self-esteem and surveyed the gender difference in Big Five Personality Factors. Participants of this study were 515 university students (258 females and 257 males). The sampling method that was used in this study is purposive sampling. Two highly versatile instruments were used in this research which are Big Five Personality Factor's Scale (Goldberg, 1999) and Coopersmith’s Esteem Scale (CSEI). The Big Five Personality Inventory (BFI) is comprised of 44 items, Likert scale ranging from 1 (Strongly disagree) to 5 (Strongly agree). This instrument has five subscales which are extraversion (E), agreeableness (A), conscientiousness (C), openness (O) and neuroticism (N). The CSEI is a 58 item scale developed by Coopersmith (1967) to measure self-esteem. This scale was based on two options which are, “Like me” or “Unlike me”. Results show a significant positive correlation of self-esteem and personality. -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
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. . -
Vulnerable Narcissism Is (Mostly) a Disorder of Neuroticism
Journal of Personality 86:2, April 2018 VC 2017 Wiley Periodicals, Inc. Vulnerable Narcissism Is (Mostly) a DOI: 10.1111/jopy.12303 Disorder of Neuroticism Joshua D. Miller,1 Donald R. Lynam,2 Colin Vize,2 Michael Crowe,1 Chelsea Sleep,1 Jessica L. Maples-Keller,1 Lauren R. Few,1 and W. Keith Campbell1 1University of Georgia 2Purdue University Abstract Objective: Increasing attention has been paid to the distinction between the dimensions of narcissistic grandiosity and vulnerability. We examine the degree to which basic traits underlie vulnerable narcissism, with a particular emphasis on the importance of Neuroticism and Agreeableness. Method: Across four samples (undergraduate, online community, clinical-community), we conduct dominance analyses to partition the variance predicted in vulnerable narcissism by the Five-Factor Model personality domains, as well as compare the empirical profiles generated by vulnerable narcissism and Neuroticism. Results: These analyses demonstrate that the lion’s share of variance is explained by Neuroticism (65%) and Agreeableness (19%). Similarity analyses were also conducted in which the extent to which vulnerable narcissism and Neuroticism share similar empirical networks was tested using an array of criteria, including self-, informant, and thin slice ratings of personality; interview-based ratings of personality disorder and pathological traits; and self-ratings of adverse events and functional out- comes. The empirical correlates of vulnerable narcissism and Neuroticism were nearly identical (MrICC 5 .94). Partial analyses demonstrated that the variance in vulnerable narcissism not shared with Neuroticism is largely specific to disagreeableness- related traits such as distrustfulness and grandiosity. Conclusions: These findings demonstrate the parsimony of using basic personality to study personality pathology and have implications for how vulnerable narcissism might be approached clinically. -
Eight PERSONALITY DISORDERS, NEUROTICISM, and LONELINESS
Eight PERSONALITY DISORDERS, NEUROTICISM, AND LONELINESS 1. Neuroticism and Personality Disorders The lonely are frequently perceived by others and often even by themselves as being mentally sub-par and specifically neurotic in the sense of their manifest- ing ongoing emotional insecurity, fragility, and instability. When extreme, these traits require therapeutic intervention. Unfortunately, neurotics are often not the best at helping themselves find a remedy for the anxiety and other traits that ail them. Moreover, discovering and realizing such an antidote to their afflic- tion are by no means the same thing. The research of Daniel Peplau and Letitia Perlman has found that, first, the lonely “score higher” than the nonlonely in terms of neuroticism; second, that “loneliness is associated with poor mental health” in general; and, third, “structured psychiatric examinations” reveal the lonely as having more “men- tal symptoms needing treatment” than the nonlonely (1984, p. 20). Thomas A. Widiger and Timothy Trull state that those who rank above average in FFM Neuroticism: lack the emotional strength to simply ignore the hassles of everyday life and the emotional resilience to overcome the more severe traumas which are inevitable at some point within most persons’ lives. Which particular mental disorder they develop may be due in part to other contributing va- riables (for example, gender, social-cultural context, childhood experiences, genetic vulnerabilities, and additional personality traits) which either direct the person toward a preferred method of coping (for example, bulimic, dis- sociative, or substance use behavior) or reflect an additional vulnerability (for example, a sexual dysfunction). (1992, p. 355) These risk factors negatively impact lonelies’ ability to relate to others and leave them disgruntled with the quantity but especially the quality of their relationships.