Acute Stress Disorder, Posttraumatic Stress Disorder and Complex PTSD
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An Examination of Emotion Dysregulation in Maladaptive Perfectionism T ⁎ Bailee L
Clinical Psychology Review 71 (2019) 39–50 Contents lists available at ScienceDirect Clinical Psychology Review journal homepage: www.elsevier.com/locate/clinpsychrev Review An examination of emotion dysregulation in maladaptive perfectionism T ⁎ Bailee L. Malivoire, Janice R. Kuo, Martin M. Antony Department of Psychology, Ryerson University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada HIGHLIGHTS • Little is known about emotion dysregulation in maladaptive perfectionism. • We review evidence of emotion dysregulation and propose a conceptual model. • Key processes include heightened negative emotions and unhelpful regulation strategies. • Low emotional awareness and unhelpful emotion regulation goals are also discussed. • Targeting these processes may enhance treatment for maladaptive perfectionism. ARTICLE INFO ABSTRACT Keywords: Maladaptive perfectionism has been shown to be associated with undesirable outcomes, such as elevated ne- Perfectionism gative emotions and psychopathological traits. Perhaps unsurprisingly, there is preliminary evidence that ma- Emotion regulation ladaptive perfectionism is also related to emotion dysregulation. However, the nature of emotion dysregulation Emotion dysregulation in perfectionism has not been characterized. In this review, Gross and Jazaieri's (2014) clinically-informed Affect framework of emotion dysregulation is used to review the evidence of emotion dysregulation in maladaptive perfectionism. Specifically, this paper reviews evidence of problematic emotional experiences and unhelpful -
Feeling and Decision Making: the Appraisal-Tendency Framework
Feelings and Consumer Decision Making: Extending the Appraisal-Tendency Framework The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Lerner, Jennifer S., Seunghee Han, and Dacher Keltner. 2007. “Feelings and Consumer Decision Making: Extending the Appraisal- Tendency Framework.” Journal of Consumer Psychology 17 (3) (July): 181–187. doi:10.1016/s1057-7408(07)70027-x. Published Version 10.1016/S1057-7408(07)70027-X Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:37143006 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Feelings and Consumer Decision Making 1 Running head: FEELINGS AND CONSUMER DECISION MAKING Feelings and Consumer Decision Making: The Appraisal-Tendency Framework Seunghee Han, Jennifer S. Lerner Carnegie Mellon University Dacher Keltner University of California, Berkeley Invited article for the Journal of Consumer Psychology Draft Date: January 3rd, 2006 Correspondence Address: Seunghee Han Department of Social and Decision Sciences Carnegie Mellon University Pittsburgh, PA 15213 Phone: 412-268-2869, Fax: 412-268-6938 Email: [email protected] Feelings and Consumer Decision Making 2 Abstract This article presents the Appraisal Tendency Framework (ATF) (Lerner & Keltner, 2000, 2001; Lerner & Tiedens, 2006) as a basis for predicting the influence of specific emotions on consumer decision making. In particular, the ATF addresses how and why specific emotions carry over from past situations to color future judgments and choices. -
Term Toxic Shame Being Mirrored by One
Donald Bradshaw Nathanson Coined the The compass of term toxic shame. shame Four universal Mark Epstein, Pema Chodron, Being behaviors to Kevin Griffin Karen Horney mirrored defend against Abiding difficult emotions to observe and learn . Four major by one shame. The Idea of PRACTICE and Right View being wise idea that when aempts of Gershen Kaufman non- or attuned. Led to Present with Self and Present with avoiding shame Find the entrances to shaming the neuro2c Others and Wise-Self you are bigger individual to governing scenes. person than or less than Whenever we are makes all come to others. Says, to soluon able to observe upon the learn from our our experience, we difference shame and "Just immediately detach love yourself." from it. Brene Brown Silvan Thomas Tony Webb Empathy opposite of Scheff/Helen Tomkins Virginia Satir The social aspects of shame; judge in Lewis Block Emotions the compass of Four coping areas most Disrupts bond are shame -- aggression, vulnerable to shame; motivators. stances: depression, isolation, Humiliated Placating, judging numbs-easier Affect and addiction. fury. Blame, Being than loss/grief; pre- Acknowledge theory: Alienation and Super- aggression broader frontal cortex off in shame then Scripts are shame. connection to begun as Reasonable, social results from Perfectionism. others soon as we Being Irrelevant avoiding shame. 'Good' shame as restored. are born. humility. Show deference to others. What does acknowledged shame look like? What is attunement? Shame-anger spirals. Governing Scenes Gershen -
Psychological Consequences of Social Isolation During COVID-19 Outbreak
PERSPECTIVE published: 09 September 2020 doi: 10.3389/fpsyg.2020.02201 Psychological Consequences of Social Isolation During COVID-19 Outbreak Giada Pietrabissa1,2* and Susan G. Simpson 3,4 1Department of Psychology, Catholic University of Milan, Milan, Italy, 2 Psychology Research Laboratory, IRCCS, Istituto Auxologico Italiano, Milan, Italy, 3 Department of Justice and Society, University of South Australia, Adelaide, SA, Australia, 4 Regional Eating Disorders Unit, NHS Lothian, Edinburgh, United Kingdom Perceived social isolation during the COVID-19 pandemic significantly has had an extraordinary global impact, with significant psychological consequences. Changes in our daily lives, feeling of loneliness, job losses, financial difficulty, and grief over the death of loved ones have the potential to affect the mental health of many. In an atmosphere of uncertainty, it is essential that clear and precise information is offered about the problem and how to manage it. In this contribution, a rationale is provided for an urgent call for a rapid response to the mental health impacts of COVID-19. Moreover, suggestions for individuals to regulate their emotions effectively and appropriately are provided. Edited by: Andrea De Giorgio, Keywords: social isolation, COVID-19, psychological consequences, loneliness, depression, clinical psychology eCampus University, Italy Reviewed by: Antonio Iudici, University of Padua, Italy INTRODUCTION Michelle Semonella, Bar-Ilan University, Israel The mental health consequences of COVID-19 are already visible and even by conservative estimates they are yet to reach their peak and likely to considerably outlive the current pandemic. *Correspondence: Giada Pietrabissa The most common psychological disorders emerging are anxiety and panic, obsessive-compulsive [email protected] symptoms, insomnia, digestive problems, as well as depressive symptoms and post-traumatic stress (Rogers et al., 2020). -
Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin Healthcare
Benzodiazepines: Uses and Risks Charlie Reznikoff, MD Hennepin healthcare 4/22/2020 Overview benzodiazepines • Examples of benzos and benzo like drugs • Indications for benzos • Pharmacology of benzos • Side effects and contraindications • Benzo withdrawal • Benzo tapers 12/06/2018 Sedative/Hypnotics • Benzodiazepines • Alcohol • Z-drugs (Benzo-like sleeping aids) • Barbiturates • GHB • Propofol • Some inhalants • Gabapentin? Pregabalin? 12/06/2018 Examples of benzodiazepines • Midazolam (Versed) • Triazolam (Halcion) • Alprazolam (Xanax) • Lorazepam (Ativan) • Temazepam (Restoril) • Oxazepam (Serax) • Clonazepam (Klonopin) • Diazepam (Valium) • Chlordiazepoxide (Librium) 4/22/2020 Sedatives: gaba stimulating drugs have incomplete “cross tolerance” 12/06/2018 Effects from sedative (Benzo) use • Euphoria/bliss • Suppresses seizures • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Sleep inducing • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 Tolerance to benzo effects? • Effects quickly diminish with repeated use (weeks) • Euphoria/bliss • Suppresses seizures • Effects incompletely diminish with repeated use • Amnesia • Muscle relaxation • Clumsiness, visio-spatial impairment • Seep inducing • Durable effects with repeated use • Respiratory suppression • Anxiolysis/disinhibition 12/06/2018 If you understand this pharmacology you can figure out the rest... • Potency • 1 mg diazepam <<< 1 mg alprazolam • Duration of action • Half life differences • Onset of action • Euphoria, clinical utility in acute -
How Cognitive Impairment and Emotional Regulation Drive (Mis)
EdRev 2016 April 16th AT&T Park Tony J. Simon Ph.D. When Feeling Meets Thinking: How MIND Institute cognitive impairment and emotional University of California, Davis [email protected] regulation drive (mis)behavior Twitter: @22qUCDMIND MIND INSTITUTE Outline of Talk ❖ Introduce several neurodevelopmental disorders (NDDs) ❖ Present the Coper/Struggler challenge notion ❖ Show patterns of impairment across syndromes ❖ Explore the cognition/emotion relationship ❖ Ask if explains behaviors that can lead to diagnostic labels ❖ Some responses to reduce challenges & unwanted behavior TAKE AWAY: In challenged children, cognitive impairment and emotional dysregulation influence each other bi-directionally This account might help explain the problem and guide responses Chr. 22q11.2 Deletion Syndrome Deletion on chromosome 22 at q11.2 (22q11.2DS) ❖ aka Velocardiofacial (VCFS), DiGeorge & other names ❖ prevalence of 1:1000 - 2000 live births (> fragile X syndrome) Major manifestations include: heart defects, cleft palate, facial dysmorphisms, autoimmune disorders (thymus), anomalous brain development - many MIDLINE anomalies ❖ ADHD (child - 20-50%), Anxiety (50-60% child/adult), ❖ Schizophrenia (adult ~30% vs. 1% general population) ❖ Autism Spectrum Disorders 20-50% (Antshel ’07; Vorstman ‘06) ❖ based on parental interview (ADI-R) alone ❖ Based ADOS & SCQ (& clinical impression) 0% Angkustsiri et al ‘13 Neuropsych/Cognitive Profile Standardized tests show a stable pattern for 22q11.2DS Full Scale IQ: 70-85 (±15) ❖ Verbal Domains (VCI) > Nonverbal -
Managing Anxiety Through Childhood Social-Emotional
MANAGING ANXIETY THROUGH CHILDHOOD SOCIAL-EMOTIONAL DEVELOPMENT by Adriane Hannah Dohl B.A., The University of British Columbia, 2008 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (School Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2013 © Adriane Hannah Dohl, 2013 Abstract School professionals are implementing a universal social-emotional learning program for children in Kindergarten and Grade 1 (aged 4-6 years) in many schools across the province with training and funding provided by the government. The Fun FRIENDS (Barrett, 2007) program focuses on increasing social-emotional learning and promotes coping techniques and resiliency in order to prevent the onset of behavioural and emotional disorders (Pahl & Barrett, 2007). Preliminary results (Pahl & Barrett, 2007, 2010) have highlighted the effectiveness of the Fun FRIENDS program in reducing anxiety in children. The present study utilized a quasi-experimental design to evaluate the effectiveness of the Fun FRIENDS program in reducing anxiety and promoting social-emotional competence among a sample of Kindergarten and Grade 1 students (N = 33) in a British Columbia school district. Results revealed a significant decrease in program participants’ anxiety symptoms as rated by teachers when compared with those in the control group. Teachers also reported that children who participated in the program had significant increases in social-emotional skills, while those in the control group’s skills remained the same. However, overall, children in the control group had significantly higher social-emotional skills, as rated by teachers. No significant results were found for parent rated levels of anxiety or social-emotional skills of children enrolled in either condition. -
Perceived Social Rank, Social Expectation, Shame and General Emotionality Within Psychopathy
Perceived social rank, social expectation, shame and general emotionality within psychopathy Sarah Keen D. Clin.Psy. Thesis (Volume 1), 2008 University College London UMI Number: U591545 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U591545 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Overview Within the psychological literature, the self-conscious emotion of shame is proving to be an area of growing interest. This thesis addresses the application of this emotion, as well as self and social evaluative processes, to our understanding of offenders, specifically those high in psychopathic traits. Part 1 reviews the literature concerning emotionality within psychopathy, in order to assess the capabilities, as well as the deficits that people with psychopathic traits demonstrate. Emotions classified as ‘moral’ or ‘self-conscious’, namely empathy, sympathy, guilt, remorse, shame, embarrassment and pride, are investigated. From the review it is clear that psychopaths are not the truly unemotional individuals that they are commonly portrayed as being, but instead experience many emotions to varying degrees. This paper concludes by highlighting possible areas for further exploration and research. -
Emotional Dysregulation and the Rest of Us Continued from P
autismdelaware.org Inside this issue Effective coping October–DecemberSpring 2019 2012 strategies in the workplace . 4 My favorite coping skills for dysregulated children . 5 Parent2Parent . 6–7 Inside Autism Delaware . 8–11 Handling a component of autism can lessen emotional dysregulation Many children with autism spectrum manage disorder (ASD) display emotional unexpected Sun contributor and behavioral reactions to everyday changes. Amy Keefer, PhD, situations. This reactivity is sometimes Children ABPP, is a clinical referred to as emotional dysregula- with ASD psychologist at the tion (or ED, for short) and can trigger may not Center for Autism emotional and behavioral responses. have the and Related Disor- From mild to severe, these responses necessary ders and assistant can range from anxiety and depres- tools to sion to explosive outbursts and ag- manage professor at Johns gressive and self-injurious behaviors. the situa- Hopkins School of Medicine . Children with ED often experience tion and the Our mission chronic distress. If untreated, ED emotions increases the risk for a variety of that arise. To help people and psychiatric disorders across the child’s By targeting a child’s ASD symptoms, families affected lifespan. parents can help the child manage his by autism spectrum Additionally, ED can interfere with a or her ED. Various supports and ac- commodations can help. For example, disorder (ASD) child’s ability to participate in treat- ments, develop positive relationships, if a child becomes emotionally dysreg- and manage the demands of school. ulated in response to an unexpected ED can also negatively impact the way change in routine, a social story or a family functions and increase a par- visual schedule can improve predict- ent’s stress. -
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. . -
The Effect of Opioids on Emotional Reactivity
The Effect of Opioids on Emotional Reactivity Steven M. Savvas, BHSc (Hons) Discipline of Pharmacology, School of Medical Sciences, Faculty of Health Sciences University of Adelaide August, 2013 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy i Steven M. Savvas, PhD Thesis, 2013 TABLE OF CONTENTS Abstract .................................................................................................................................... xi Declaration ............................................................................................................................ xiii Acknowledgements ............................................................................................................... xiv CHAPTER 1 - INTRODUCTION ...................................................................................... 1 1.1 OPIOIDS AND OPIOID MAINTENANCE TREATMENT ...................................... 1 1.1.1 A BRIEF HISTORY OF OPIOIDS .......................................................................... 1 1.1.2 OPIOID RECEPTORS ............................................................................................ 1 1.1.3 ADAPTATION TO OPIOIDS.................................................................................. 3 1.1.3.1 Tolerance ........................................................................................................ 4 1.1.3.2 Withdrawal ...................................................................................................... 4 1.1.3.3 Dependence -
In This Issue
July 2020 NEWS Post-Traumatic Stress Disorder (PTSD) Assessment and Treatment In this Issue: Guidelines for Pediatric Primary Upcoming Clinical Care Conversations 5 Clinical Conversation: May 26, 2020 Presented by Sylvia Krinsky, MD, Tufts Medical Center For some children, childhood is far from a carefree time; they Leadership: experience trauma which can disrupt development and lead John Straus, MD to post-traumatic stress disorder (PTSD). At the May Clinical Founding Director Conversation, Sylvia Krinsky, MD, MCPAP site director at Tufts Barry Sarvet, MD Medical Center, discussed how to address PTSD in the primary Medical Director care setting. Beth McGinn Types of trauma Program Manager There are three major types of trauma: Elaine Gottlieb • Discrete Trauma – examples include a car accident, injury, Contributing Writer medical procedure, or a single episode of physical or sexual assault, when life is filled with otherwise helpful and supportive people • Complex Trauma – series of repeated traumas usually in close interpersonal contexts, such as childhood abuse or neglect, witnessing domestic or community violence, or racism and chronic social adversities • Adverse Childhood Event – a term from the Adverse Childhood Experiences (ACE) study, referring to potentially traumatic events that can have an impact on physical and psychological health Discrete trauma is most recognized in the DSM-5, while ACE is more familiar to the medical community, says Dr. Krinsky. 1000 Washington St., Suite 310 One study reported in the Journal of the American Medical Boston, MA 02118 Association (JAMA) found that more than 90 percent of pediatric Email: [email protected] patients seen in a primary care pediatric clinic had experienced a traumatic exposure, and 25 percent met full or partial criteria for www.mcpap.org PTSD.