Boiling Point Problem Anger and What We Can Do About It Contents
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Clinical Features, Anger Management and Anxiety
Tarantino et al. The Journal of Headache and Pain 2013, 14:39 http://www.thejournalofheadacheandpain.com/content/14/1/39 RESEARCH ARTICLE Open Access Clinical features, anger management and anxiety: a possible correlation in migraine children Samuela Tarantino1, Cristiana De Ranieri2, Cecilia Dionisi3, Monica Citti1, Alessandro Capuano1, Federica Galli4, Vincenzo Guidetti3, Federico Vigevano1, Simonetta Gentile2, Fabio Presaghi3 and Massimiliano Valeriani1,5* Abstract Background: Psychological factors can increase severity and intensity of headaches. While great attention has been placed on the presence of anxiety and/or depression as a correlate to a high frequency of migraine attacks, very few studies have analyzed the management of frustration in children with headache. Aim of this study was to analyze the possible correlation between pediatric migraine severity (frequency and intensity of attacks) and the psychological profile, with particular attention to the anger management style. Methods: We studied 62 migraineurs (mean age 11.2 ± 2.1 years; 29 M and 33 F). Patients were divided into four groups according to the attack frequency (low, intermediate, high frequency, and chronic migraine). Pain intensity was rated on a 3-levels graduate scale (mild, moderate and severe pain). Psychological profile was assessed by Picture Frustration Study test for anger management and SAFA-A scale for anxiety. Results: We found a relationship between IA/OD index (tendency to inhibit anger expression) and both attack frequency (r = 0.328, p = 0.041) and intensity (r = 0.413, p = 0.010). When we analyzed the relationship between anxiety and the headache features, a negative and significant correlation emerged between separation anxiety (SAFA-A Se) and the frequency of attacks (r = −0.409, p = 0.006). -
Tall Poppies, Cut Grass, and the Fear of Being Envied
Chapter Seven Tall Poppies, Cut Grass, and the Fear of Being Envied Just mention the words “beauty pageant” to some women and watch the claws come out. —Tamara Henry, former Miss Arkansas USA I have this beautiful engagement ring that my fiancé gave me and I won’t show it to any of my family because I know that there’s going to be static around it. —Roberta, 30-something professional TALL POPPY SYNDROME Throughout this book, there are instances of phenomena surrounding envy for which we don’t have exact English expressions, such as schadenfreude (defined in Chapter 1) or the lack of a word for “benign envy” (discussed in Chapter 4). Another example is the concept of “tall poppy syndrome,” which is more commonly discussed in Australia and New Zealand than in the United States. A “tall poppy” is anyone who stands out because of rank, success, good looks, or any other characteristic that might incite envy in other people. To “tall poppy” someone is to cut this person down to size, and “tall poppy syndrome” refers to the tall poppying of tall poppies. We had a similar expression on the kibbutz. We commented bitterly about the need to “cut the grass to uniform height,” referring to the kibbutz’s tendency to reward those who went along with the flow and to punish those who tried to do something differently or stand out in any way. It is interesting the way in which both metaphors portray the chopping down of something 63 64 Chapter 7 naturally beautiful to conform to someone else’s sense of how things should be. -
The Beliefs, Attitudes and Views of University Students About Anger
Educational Sciences: Theory & Practice • 14(6) • 2071-2082 ©2014 Educational Consultancy and Research Center www.edam.com.tr/estp DOI: 10.12738/estp.2014.6.2314 The Beliefs, Attitudes and Views of University Students about Anger and the Effects of Cognitive Behavioral Therapy-Oriented Anger Control and Anxiety Management Programs on Their Anger Management Skill Levels T. Fikret KARAHANa B. Murat YALÇINb Ondokuz Mayıs University Melda M. ERBAŞc Ege University Abstract This study was designed as a qualitative focus group using a randomized controlled trail with a mixed methodol- ogy. The study has dual aims. First we searched the beliefs, attitudes and views of 176 university students on how to deal with anger using eight focus discussion groups. The anxiety and anger levels of these students were investigated with the Beck Anxiety Inventory and State Trait Anger Scale, and these values were accepted as pretest scores for the participants. The 32 students with the highest scores were selected. These students were randomized into study (n = 16 students) and control groups (n = 16 students). The participants in the study group received a behavioral therapy-oriented anger management skills training program consisting of 11 sessions, 90 minutes per session. After the program was completed the Beck Anxiety Inventory and State Trait Anger Scale were re-administered to both participants in the study and control groups, giving the post-test results. The study group attended two enhancement sessions, three and six months after the termination of the program, and these tests were then reapplied to both groups of participants (1st follow-up and 2nd follow-up tests). -
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, -
What We Mean When We Talk About Suffering—And Why Eric Cassell Should Not Have the Last Word
What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate, Robert Pearlman Perspectives in Biology and Medicine, Volume 62, Number 1, Winter 2019, pp. 95-110 (Article) Published by Johns Hopkins University Press For additional information about this article https://muse.jhu.edu/article/722412 Access provided at 26 Apr 2019 00:52 GMT from University of Washington @ Seattle What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate* and Robert Pearlman† ABSTRACT This paper analyzes the phenomenon of suffering and its relation- ship to medical practice by focusing on the paradigmatic work of Eric Cassell. First, it explains Cassell’s influential model of suffering. Second, it surveys various critiques of Cassell. Next it outlines the authors’ concerns with Cassell’s model: it is aggressive, obscure, and fails to capture important features of the suffering experience. Finally, the authors propose a conceptual framework to help clarify the distinctive nature of sub- jective patient suffering. This framework contains two necessary conditions: (1) a loss of a person’s sense of self, and (2) a negative affective experience. The authors suggest how this framework can be used in the medical encounter to promote clinician-patient communication and the relief of suffering. *Center for Ethics in Health Care and School of Medicine, Oregon Health and Science University, Portland. †National Center for Ethics in Health Care, Washington, DC, and School of Medicine, University of Washington, Seattle. Correspondence: Tyler Tate, Oregon Health and Science University, School of Medicine, Depart- ment of Pediatrics, 3181 SW Sam Jackson Park Road, Portland, OR 97239-3098. -
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. -
Examining Affective Forecasting and Its Practical and Ethical Implications
Examining Affective Forecasting and its Practical and Ethical Implications Emily Susan Brindley BSc Psychology 2009 Supervisor: Prof. David Clarke Contents Page Introduction 1 1. Affective Forecasting – What do we know? 1 2. Biases – Why people cannot predict their emotions accurately 3 2.1 Impact Bias 3 2.2 ‘Focalism’ 4 2.3 Immune Neglect 4 2.4 Dissimilar Context 4 3. The Self-Regulating Emotional System 5 4. Affective Forecasting Applied 6 4.1 Healthcare 6 4.2 Law 7 5. Can AFing be improved? 8 6. Ethics: Should people be taught to forecast more accurately? 10 Conclusions 12 References 13 Examining Affective Forecasting and its Practical and Ethical Implications Introduction Emotions are important in guiding thoughts and behaviour to the extent that they are used as heuristics (Slovic, Finucane, Peters & MacGregor, 2007), and are crucial in decision-making (Anderson, 2003). Affective forecasting (AFing) concerns an individual’s judgemental prediction of their or another’s future emotional reactions to events. It is suggested that “affective forecasts are among the guiding stars by which people chart their life courses and steer themselves into the future” (Gilbert, Pinel, Wilson, Blumberg & Wheatley, 1998; p.617), as our expected reactions to emotional events can assist in avoiding or approaching certain possibilities. We can say with certainty that we will prefer good experiences over bad (ibid); however AFing research demonstrates that humans are poor predictors of their emotional states, regularly overestimating their reactions. Further investigation of these findings shows that they may have critical implications outside of psychology. If emotions are so influential on behaviour, why are people poor at AFing? Furthermore, can and should individuals be assisted in forecasting their emotions? These issues, along with the function of AFing in practical applications, are to be considered and evaluated. -
The Centre for Living with Dying
the Centre for Living with Dying Grief & Mourning The death of someone close to us throws us into a sea of chaotic feelings. Sometimes, the waves of emotions seem powerful enough to threaten our very survival; sometimes they feel relentless and never-ending; sometimes they quiet down only to arise months or even years later when we least expect them. Grief is not something we ever really "get over" -our loss remains a fact for a lifetime. Nothing about grief’s journey is simple; there is no tidy progression of stages and its course is long and circular. While there is no clear roadmap, there are some features common to almost everyone's experience. Some of the dimensions presented below may ebb and flow within a natural healing process. The walk down grief’s road requires time, patience, attention, hard work and lots of loving care. Grief is the natural human response to any loss, not only death. An illness, a job change, divorce and separation, unfulfilled dream, a move to a new location, or any other change can bring about a grief response. Grief is not a problem. It is a normal, healthy process of healing. SHOCK AND SURPRISE Even if death is expected, you may feel numb or anesthetized for several weeks afterward. Your actions may be mechanical and you may get things done (for example, handle all the funeral details) but you are not "all there". People around you may be saying "Isn't he strong?" or "She's handling this so well". The impact or reality of the death has not fully reached you. -
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Adler et al. BMC Public Health (2020) 20:1168 https://doi.org/10.1186/s12889-020-09206-2 RESEARCH ARTICLE Open Access Magnitude of problematic anger and its predictors in the Millennium Cohort Amy B. Adler1, Cynthia A. LeardMann2,3*, Kimberly A. Roenfeldt3, Isabel G. Jacobson2,3, David Forbes4, for the Millennium Cohort Study Team Abstract Background: Problematic anger is intense anger associated with elevated generalized distress and that interferes with functioning. It also confers a heightened risk for the development of mental health problems. In military personnel and veterans, previous studies examining problematic anger have been constrained by sample size, cross-sectional data, and measurement limitations. Methods: The current study used Millennium Cohort survey data (N = 90,266) from two time points (2013 and 2016 surveys) to assess the association of baseline demographics, military factors, mental health, positive perspective, and self-mastery, with subsequent problematic anger. Results: Overall, 17.3% of respondents reported problematic anger. In the fully adjusted logistic regression model, greater risk of problematic anger was predicted by certain demographic characteristics as well as childhood trauma and financial problems. Service members who were in the Army or Marines, active duty (vs. reserves/national guard), and previously deployed with high levels of combat had increased risk for problematic anger. Veterans were also more likely to report problematic anger than currently serving personnel. Mental health predictors included posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and comorbid PTSD/MDD. Higher levels of positive perspective and self-mastery were associated with decreased risk of problematic anger. Conclusion: Not only did 1 in 6 respondents report problematic anger, but risk factors were significant even after adjusting for PTSD and MDD, suggesting that problematic anger is more than an expression of these mental health problems. -
Religious Perspectives on Human Suffering: Implications for Medicine and Bioethics
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship Postprint This is a pre-copyedited, author-produced PDF of an article accepted for publication in [Journal of Religion and Health] following peer review. The definitive publisher-authenticated version [Fitzpatrick SJ, Kerridge IH, Jordens CFC, Zoloth L, Tollefsen C, Tsomo KL, Jensen MP, Sachedina A, Sarma D. Religious perspectives on human suffering: Implications for medicine and bioethics. Journal of Religion and Health 2016; 55:159–173] is available online at http://link.springer.com/article/10.1007/s10943-015-0014-9 Please cite as: Fitzpatrick SJ, Kerridge IH, Jordens CFC, Zoloth L, Tollefsen C, Tsomo KL, Jensen MP, Sachedina A, Sarma D. Religious perspectives on human suffering: Implications for medicine and bioethics. Journal of Religion and Health 2016; 55:159–173. Religious perspectives on human suffering: Implications for medicine and bioethics Scott J FitzpatrickA,B, Ian H KerridgeB, Christopher F C JordensB , Laurie ZolothC, Christopher TollefsenD, Karma Lekshe TsomoE, Michael P JensenF, Abdulaziz SachedinaG, Deepak SarmaH (2015/16) ACentre for Rural and Remote Mental Health, University of Newcastle, Orange, Australia; BCentre for Values, Ethics and the Law in Medicine (VELiM), University of Sydney, Sydney, Australia; CCentre for Bioethics, Science and Society, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA; DDepartment of Philosophy, University of South Carolina, Colombia, South Carolina, USA USA; EDepartment of Theology and Religious Studies, University of San Diego, San Diego, California, USA; FMoore Theological College, Sydney, Australia; GAli Vural Ak Centre for Global Islamic Studies, George Mason University, Fairfax, Virginia, USA; HReligious Studies, Case Western Reserve University, Cleveland, Ohio, USA.