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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 -
Sadie Mohler Article Upload C
CTSJ CRITICAL THEORY AND SOCIAL JUSTICE JOURNAL OF UNDERGRADUATE RESEARCH OCCIDENTAL COLLEGE Volume 4 FALL 2014 CRITICAL THEORY AND SOCIAL JUSTICE JOURNAL OF UNDERGRADUATE RESEARCH CTSJ VOL. 4 OCCIDENTAL COLLEGE Criminally Insane Discursive Mutations of the Dangerous Individual Sadie Mohler Critical Theory and Social Justice, Occidental College, 2012 Abstract: The psychopath is a historically ill-defined and overused diagnostic category. This paper analyzes the discursive development and cultural permutation of the psychopathic personality within psychiatry and law to reveal not just the categorical flexibility but also the categorical fragility of the psychopathic person. The discourse of psychopathy relies on our understanding that the identity must be assigned to another person, for what makes the psychopath’s mental deficiency so threatening is his inability to empathize and care about his condition. Within the last five years, the discourse has noticeably shifted as people ask the question: “Am I a psychopath?” In posing this paradoxical concern, the functionality of the psychopathic identity shifts from the psychopathic Other to the psychopathic Self. This shift reconfirms the categorical pliancy of the psychopath and, furthermore, complicates what it means to “know thyself.” In examining self-knowledge formation in the context of Foucault’s essay “Technologies of the Self,” we can see how the discursive power of the psychopath dilutes and condenses through self-diagnosis. Keywords: psychopathology, discourse, Other, Technologies, Foucault, mutations 19 CRITICAL THEORY AND SOCIAL JUSTICE JOURNAL OF UNDERGRADUATE RESEARCH CTSJ VOL. 4 OCCIDENTAL COLLEGE Criminally Insane Discursive Mutations of the Dangerous Individual Sadie Mohler Occidental College “In Paris in 1827, Henriette Cornier, a servant, goes to the neighbor of her employers and insists that the neighbor leave her daughter with her for a time. -
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. . -
Exaggerated Envy and Guilt Measured by Economic Games in Japanese
Isobe et al. BioPsychoSocial Medicine (2018) 12:19 https://doi.org/10.1186/s13030-018-0138-8 SHORT REPORT Open Access Exaggerated envy and guilt measured by economic games in Japanese women with anorexia nervosa Masanori Isobe1, Michiko Kawabata1, Ema Murao1, Tomomi Noda1, Noriko Matsukawa1, Ryosaku Kawada1, Teruhisa Uwatoko1,2, Toshiya Murai1, Shun’ichi Noma1 and Hidehiko Takahashi1* Abstract Background: Anorexia nervosa (AN) patients are assumed to express high levels of guilt and envy. Ultimatum game (UG) is a standard behavioral task that focuses on interpersonal behavior when splitting a sum of money between two players. UG studies consistently demonstrate that people tend to decrease their inequity in outcomes, one explanation being that economically irrational decision-making may partly arise from the emotions guilt and envy. We assumed that AN patients would perform excessively fair in UG, reflecting high guilt and envy. Methods: We utilized UG to investigate the characteristics of guilt and envy among 24 Japanese AN patients and 22 age-matched healthy controls (HC). The relation between the outcome of UG and decision strategy confirmed by post-experimental questionnaires was analyzed. Results: As proposer, AN offered a larger amount to the responder compared with HC (p = 0.002) while, on the other hand, as responder, AN demanded much higher allocation to accept the offer compared with HC (p = 0.026). Regarding the strategy as responder, AN put more emphasis on fairness and less emphasis on monetary reward compared with HC (p = 0.046, p = 0.042, respectively). Conclusions: The results indicate that Japanese AN patients demonstrate strong preference for fairness, with high guilt and high envy. -
UNDERSTANDING DEPRESSION Managing Your Emotions
UNDERSTANDING DEPRESSION Managing Your Emotions STUDENT WELLNESS CENTRE ■ What are Emotions? ■ Effectively Managing Anger ■ What is Emotional Intelligence? ■ Effectively Managing Grief ■ Identifying Feelings ■ Managing Mood Shifts ■ Coping with Strong Emotion What Are Emotions? Emotions are a natural and healthy part of being human. In fact, they are vital to survival. Emotions motivate us, help us to adapt to our environment, prioritize, connect with others, and focus on finding solutions to problems. An emotion is a complex psychological event that involves a mixture of at least three reactions: ■ A physiological response: such as a change in heart rate, muscles tension, blood pressure and respiration rate. ■ A subjective experience: internal thoughts and feelings about the response. This includes what you tell yourself, and how you label the experience (e.g., “good” or “bad”). ■ An expressive reaction: such as a distinctive facial expression or body posture. Because culture plays an important role here, this may include the learned or habitual reactions that you associate with the emotion. The experience of emotions is subjective. Nobody truly knows how another person experiences an emotion. Some emotions are experienced as strong and others as a mild. What you tell yourself about an emotion is also an important part of how you experience it. Similarly, what others tell you, and how the world around you handles and labels emotions is an important aspect of your experience. People vary greatly in their overall general level of emotional reactivity. A person who is “less reactive” might generally be calm, easy going, and take a slow pace. A person who is “more reactive” may be excitable, have stronger reactions to experiences and go at a faster pace. -
Research Update -- October 10, 2019
Research Update -- October 10, 2019 What’s Here: ● Communicating With Leadership: Behavioral Health and HIPAA in the Field. ● Longitudinal Associations between Sleep, Intrusive Thoughts, and Alcohol Problems Among Veterans. ● An Attempt to Identify Reproducible High-Density EEG Markers of PTSD during Sleep. ● Cortical hyperarousal in NREM sleep normalizes from pre- to post- REM periods in individuals with frequent nightmares. ● A Longitudinal Investigation of Military Sexual Trauma and Perinatal Depression. ● Risk for suicide attempts among United States Air Force active duty members with suicide ideation: An ecological perspective. ● United States Military Service Members Demonstrate Substantial and Heterogeneous Long-Term Neuropsychological Dysfunction Following Moderate, Severe, and Penetrating Traumatic Brain Injury. ● Combat and Trajectories of Physical Health Functioning in U.S. Service Members. ● Multi-omic biomarker identification and validation for diagnosing warzone-related post-traumatic stress disorder. ● Can Mindfulness Help to Predict Veterans’ Mental Health Service Utilization? ● Incidence of major depression diagnoses in the Canadian Armed Forces: longitudinal analysis of clinical and health administrative data. ● Patterns of Strengths in U.S. Military Couples. ● Opponent Effects of Hyperarousal and Re-experiencing on Affective Habituation in Posttraumatic Stress Disorder. ● Leveraging Digital Health and Machine Learning Toward Reducing Suicide— From Panacea to Practical Tool. ● Caring E-mails for Military and Veteran Suicide Prevention: A Randomized Controlled Trial. ● Insomnia symptoms predict the development of post-traumatic stress symptoms following an experimental trauma. ● Suicide prevention: Putting the person at the center. (Editorial) ● The Need for Innovation in Health Care Systems to Improve Suicide Prevention. (Special Communication) ● All-cause mortality in patients with treatment-resistant depression: a cohort study in the US population. -
Baselines B S E L
BASELINES [POTENTIALLY SIGNIFICANT TRANSIENT CHANGES IN BASIC BEHAVIOUR] FOCUS OF ATTENTION CHANGE AND TYPICAL CAUSATION Blink rate Increases [= e.g. intense emotion; frustration; anger; hostility]. Blood vessels [neck] Swelling [= e.g. intense emotion; frustration; anger; hostility]. Blushing [= e.g. intense emotion; frustration; anger; hostility]. Body shift Orientation in sitting position to an angle away from direct view [= terminating the topic] B Common parallel behaviour Gaze aversion; pushing chair backwards; refusing to say anything else. Breathing Increased rate; shallow; difficulty in breathing [= e.g. intense emotion; frustration; anger; hostility]. Brow Creasing (‘omega’) [= e.g. perplexity; disapproval; difficulty in remembering detail]. Adaptors [self-grooming; ‘lint’ Increase in most people; decrease in some people [= e.g. intense emotion; frustration; A picking; manipulating an item] anger; hostility]. Shaking Body; limbs; hands [= e.g. intense emotion; frustration; anger; hostility]. Sighing Emission of deep, audible breath [= e.g. fatigue; impatience; growing frustration, annoyance or emotion]. S Sniffing Common parallel behaviour ‘Glistening’ in nostril/lip area. Swallowing Movement of throat/gullet [= dryness of mouth throat due to intense arousal]. Sweating Brow; armpits; hands [= e.g. intense emotion; frustration; anger; hostility]. Eyes Gaze Upwards; sideways [= “buying” thinking time - accessing material from memory]. Downwards [= e.g. strong emotion; “inner dialogue” [DON’T interrupt.]]. Fixed – glaring or glowering [= e.g. dislike; frustration; anger; hostility]. Aversion [= e.g. embarrassment; shame; guilt]. E Covering eyes [= e.g. embarrassment; shame; guilt]. Common parallel behaviour Failure to respond [= rejecting the ‘talking turn’]. Pupils Constriction [e.g. intense emotion; frustration; anger; hostility]. Tearfulness ‘Glistening’; actual tears [= e.g. distress]. Eyebrows ‘Flashes’ [= e.g. surprise; alarm; disapproval]. -
Empathy and Feelings of Guilt Experienced by Nurses: a Cross-Sectional Study of Their Role in Burnout and Compassion Fatigue
Empathy and feelings of guilt experienced by nurses: a cross-sectional study of their role in burnout and compassion fatigue symptoms Abstract Aims: The main goal of this study was to explore the relationships between empathy, empathy-based pathogenic guilt and professional quality of life (burnout and compassion fatigue). We aim to test a model in which we hypothesize that when empathic feelings are related to pathogenic guilt, burnout and compassion fatigue symptoms may be increased. Background: Empathy is at the core of nursing practice, and has been associated with positive outcomes not only for the healthcare provider but also for the patient. However, empathy is also at the core of guilt feelings that, when excessive and misdirected, can lead to pathogenic guilt beliefs. We focused on two types of empathy-based guilt characterized by excessive responsibility over others’ well-being and how these can be related to professional quality of life. Methods and Participants: This study is a cross-sectional self-report survey. Data were collected during 2014 and 2015. 298 nurses from public hospitals in Portugal’s north and center region were surveyed. Professional quality of life (ProQoL), empathy (IRI), and empathy-based guilt (IGQ) were measured using validated self-report measures. Results: Correlation analyses showed that empathy-based guilt was positively associated with empathy, and with burnout and compassion fatigue. Results from multiple mediation models further indicated when empathy is associated with empathy-based guilt, this leads to greater levels of burnout and compassion fatigue. Conclusions: Given the nature of their work, proneness to experience pathogenic guilt feelings may compromise nurses’ well-being, and this should be addressed in training programs aiming at preventing or treating burnout and compassion fatigue. -
The Rhetoric of the Benign Scapegoat: President Reagan and the Federal Government
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 2000 The Rhetoric of the Benign Scapegoat: President Reagan and the Federal Government. Stephen Wayne Braden Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Braden, Stephen Wayne, "The Rhetoric of the Benign Scapegoat: President Reagan and the Federal Government." (2000). LSU Historical Dissertations and Theses. 7340. https://digitalcommons.lsu.edu/gradschool_disstheses/7340 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
HOW to MAKE YOURSELF MISERABLE: DISCOVERING the SECRETS to UNHAPPINESS William F
HOW TO MAKE YOURSELF MISERABLE: DISCOVERING THE SECRETS TO UNHAPPINESS William F. Doverspike, Ph.D. Drdoverspike.com 770-913-0506 In the words of the 19th century philosopher focusing on daily hassles, cultivating an John Stuart Mill, “Ask yourself whether you are attitude of resentment, and developing a sense happy, and you cease to be so.” Mill’s of pessimism. observation highlights one of the hidden realities of life: It is in the pursuit of happiness that, paradoxically, we can find unhappiness. Try to change things that cannot be changed. From the sacred texts of antiquity to the Is there a best way to create happiness? journals of modern science, there are several According to psychologist Mihály themes that have been identified as ways to Csikszentmihályi (1990), one of the pioneers in create more unhappiness and greater the field of positive psychology, “My studies of dissatisfaction with life. For those seeking to be the past quarter century have convinced me that miserable, these empirical and spiritual texts there is a way. It is a circuitous path that begins hold the secrets to unhappiness. with achieving control over the contents of our consciousness” (p. 2). Conversely, Practice negative thinking. Historically, the psychological research reveals that people who importance of attitude has been recognized have an external locus of control over their since ancient times. The Greek philosopher lives report more unhappiness, depression, and Epictetus observed, “Men are not disturbed by stress than people who have an internal locus of things, but by the views they take of them.” In control (Benassi, Sweeney, & Dufour, 1988). -
Running Head: SHAME 1 the Significance of Shame: an Adlerian Perspective a Literature Review Presented to the Faculty of The
Running head: SHAME 1 The Significance of Shame: An Adlerian Perspective A Literature Review Presented to The Faculty of the Adler Graduate School _____________________ In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Adlerian Counseling and Psychotherapy ______________________ By John R. Nord ______________________ Chair: Meg Whiston, PhD Reader: Rachelle J. Reinisch, DMFT _____________________ October, 2017 SHAME 2 The Significance of Shame: An Adlerian Perspective Copyright © 2017 John R. Nord All rights reserved SHAME 3 Abstract Shame is a universal affect and emotion which has application within cultures and to individuals throughout the world. It can be considered an aid to learning, teaching, or punishing, and it can also be imposed to control or defeat others. Shame refers to a reaction experience of having violated cultural, community, familial, or individual norms in an unacceptable way and having the hidden, vulnerable self exposed to others against our will. For some individuals, shame can represent a minor impact to their lives and well-being. For others, it can be an all-encompassing, life-threatening problem. Shame can appear as an affect during the course of a child’s normally healthy learning. Problematic shame can originate from a number of sources resulting in unmediated mistaken beliefs from dysfunctional infant/caregiving which are never adequately resolved. Traumatic shame can result from multiple sources including family or peer relationships with repetitive abuse. Any repetitive shaming can unconsciously become an internalized secret. An understanding of pathological shame is indeed critical for evaluating client functioning. Either shame or shame proneness within any societal, familial, or occupational relationship or manifesting within an individual can have far reaching implications and long-term consequences. -
Day 2014 Guilt.Pdf
Day, M.V. (2014). Guilt. In T. R. Levine (Ed.), Encyclopedia of deception (pp. 427-429). Thousand Oaks, CA: Sage Publications. DOI: http://dx.doi.org/10.4135/9781483306902.n164 Guilt The emotion of guilt is a negative feeling that people can experience for a wrongdoing, such as being untruthful or deceptive to others. This differs from the legal meaning of guilt, which refers to a person's culpability for an offense that violates a particular law. It is also useful to distinguish guilt, which stems from a negative evaluation of a wrongful behavior, from shame, a related emotion that arises from a negative evaluation of the self. The capacity to experience guilt differs from person to person, with some individuals feeling guilty more often than others for a variety of interpersonal and private misdeeds. Individuals can feel guilty for offenses in the past, present, or that are anticipated in the future, as well as for violations committed by close others or by one's group. Overall, years of research evidence suggests that moderate feelings of guilt are adaptive and important for social functioning. Feelings of guilt can occur following a focus on a specific action or nonaction that goes against personal or societal standards. Lying, cheating, and stealing are some of the most common examples of acts that can elicit feelings of guilt. Guilt is considered to be a self-conscious and moral emotion because it involves an evaluation of the self, and it plays a crucial role in guiding moral behavior. Beyond feeling bad, guilt is also characterized by feelings of regret and tension.