Understanding and Treating Anxiety
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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. . -
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. -
Social-Emotional Development in the First Three Years Establishing the Foundations
ISSUE BRIEF Social-Emotional Development in the First Three Years Establishing the Foundations This issue brief, created by The Pennsylvania State University with support from the Robert Wood Johnson Foundation, is one of a series of briefs that addresses the need for research, practice and policy on social and emotional learning (SEL). SEL is defined as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Learn more at www.rwjf.org/socialemotionallearning. 1 | The Pennsylvania State University © 2018 | April 2018 ISSUE BRIEF Executive Summary In the first three years of life, children achieve remarkable advances in social and emotional development (SED) that establish a foundation for later competencies. Yet even in the first three years, these achievements can be threatened by exposure to elevated stresses of many kinds. Family poverty, marital conflict, parental emotional problems, experiences of trauma, neglect, or abuse and other adversities cause some infants and toddlers to experience anxious fearfulness, overwhelming sadness, disorganized attachment, or serious problems managing behavior and impulses. Programs to strengthen early SED focus on at least two people—including the child and the caregiver—because the development of healthy early SED relies on positive, supportive relationships. -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
Dysphoria As a Complex Emotional State and Its Role in Psychopathology
Dysphoria as a complex emotional state and its role in psychopathology Vladan Starcevic A/Professor, University of Sydney Faculty of Medicine and Health Sydney, Australia Objectives • Review conceptualisations of dysphoria • Present dysphoria as a transdiagnostic complex emotional state and assessment of dysphoria based on this conceptualisation What is dysphoria? • The term is derived from Greek (δύσφορος) and denotes distress that is hard to bear Dysphoria: associated with externalisation? • “Mixed affect” leading to an “affect of suspicion”1,2 1 Sandberg: Allgemeine Zeitschrift für Psychiatrie und Psychisch-Gerichtl Medizin 1896; 52:619-654 2 Specht G: Über den pathologischen Affekt in der chronischen Paranoia. Festschrift der Erlanger Universität, 1901 • A syndrome that always includes irritability and at least two of the following: internal tension, suspiciousness, hostility and aggressive or destructive behaviour3 3 Dayer et al: Bipolar Disord 2000; 2: 316-324 Dysphoria: associated with internalisation? • Six “dysphoric symptoms”: depressed mood, anhedonia, guilt, suicide, fatigue and anxiety1 1 Cassidy et al: Psychol Med 2000; 30:403-411 Dysphoria: a nonspecific state? • Dysphoria is a “nonspecific syndrome” and has “no particular place in a categorical diagnostic system”1; it is neglected and treated like an “orphan”1 1 Musalek et al: Psychopathol 2000; 33:209-214 • Dysphoria “can refer to many ways of feeling bad”2 2 Swann: Bipolar Disord 2000; 2:325-327 Textbook definitions: dysphoria nonspecific, mainly internalising? • “Feeling -
Sadness, the Architect of Cognitive Change. in HC Lench (Ed.)
Karnaze, M. M., & Levine, L. J. (2018). Sadness, the architect of cognitive change. In H. C. Lench (Ed.) Functions of Emotion: When and Why Emotions Help Us. (pp. 45 -58). Springer. Chapter 4 Sadness, the Architect of Cognitive Change Melissa M. Karnaze & Linda J. Levine Department of Psychology and Social Behavior University of California, Irvine Emotions guide action in ways that are frequently adaptive. Fear, disgust, and anger motivate people to act to avoid danger, shun contamination, and overcome obstacles to their goals. But what good does feeling sad do? This seemingly passive state is often characterized by behavioral withdrawal and rumination. This chapter reviews theory and research concerning the types of situations that elicit sadness and the effects of sadness on expression, behavior, and cognition. Evidence suggests that, far from being passive, sadness is an architect of cognitive change, directing the challenging but essential work of reconstructing goals and beliefs when people face irrevocable loss. Keywords: sadness, negative emotion, affect, loss, grief, adaptive, function, goals, cognition In the Pixar film, Inside Out, eleven-year-old Riley’s emotions are depicted as cartoon characters living in her brain who help her respond to challenges. Riley’s life is disrupted when her family moves to a new city, forcing her to leave behind everything familiar. The other emotions, Joy, Fear, Anger, and Disgust, all have clear functions. They urge Riley to celebrate the good things in her life, avoid danger, overcome obstacles, and shun contamination. But it is unclear to them, and to Sadness herself, what the function of Sadness might be. -
The Lonely Society? Contents
The Lonely Society? Contents Acknowledgements 02 Methods 03 Introduction 03 Chapter 1 Are we getting lonelier? 09 Chapter 2 Who is affected by loneliness? 14 Chapter 3 The Mental Health Foundation survey 21 Chapter 4 What can be done about loneliness? 24 Chapter 5 Conclusion and recommendations 33 1 The Lonely Society Acknowledgements Author: Jo Griffin With thanks to colleagues at the Mental Health Foundation, including Andrew McCulloch, Fran Gorman, Simon Lawton-Smith, Eva Cyhlarova, Dan Robotham, Toby Williamson, Simon Loveland and Gillian McEwan. The Mental Health Foundation would like to thank: Barbara McIntosh, Foundation for People with Learning Disabilities Craig Weakes, Project Director, Back to Life (run by Timebank) Ed Halliwell, Health Writer, London Emma Southgate, Southwark Circle Glen Gibson, Psychotherapist, Camden, London Jacqueline Olds, Professor of Psychiatry, Harvard University Jeremy Mulcaire, Mental Health Services, Ealing, London Martina Philips, Home Start Malcolm Bird, Men in Sheds, Age Concern Cheshire Opinium Research LLP Professor David Morris, National Social Inclusion Programme at the Institute for Mental Health in England Sally Russell, Director, Netmums.com We would especially like to thank all those who gave their time to be interviewed about their experiences of loneliness. 2 Introduction Methods A range of research methods were used to compile the data for this report, including: • a rapid appraisal of existing literature on loneliness. For the purpose of this report an exhaustive academic literature review was not commissioned; • a survey completed by a nationally representative, quota-controlled sample of 2,256 people carried out by Opinium Research LLP; and • site visits and interviews with stakeholders, including mental health professionals and organisations that provide advice, guidance and services to the general public as well as those at risk of isolation and loneliness. -
Identifying Affective Personality Profiles: a Latent Profile Analysis of the Affective Neuroscience Personality Scales
www.nature.com/scientificreports OPEN Identifying affective personality profiles: A latent profile analysis of the Affective Neuroscience Received: 21 December 2016 Accepted: 23 May 2017 Personality Scales Published: xx xx xxxx Massimiliano Orri1,2,3, Jean-Baptiste Pingault1,4, Alexandra Rouquette1,5, Christophe Lalanne6, Bruno Falissard1, Catherine Herba3,7, Sylvana M. Côté2,3,8 & Sylvie Berthoz1,9 Based on evolutionary theory, a recent model in affective neuroscience delineated six emotional brain systems at the core of human personality: SEEKING, CARING, PLAYFULNESS, FEAR, ANGER, SADNESS. The Affective Neuroscience Personality Scales (ANPS) assess their functioning. Using a person-centred approach of the ANPS, this study: (i) examined the existence of latent personality profiles, (ii) studied their gender invariance, (iii) assessed their longitudinal (4 years) stability, and (iv) explored how they relate to several intrapersonal, interpersonal, and emotion regulation skills. Latent Profile Analysis in 2 samples (Canadian, longitudinal, N = 520; French, cross-sectional, N = 830) found that, qualitatively, 3 profiles characterized both populations and genders, with one distinction for the second profile where the French women endorsed slightly higher and lower scores for, respectively, the negative and positive emotions. Whilst not being quantitatively similar across genders, the personality profiles remained consistent across time in the longitudinal sample. Associations between profiles and intrapersonal (e.g. depression), interpersonal (e.g. empathy), and emotion regulation skills measures (e.g. emotional intelligence) offered concurrent validity evidence. This person centred approach to ANPS offers a holistic and parsimonious way to study affective personality dimensions. It opens promising avenues for future studies on the predictive value of ANPS profiles, and for personality- targeted interventions. -
The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development
International Education Studies; Vol. 12, No. 12; 2019 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development Mona Alzahrani1, Manal Alharbi1 & Amani Alodwani1 1 University of South Florida, USA Correspondence: Amani Alodwani, University of South Florida, USA. Received: July 30, 2019 Accepted: September 15, 2019 Online Published: November 29, 2019 doi:10.5539/ies.v12n12p141 URL: https://doi.org/10.5539/ies.v12n12p141 Abstract In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills. -
Clinical Science
APA CLINICAL SCIENCE Society for the Science of Clinical Psychology III Section III of the Division of Clinical Psychology of Division12 Ψ the American Psychological Association Developing clinical psychology as an experimental-behavioral science N E W sle TT E R WINTER 2013: VOLUME 16, ISSUE 1 SSCP Executive Board Table of Contents President: Presidential Column Michelle Craske, Ph.D. M. Craske...............................................................................................2-5 University of California, Los Angeles Past-President: Announcement: New SSCP Board Members......................................5 Richard Heimberg, Ph.D. Temple University Presidential Reflections President-Elect: R. Heimberg..............................................................................................6-7 Bethany Teachman, Ph.D. University of Virgina Treasurer’s Report D. Smith.....................................................................................................8-9 Secretary/Treasurer: David Smith, Ph.D. (outgoing) University of Notre Dame Call for applications: SSCP Clinical Science Training Grant...........9 Stewart Shankman, Ph.D. (incoming) Role of Internships in Clinical Science Training University of Illinois-Chicago M. Atkins..............................................................................................10-14 Division 12 Representative: Douglas Mennin, Ph.D. Internship Crisis: Results from the Internship Survey Hunter College S. Stasik, R. Brock, F. Farach, K. Benoit, & K. Willson....................15-20 -
Final Program
RESILIENCE AND RECOVERY: FROM RESEARCH TO PRACTICE PROGRAM www.adaa.org | #ADAA2021Virtual | @ADAAConference WELCOME FROM LUANA MARQUES, PHD ADAA President Looking Beyond the Current Standard of Care for Anxiety and Depression On behalf of the Board of Directors and myself—welcome to ADAA’s first virtual 3D VistaGen is a clinical-stage biopharmaceutical company committed to conference—#ADAA2021Virtual. developing and commercializing a new generation of medicines with the potential to go beyond the current standard of care for anxiety and This year’s meeting promises to deliver two great days of learning and sharing. #ADAA2021Virtual’s theme “Resilience and Recovery: From Research to Practice” is depression. Our pipeline includes three investigational drug candidates, particularly relevant this year as we continue to be challenged by the COVID-19 pandemic PH94B, PH10 and AV-101, each with a differentiated mechanism of action, on our clinical work—and in our day to day lives. Many of our conference sessions focus : VTGN favorable safety results observed in all clinical studies to date, and on the topic of resiliency and cover a wide range of exciting research and treatment topics and present opportunities for all therapeutic potential in multiple neuropsychiatric indications. attendees to learn and share with old and new friends. While we aren’t meeting face to face this year, ADAA’s virtual 3D March conference promises to deliver the same vibrant PH94B PH10 AV-101 programming, impactful connections with peers, and access to exhibitors and sponsors in a dynamic, digital setting that will be Depression and accessible from anywhere—and for an additional 60 days after the conference ends. -
The Three-Systems Model and Self Efficacy Theory Have Been Examined in the Context of Musical Performance Anxiety in Pianists
THE THREE-SYSTEMS MODEL AND SELF EFFICACY THEORY: PIANO PERFORMANCE ANXIETY BY MICHELLE GENEVIEVE CRASKE B.A., University of Tasmania, 1980 B.A.(HONS), University of Tasmania, 1981 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Psychology) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA December, 1982 (c) Michelle Genevieve Craske, 1982 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Michelle G. Craske Department of Psychology The University of British Columbia 1956 Main Mall Vancouver, Canada V6T 1Y3 Date December 20, 1982 DE-6 (3/81) ABSTRACT This study examined contrasting predicitions from Self Efficacy theory and the Three-Systems model of fear and anxiety, in the context of musical performance anxiety. Further experimental evidence was sought for Hodgson and Rachmans' (1974) hypotheses derived from the three-systems model, and for Bandura's predicted relationships between the construct of self efficacy and behavioural, physiological and verbal response systems. Pianists, who rated themselves as either 'relatively anxious' or 'relatively nonanxious' solo performers, were asked to play a musical piece under two conditions.