DOCSLIB.ORG

Bodily Discourses: When Students Write About Sexual Abuse, Physical Abuse, and Eating Disorders in the Composition Classroom

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bodily Discourses: When Students Write About Sexual Abuse, Physical Abuse, and Eating Disorders in the Composition Classroom University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 1997 Bodily discourses: When students write about sexual abuse, physical abuse, and eating disorders in the composition classroom Michelle Marie Payne University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Payne, Michelle Marie, "Bodily discourses: When students write about sexual abuse, physical abuse, and eating disorders in the composition classroom" (1997). Doctoral Dissertations. 1978. https://scholars.unh.edu/dissertation/1978 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. 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 primer. 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, prim 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 corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prims are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BODILY DISCOURSES: WHEN STUDENTS WRITE ABOUT SEXUAL ABUSE, PHYSICAL ABUSE, AND EATING DISORDERS IN THE COMPOSITION CLASSROOM BY MICHELLE MARIE PAYNE BA, Miami University, 1987 MA Florida State University, 1990 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English September, 1997 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 9807563 Copyright 1997 by Payne, Michelle Marie All rights reserved. UMI Microform 9807563 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ALL RIGHTS RESERVED c 1997 Michelle Marie Payne Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This dissertation has been examined and approved. _ CL . ^u JJs \ZT x a a J Dissertation Director, Patricia A. Sullivan, Associate Professor of English C j O b U ______________ Cinthia Gannett, Associate Professor of English Melody Gragjich, Professor of English Thomas Newkirk, Professor of English Paula Salvio. Assistant Professor of Education Date J y LJ Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION To the students whose work has guided me and the students who will continue to remember their battered bodies through language. iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS In 1993 after I had completed my doctoral exams, I ruffled through the scraps of paper in the maniila folder I had labelled "Dissertation Ideas" in hopes of discovering a subject that compelled and intrigued me enough that I could live with it for a few years. I passed over the yellow page with "sexual abuse essays"scribbled on it. Instead, I began a more general bibliographic search on writing and madness, then turned to issues of student resistance and apathy. While these both engaged my curiosity, I still felt ambivalent. One day as I was talking with one of my professors, Cindy Gannett, I expressed some despair that I couldn't focus on a subject—and I was running out of time. "Michelle," she said. "you can't see it right now, but you will. It's clear to many of us, and when you're ready it will seem so obvious." Later that day my husband, also a composition doctoral student, said the same thing. I knew I was resisting the subject of abuse as a research project. Having already written and presented research on students' sexual abuse essays, I wasn't sure 1 wanted my sense of identity wrapped up in issues of bodily violence—I had struggled for several years to conceive of myself as more than a survivor or a victim, and to focus my professional identity around these issues seemed too . narrow? dangerous? Whatever the reason. I was reluctant to pursue this study. Not until I began wondering about the historical discourses that "populate" the ways of writing about abuse and eating disorders (sparked b\ Bahktin) did I seriously consider proposing this study. Abigail Abbot Bailey's memoirs and the current theories on discourse, power, and the teaching of writing all prompted me to "see" this project in ways I had not before. And so I was ready. I could not have imagined Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. how fulfilling, engaging, and powerful this project would become, nor how much I would learn (and continue to learn) from the students and teachers who were so willing to participate. The writing staff at the University of New Hampshire was eager to talk with me about my study, and several instructors and teaching assistants gave freely of their time for interviews and informal conversations. They also asked me to present some of my research during a staff meeting, and the discussion we had, as well as the support and encouragement both implied and expressed, were vital to the thinking and writing of this dissertation. 1 cannot name them all, but 1 especially thank Bruce Bailenger, Pam Barksdale, Derek Brewer, Leslie Brown, Tim Dansdill, Brock Deither, Sara Dovre, Alice Fogel, Lucinda Garthwaite, Andrea Harkness, Lysa James, Carol Kountz, Jodi Labonte, Tamara Niedzolkowski, Laurie Quinn, Leaf Seligman, Linda Stewart, Barb Tindall, Sue Wheeler, Bronwvn Williams, among many others. They are a talented group o f teachers, committed to students, and sensitive to the complex dynamics of writing about such personal issues as bodily violence. I learned much from them and value the relationships we developed while I was at UNH. Many thanks. 1 dso thank the students who agreed to participate and took hours out of their schedules to talk with me and/or allowed me to observe their classes. I cannot name them, but without them, this project would not have happened. Their courage and insights direct this work, their voices always reminding me to listen. To the students in my Writing About Female Experience course at Florida State University—their choice of topics to organize that course and the essays of three of those vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. students made this dissertation conceivable and "visible" to me. To my closest friends, who helped me untangle ideas, make connections, battle my self-doubt and manage my stress. They helped me care for my body and soul with walks on Long Sands Beach, coffee at the MUB or Cafe Brioche, long talks on the phone, and many hugs and tissues when I needed to cry. To the Dissertation Readying Group at UNH who read many drafts of chapters and provided deadlines and a sense of community I needed. They were excellent readers, and Dr. Sue SchibanofFa wonderful guide and mentor for us all. My thanks, then, to friends and reading group members: Rick Agran. Jennifer Beard, Greg Bowe, Susan Bradbury Clay, Gay Lynn Crossley. Gretchen DiGeronimo, Molly Doyle, Mary Hal let, Andrea Harkness, Deborah Hodgkins, Elisa Hopkins, Dot Kasik, Carol Keyes, Anne Malone, Erica Olbreicht. Kathe Simons, Lisa Sisco (who read many drafts and helped me make a number of connections), and Lisa Stepanski. To the librarians at Rye Public Library—Mamie Tracey. Kathleen Teaze, Jennifer Sanbom. Tricia Quinn, Wendy Palmer, Stefania Metalious, Pam Jautaikis. Sharon Holsapple. Susan Brough-who found many articles and books I needed and became such an important community to both me and my husband, their colleague. To the staff at King Library of Miami University, Ohio, and at Dimond Library of UNH. To the secretaries in the English Department at UNH—Tory Poulin, Heather Robbins, and Chris Ransom, all of whom helped over the years in more ways than I can name. Chris in particular, as Graduate Secretary, scheduled all my meetings answered many of my questions. To Chuck Anderson, who edited the article version of Chapter 3 to make it more vii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. concise, focused, and organized, and who convinced me (along with Marian McCurdy), to publish with their text and get the rest of my work out. Chuck has been a tremendous mentor.
Load more

Recommended publications
  • Excesss Karaoke Master by Artist
    XS Master by ARTIST Artist Song Title Artist Song Title (hed) Planet Earth Bartender TOOTIMETOOTIMETOOTIM ? & The Mysterians 96 Tears E 10 Years Beautiful UGH! Wasteland 1999 Man United Squad Lift It High (All About 10,000 Maniacs Candy Everybody Wants Belief) More Than This 2 Chainz Bigger Than You (feat. Drake & Quavo) [clean] Trouble Me I'm Different 100 Proof Aged In Soul Somebody's Been Sleeping I'm Different (explicit) 10cc Donna 2 Chainz & Chris Brown Countdown Dreadlock Holiday 2 Chainz & Kendrick Fuckin' Problems I'm Mandy Fly Me Lamar I'm Not In Love 2 Chainz & Pharrell Feds Watching (explicit) Rubber Bullets 2 Chainz feat Drake No Lie (explicit) Things We Do For Love, 2 Chainz feat Kanye West Birthday Song (explicit) The 2 Evisa Oh La La La Wall Street Shuffle 2 Live Crew Do Wah Diddy Diddy 112 Dance With Me Me So Horny It's Over Now We Want Some Pussy Peaches & Cream 2 Pac California Love U Already Know Changes 112 feat Mase Puff Daddy Only You & Notorious B.I.G. Dear Mama 12 Gauge Dunkie Butt I Get Around 12 Stones We Are One Thugz Mansion 1910 Fruitgum Co. Simon Says Until The End Of Time 1975, The Chocolate 2 Pistols & Ray J You Know Me City, The 2 Pistols & T-Pain & Tay She Got It Dizm Girls (clean) 2 Unlimited No Limits If You're Too Shy (Let Me Know) 20 Fingers Short Dick Man If You're Too Shy (Let Me 21 Savage & Offset &Metro Ghostface Killers Know) Boomin & Travis Scott It's Not Living (If It's Not 21st Century Girls 21st Century Girls With You 2am Club Too Fucked Up To Call It's Not Living (If It's Not 2AM Club Not
    [Show full text]
  • Race and Membership in American History: the Eugenics Movement
    Race and Membership in American History: The Eugenics Movement Facing History and Ourselves National Foundation, Inc. Brookline, Massachusetts Eugenicstextfinal.qxp 11/6/2006 10:05 AM Page 2 For permission to reproduce the following photographs, posters, and charts in this book, grateful acknowledgement is made to the following: Cover: “Mixed Types of Uncivilized Peoples” from Truman State University. (Image #1028 from Cold Spring Harbor Eugenics Archive, http://www.eugenics archive.org/eugenics/). Fitter Family Contest winners, Kansas State Fair, from American Philosophical Society (image #94 at http://www.amphilsoc.org/ library/guides/eugenics.htm). Ellis Island image from the Library of Congress. Petrus Camper’s illustration of “facial angles” from The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. Inside: p. 45: The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. 51: “Observations on the Size of the Brain in Various Races and Families of Man” by Samuel Morton. Proceedings of the Academy of Natural Sciences, vol. 4, 1849. 74: The American Philosophical Society. 77: Heredity in Relation to Eugenics, Charles Davenport. New York: Henry Holt &Co., 1911. 99: Special Collections and Preservation Division, Chicago Public Library. 116: The Missouri Historical Society. 119: The Daughters of Edward Darley Boit, 1882; John Singer Sargent, American (1856-1925). Oil on canvas; 87 3/8 x 87 5/8 in. (221.9 x 222.6 cm.). Gift of Mary Louisa Boit, Julia Overing Boit, Jane Hubbard Boit, and Florence D. Boit in memory of their father, Edward Darley Boit, 19.124.
    [Show full text]
  • Study of Caste
    H STUDY OF CASTE BY P. LAKSHMI NARASU Author of "The Essence of Buddhism' MADRAS K. V. RAGHAVULU, PUBLISHER, 367, Mint Street. Printed by V. RAMASWAMY SASTRULU & SONS at the " VAVILLA " PRESS, MADRAS—1932. f All Rights Reservtd by th* Author. To SIR PITTI THY AG A ROY A as an expression of friendship and gratitude. FOREWORD. This book is based on arfcioles origiDally contributed to a weekly of Madras devoted to social reform. At the time of their appearance a wish was expressed that they might be given a more permanent form by elaboration into a book. In fulfilment of this wish I have revised those articles and enlarged them with much additional matter. The book makes no pretentions either to erudition or to originality. Though I have not given references, I have laid under contribution much of the literature bearing on the subject of caste. The book is addressed not to savants, but solely to such mea of common sense as have been drawn to consider the ques­ tion of caste. He who fights social intolerance, slavery and injustice need offer neither substitute nor constructive theory. Caste is a crippli^jg disease. The physicians duty is to guard against diseasb or destroy it. Yet no one considers the work of the physician as negative. The attainment of liberty and justice has always been a negative process. With­ out rebelling against social institutions and destroying custom there can never be the tree exercise of liberty and justice. A physician can, however, be of no use where there is no vita­ lity.
    [Show full text]
  • The Portrait of Political Discrimination Against Black People in America in 1960S As Reflected in the Novel Go Set a Watchman by Harper Lee
    Prologue : Journal of Language, Literature and Cultural Studies © Vol.5 No.1, February 2019 ISSN -p: 2460-4641 http://prologue.sastra.uniba-bpn.ac.id/index.php/jurnal_prologue/index THE PORTRAIT OF POLITICAL DISCRIMINATION AGAINST BLACK PEOPLE IN AMERICA IN 1960S AS REFLECTED IN THE NOVEL GO SET A WATCHMAN BY HARPER LEE ABSTRACT Anggita Nindya Sari1, Siti Hafsah2, Wahyuni3 There are objectives that become the purpose of this research: 1) to describe the factors cause the political discrimination against black people in America in 1960s as reflected in the novel Go Set A Watchman by Harper Lee and 2) to find the strategy of political discrimination against black people in America in 1960s portray in the novel Go Set A Watchman by Harper Lee. The theory used in this research is the Sociology of Literature and hegemony theory by Gramsci about dominance and direction/leadership and discrimination as supporting theory. The methodology employed is qualitative research which the researcher aims to study the the issue of political discrimination and the factors cause the political discrimination. In the process of collecting data, the researcher collected from primary and secondary data. The primary data is the story and relation issue in the novel which about the factors causing political discrimination and the strategy of political discrimination against black people in America in 1960s. The researcher concludes that the issue reflected in the novel, there are some factors causing the political discrimination against black people, they are dominance and direction/leadership which is the phase of hegemony. The strategy of political discrimination against black people are discrimination in accepting the equality as the opportunity in part of government agency, discrimination in sharing the responsibility of citizenship and discrimination of the rights to vote.
    [Show full text]
  • Confronting Academic Snobbery
    AUSTRALIAN UNIVERSITIES’ REVIEW Confronting academic snobbery Brian Martin & Majken Jul Sørensen University of Wollongong Snobbery in academia can involve academics, general staff, students and members of the public, and can be based on degrees, disciplines, cliques and other categories. Though snobbery is seldom treated as a significant issue, it can have damaging effects on morale, research and public image. Strategies against snobbery include avoidance, private feedback, formal complaints and public challenges. Introduction next to them in the lunch queue. Academics in the social sciences or humanities who work together with natural Story 1: scientists soon realise that what they are doing is not con- Academic speaking to a member of the public: ‘What sidered real science, just as sociologists using qualitative would you know about it?’ methods are treated as less scientific than those who use statistics. Scholars on short-term appointments are poten- Story 2: tial targets of academic snobbery from those with perma- A prominent researcher visited a university to give a nent jobs (DeSantis, 2011). public lecture. When a local teacher dared to ask a question, the visitor responded, ‘That was the wrong In this article, the authors introduce the topic of aca- question, from the wrong person, at the wrong time. demic snobbery, using stories to illustrate its different Better luck next time.’ forms. The authors’ special interest is in the seldom-inves- It is not unusual to hear people who have encountered tigated challenge of how to expose and oppose academic academics and the university environment telling about snobbery. the scorn coming down at them from above.
    [Show full text]
  • Conclusion 60
    Being Black, Being British, Being Ghanaian: Second Generation Ghanaians, Class, Identity, Ethnicity and Belonging Yvette Twumasi-Ankrah UCL PhD 1 Declaration I, Yvette Twumasi-Ankrah confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Table of Contents Declaration 2 List of Tables 8 Abstract 9 Impact statement 10 Acknowledgements 12 Chapter 1 - Introduction 13 Ghanaians in the UK 16 Ghanaian Migration and Settlement 19 Class, status and race 21 Overview of the thesis 22 Key questions 22 Key Terminology 22 Summary of the chapters 24 Chapter 2 - Literature Review 27 The Second Generation – Introduction 27 The Second Generation 28 The second generation and multiculturalism 31 Black and British 34 Second Generation – European 38 US Studies – ethnicity, labels and identity 40 Symbolic ethnicity and class 46 Ghanaian second generation 51 Transnationalism 52 Second Generation Return migration 56 Conclusion 60 3 Chapter 3 – Theoretical concepts 62 Background and concepts 62 Class and Bourdieu: field, habitus and capital 64 Habitus and cultural capital 66 A critique of Bourdieu 70 Class Matters – The Great British Class Survey 71 The Middle-Class in Ghana 73 Racism(s) – old and new 77 Black identity 83 Diaspora theory and the African diaspora 84 The creation of Black identity 86 Black British Identity 93 Intersectionality 95 Conclusion 98 Chapter 4 – Methodology 100 Introduction 100 Method 101 Focus of study and framework(s) 103
    [Show full text]
  • Constitutional Law--Equal Protection--Zoning--Snob Zoning: Must a Man's Home Be a Castle?
    Michigan Law Review Volume 69 Issue 2 1970 Constitutional Law--Equal Protection--Zoning--Snob Zoning: Must a Man's Home Be a Castle? Michigan Law Review Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Civil Rights and Discrimination Commons, Land Use Law Commons, Law and Race Commons, and the State and Local Government Law Commons Recommended Citation Michigan Law Review, Constitutional Law--Equal Protection--Zoning--Snob Zoning: Must a Man's Home Be a Castle?, 69 MICH. L. REV. 339 (1970). Available at: https://repository.law.umich.edu/mlr/vol69/iss2/7 This Note is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. NOTES CONSTITUTIONAL LAW-EQUAL PROTECTION­ ZONING-Snoh Zoning: Must a Man's Home Be a Castle? It is a well-documented fact that a shortage in housing is one of the most critical problems confronting the United States in the 1970's.1 Neither is it a secret that the lack of decent housing strikes with particular intensity at the poor and the black and other minor­ ity groups. While the more affluent members of society are able to flee to the wide-open spaces of suburbia, the disadvantaged urban dweller can do little more than watch the central city decay and crumble around him. When, as one study has pointed out, ninety­ nine per cent of the vacant land of the twenty largest urban areas is located outside the central cities,2 this problem becomes crucial.
    [Show full text]
  • Activity Guide-Rev 10-04!
    All of the books: Play the corresponding song on the CD ( One Size Fits All , Listen Up or CD that comes with book) as you go through each of the books with the students. The extended nursery rhyme books: 1. Have the students practice their sequencing skills. Type up or photo copy (enlarge first) the first stanza of each book. Cut apart each line and give them to the students to glue back in order. They could then draw a picture to go along with the words. 2. After the book has been read, have the students come up with images that would represent main ideas or events from each page in the book, and draw them on the board. For example, for It’s Raining, It’s Pouring , a bed could represent the old man in bed snoring, a face with a bump on the top could represent the old man bumping his head, etc. The idea is then to have the students copy the drawings from the board onto a piece of paper, with the title of the book on the top of it, so that they can take it home and retell the story to their family. 3. Have the students predict what is going to happen next in the story based on the illustrations. 4. Go through the book again with the students, but this time without using the words. Have the students tell the story by using the illustrations for help. Write down the story as the class “reads” it. How important are the illustrations in a picture book? Africa Calling (A NJ State Library “Pick of the Decade 1995-2005” ) 1.
    [Show full text]
  • Mindfulness the Life Changing Practice Presentation
    Thank you. Hello everyone. Looking so forward to this with you. What of my favorite topics. Before I jump into the content, I want to tell you a little bit about myself. My name is Paula Friedland. There's a little snippet of who I am. I'm a licensed clinical social worker. I'm a counselor as well as a life coach. I've been doing that for 19 years. I do individual sessions with people, people of all walks of life dealing with all kinds of issues or desires, goals and all of that. 90 percent of the sessions I do are over the phone. I love what I do. I split my time between those individual sessions and give trainings like this on all kinds of topics. Like I said, this is one of my favorites. I'm excited to share this with you. You can see here a few of the other things I do. I teach this unique approach to getting over the fear of public speaking and being able to be authentic in speaking. I may bring an exercise that comes from that for you to try if any of you have that fear. It's an epidemic fear. That's a little bit about what I do. I may bring in examples from my private practice and individual sessions with people in the work I've done over the last 19 years. I'm never giving identifying information so not breaching confidentiality. If they occur to me in the moment, I will bring them in.
    [Show full text]
  • The Felix Archive
    KEEP THE CAT FREE Founded 1949 [email protected] Felixonline.co.uk THE 2021 FELIX SEX Fill it SURVEY IS NOW OPEN out here FelixISSUE 1772 FRIDAY 21ST MAY 2021 Union Council vote not to condemn Shell exhibit COUNCIL VOTES NOT TO CONDEMN SHELL SCIENCE MUSEUM GREENWASHING By Calum Drysdale FELIX EXCLUSIVE EUROVISION he Union Council voted last week against rais- ing even the mildest objection to the funding Meritocracy is a myth - of an exhibition on carbon capture technolo- 2021 gy at the Science Museum by Shell, the fossil Engineering department VIEWING GUIDE fuel giant. T Calum Drysdale Editor in Chief The Council voted last Tuesday by a margin of 48 to 21 with 31 abstentions against a paper proposed by he Engineering Department has issued a course on DON’T MISS Ansh Bhatnagar, a physics masters student and long Tmicroagressions that it says is recommended to all term campaigner for Imperial to divest from fossil fuel staff and students. The course is 15 minutes long and OUR 6 PAGE investment. The paper would have required the sabbat- covers what microaggressions and microaffirmations PULLOUT WITH ical officers, students taking a year out of their studies to are as well as giving examples of harmful behaviours. work in paid leadership positions in the Union, to write The course was reported on in The Telegraph which ALL THE ACTS, A a letter to the Science Museum “Expressing the urgency described it as “a list of phrases to avoid on campus”. of the climate crisisand the need for all of us to step up The Telegraph also quoted Toby Young, the general sec- SWEEPSTAKE AND and take action” as well as “Expressing the Union’s dis- retary of the Free Speech Union, who said that “protec- approval of Shell’s sponsorship of this exhibition”.
    [Show full text]
  • Karaoke Mietsystem Songlist
    Karaoke Mietsystem Songlist Ein Karaokesystem der Firma Showtronic Solutions AG in Zusammenarbeit mit Karafun. Karaoke-Katalog Update vom: 13/10/2020 Singen Sie online auf www.karafun.de Gesamter Katalog TOP 50 Shallow - A Star is Born Take Me Home, Country Roads - John Denver Skandal im Sperrbezirk - Spider Murphy Gang Griechischer Wein - Udo Jürgens Verdammt, Ich Lieb' Dich - Matthias Reim Dancing Queen - ABBA Dance Monkey - Tones and I Breaking Free - High School Musical In The Ghetto - Elvis Presley Angels - Robbie Williams Hulapalu - Andreas Gabalier Someone Like You - Adele 99 Luftballons - Nena Tage wie diese - Die Toten Hosen Ring of Fire - Johnny Cash Lemon Tree - Fool's Garden Ohne Dich (schlaf' ich heut' nacht nicht ein) - You Are the Reason - Calum Scott Perfect - Ed Sheeran Münchener Freiheit Stand by Me - Ben E. King Im Wagen Vor Mir - Henry Valentino And Uschi Let It Go - Idina Menzel Can You Feel The Love Tonight - The Lion King Atemlos durch die Nacht - Helene Fischer Roller - Apache 207 Someone You Loved - Lewis Capaldi I Want It That Way - Backstreet Boys Über Sieben Brücken Musst Du Gehn - Peter Maffay Summer Of '69 - Bryan Adams Cordula grün - Die Draufgänger Tequila - The Champs ...Baby One More Time - Britney Spears All of Me - John Legend Barbie Girl - Aqua Chasing Cars - Snow Patrol My Way - Frank Sinatra Hallelujah - Alexandra Burke Aber Bitte Mit Sahne - Udo Jürgens Bohemian Rhapsody - Queen Wannabe - Spice Girls Schrei nach Liebe - Die Ärzte Can't Help Falling In Love - Elvis Presley Country Roads - Hermes House Band Westerland - Die Ärzte Warum hast du nicht nein gesagt - Roland Kaiser Ich war noch niemals in New York - Ich War Noch Marmor, Stein Und Eisen Bricht - Drafi Deutscher Zombie - The Cranberries Niemals In New York Ich wollte nie erwachsen sein (Nessajas Lied) - Don't Stop Believing - Journey EXPLICIT Kann Texte enthalten, die nicht für Kinder und Jugendliche geeignet sind.
    [Show full text]
  • Negative Beliefs About Worrying – “Uncontrollable” Page 1 • Psychotherapy • Research • Training What? Me Worry!?!
    What? Me Worry!?! What? Me Worry!?! What? Me Worry!?! Module 3 Negative Beliefs About Worrying: “Worrying Is Uncontrollable” Introduction 2 Changing Your Belief 2 Challenging Your Belief 3 Worksheet: Challenging Your Belief 4 Experimenting With Your Belief 5 Worksheet: Postponement Experiment 8 Module Summary 9 About the Modules 10 The information provided in the document is for information purposes only. Please refer to the full disclaimer and copyright statements available at www.cci.health.gov.au regarding the information on this website before making use of such information. entre for C linical C I nterventions Module 3: Negative Beliefs About Worrying – “Uncontrollable” Page 1 • Psychotherapy • Research • Training What? Me Worry!?! Introduction Ask yourself this question: if you believed you had control over your worrying, how much would your worrying bother you? Chances are you wouldn’t feel as bad if you thought you have a choice about whether you worried, as opposed to thinking that your worry controls you. So in this module we will look at changing your beliefs that: “I have no control over my worrying” “Once I start worrying I can’t stop” “My worrying is uncontrollable” “My worrying will never end” “My worrying controls me” “I can’t do anything to stop my worrying” Changing Your Belief Before we start changing your belief that worrying is uncontrollable, we need to know how much you believe it. How convinced are you that your worrying is beyond your control? Do you believe it fully and whole-heartedly? Do you mostly believe it? Half the time? Occasionally? Or maybe this is not a belief you even hold? Even if you think you do not hold this belief, we encourage you to still work through this module to be sure it is not a belief that is lurking at the back of your mind without you realising.
    [Show full text]