Neuroticism and Fear of COVID-19. the Interplay Between Boredom
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Parental Attributions Concerning the Causes and Controllability of Adolescent Depression Joan E
Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 5-2007 Parental attributions concerning the causes and controllability of adolescent depression Joan E. McDowell Follow this and additional works at: http://commons.emich.edu/theses Part of the Clinical Psychology Commons Recommended Citation McDowell, Joan E., "Parental attributions concerning the causes and controllability of adolescent depression" (2007). Master's Theses and Doctoral Dissertations. 30. http://commons.emich.edu/theses/30 This Open Access Dissertation is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. PARENTAL ATTRIBUTIONS CONCERNING THE CAUSES AND CONTROLLABILITY OF ADOLESCENT DEPRESSION by Joan E. McDowell Dissertation Submitted to the Department of Psychology Eastern Michigan University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Dissertation Committee: Carol Freedman-Doan, Ph.D., Chair Michelle Byrd, Ph.D. Renee Lajiness-O’Neill, Ph.D. Marilyn Wedenoja, Ph.D. May 2007 Ypsilanti, Michigan Parental Attributions ii APPROVAL PARENTAL ATTRIBUTIONS CONCERNING THE CAUSES AND CONTROLLABILITY OF ADOLESCENT DEPRESSION Joan McDowell APPROVED: -
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. . -
Vulnerable Narcissism Is (Mostly) a Disorder of Neuroticism
Journal of Personality 86:2, April 2018 VC 2017 Wiley Periodicals, Inc. Vulnerable Narcissism Is (Mostly) a DOI: 10.1111/jopy.12303 Disorder of Neuroticism Joshua D. Miller,1 Donald R. Lynam,2 Colin Vize,2 Michael Crowe,1 Chelsea Sleep,1 Jessica L. Maples-Keller,1 Lauren R. Few,1 and W. Keith Campbell1 1University of Georgia 2Purdue University Abstract Objective: Increasing attention has been paid to the distinction between the dimensions of narcissistic grandiosity and vulnerability. We examine the degree to which basic traits underlie vulnerable narcissism, with a particular emphasis on the importance of Neuroticism and Agreeableness. Method: Across four samples (undergraduate, online community, clinical-community), we conduct dominance analyses to partition the variance predicted in vulnerable narcissism by the Five-Factor Model personality domains, as well as compare the empirical profiles generated by vulnerable narcissism and Neuroticism. Results: These analyses demonstrate that the lion’s share of variance is explained by Neuroticism (65%) and Agreeableness (19%). Similarity analyses were also conducted in which the extent to which vulnerable narcissism and Neuroticism share similar empirical networks was tested using an array of criteria, including self-, informant, and thin slice ratings of personality; interview-based ratings of personality disorder and pathological traits; and self-ratings of adverse events and functional out- comes. The empirical correlates of vulnerable narcissism and Neuroticism were nearly identical (MrICC 5 .94). Partial analyses demonstrated that the variance in vulnerable narcissism not shared with Neuroticism is largely specific to disagreeableness- related traits such as distrustfulness and grandiosity. Conclusions: These findings demonstrate the parsimony of using basic personality to study personality pathology and have implications for how vulnerable narcissism might be approached clinically. -
EMPATHY and FAMILY EMOTIONAL CLIMATE Master's
Running head: EMPATHY AND FAMILY EMOTIONAL CLIMATE Master’s Thesis for New York University, Graduate School of Arts and Sciences May, 2010 EMPATHY AND FAMILY EMOTIONAL CLIMATE: Clues to cultivating perspective-taking and emotional competence Stefanie F. Molicki (maiden name) Stefanie F. Frank (married name) Empathy and Family Emotional Climate 2 Empathy and Family Emotional Climate 3 [Submitted September 2010 for New York University Master’s in Psychology Program] There is much effort in educational and psychology research to determine what factors play a role in a child’s success in both academic and social settings. While many studies have focused on the importance of cognitive factors such as memory, verbal ability and reasoning ability as crucial for school success, more recent research has pointed to various social emotional competences as essential not only to a child’s adaptive social functioning but also to school performance (CASEL). The Collaborative for Academic and Social Emotional Learning lists the five most important of these factors as self-awareness, self-management, social awareness, relationship skills and responsible decision-making . Although empathy is not listed as a specific skill among these, it is associated with effortful control and management of emotions, thus preventing overarousal and diminished attentional capacity for learning and adaptive behavior, and is therefore a factor worth exploring in terms of promoting positive academic behavior (Valiente et al., 2004). This study explores various factors related to empathy in the hopes of shedding light on potential avenues for promoting these skills both in the classroom and in therapeutic settings. In addition to promoting school performance by allowing a child to focus on learning rather than on his or her emotional arousal, empathy plays an important role in adaptive social relations, self-esteem and other areas of social competence because of its ability to allow a person to control his or her own emotions while interacting with others (Huang et al., 2009). -
Empathic Responsivity and Callous-Unemotional Traits Across Development Julia Elizabeth Clark [email protected]
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 6-24-2019 Empathic Responsivity and Callous-Unemotional Traits Across Development Julia Elizabeth Clark [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Clinical Psychology Commons, and the Developmental Psychology Commons Recommended Citation Clark, Julia Elizabeth, "Empathic Responsivity and Callous-Unemotional Traits Across Development" (2019). LSU Doctoral Dissertations. 4985. https://digitalcommons.lsu.edu/gradschool_dissertations/4985 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 Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. EMPATHIC RESPONSIVITY AND CALLOUS-UNEMOTIONAL TRAITS ACROSS DEVELOPMENT A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Psychology by Julia Elizabeth Clark B.A., Whitman College, 2011 M.S., University of New Orleans, 2015 August 2019 Acknowledgements Throughout the writing of this dissertation, I have received a great deal of support and assistance. First, my advisor, Dr. Paul J. Frick, provided countless hours of discussion, editing, and moral support. His expertise and mentorship were invaluable in completing this work. I could not have completed this dissertation without his brilliance, kindness, humor, and willingness to always lend an ear. Thank you also to his wife, Mrs. Vicki Frick, and to their son Jacob and dog Charlie, for giving me a family in Louisiana. -
The Push and Pull of Network Mobility: How Those High in Trait-Level Neuroticism Can Come to Occupy Peripheral Network Positions
behavioral sciences Article The Push and Pull of Network Mobility: How Those High in Trait-Level Neuroticism Can Come to Occupy Peripheral Network Positions Eric Gladstone 1,*, Kathleen M. O’Connor 2 and Wyatt Taylor 3 1 Institute for Analytical Sociology, LINKS Center for Social Network Analysis, Gatton College of Business and Economics, University of Kentucky, Lexington, KY 40507, USA 2 London Business School, University of London, London NW1 4SA, UK 3 Gatton College of Business and Economics, University of Kentucky, Lexington, KY 40506, USA * Correspondence: [email protected] or [email protected]; Tel.: +1-803-463-6266 Received: 8 May 2019; Accepted: 5 June 2019; Published: 28 June 2019 Abstract: Field research shows that people’s network positions are determined, at least in part, by their traits. For instance, over time, actors higher in trait-level neuroticism move out to the network periphery. What is unknown is how this happens. Drawing on personality and social psychological theory, we generated a model that could explain the movement of actors who are higher in neuroticism. Our aim is to add to the existing empirical literature on the interplay of actor level traits and social networks, and do so using methods that can establish possible causal pathways. In four experiments, we tested two explanatory mechanisms—aversion on the part of alters and avoidance on the part of focal actors. Results showed that potential alters indeed perceived actors higher in neuroticism as aversive, leading them to block these actors from well-connected spots. Specifically, low perceived levels of likability prevented actors from being nominated to better positions. -
The Role of Personality Traits in Posttraumatic
Psychiatria Danubina, 2012; Vol. 24, No. 3, pp 256-266 Review © Medicinska naklada - Zagreb, Croatia THE ROLE OF PERSONALITY TRAITS IN POSTTRAUMATIC STRESS DISORDER (PTSD) Nenad Jakšić1, Lovorka Brajković1, Ena Ivezić2, Radmila Topić1 & Miro Jakovljević1 1Department of Psychiatry, University Hospital Centre Zagreb, Croatia 2Psychiatric Hospital “Sveti Ivan”, Zagreb, Croatia received: 28.6.2012; revised: 10.8.2012; accepted: 22.8.2012 SUMMARY Background: A number of studies have shown that although exposure to potentially traumatic events is common, development of PTSD is relatively rare, which is one of the reasons PTSD still remains a controversial psychiatric entity. The aim of this article was to provide an overview of the research on the role of personality traits in the vulnerability, resilience, posttraumatic growth and expressions associated with PTSD. Personality based approach represents a dimensional aspect of the transdisciplinary integrative model of PTSD. Methods: We conducted a systematic search on PubMed, PsycINFO, and Academic Search Complete from 1980 (the year PTSD was first included in the DSM) and 2012 (the year the literature search was performed). Manual examination of secondary sources such as the reference sections of selected articles and book chapters were also conducted. Results: Most of the reviewed studies dealing with personality traits as vulnerability and protective factors for PTSD examined the relationship between basic personality dimensions and severity of symptoms of PTSD. These studies have applied three types of methodological designs: cross-sectional, post-trauma and pre-trauma longitudinal studies, with latter being the least common option. Conclusion: Finding that appears relatively consistent is that PTSD is positively related to negative emotionality, neuroticism, harm avoidance, novelty-seeking and self-transcendence, as well as to trait hostility/anger and trait anxiety. -
Fear, Anger, and Risk
Journal of Personality and Social Psychology Copyright 2001 by the American Psychological Association, Inc. 2001. Vol. 81. No. 1, 146-159 O022-3514/01/$5.O0 DOI. 10.1037//O022-3514.81.1.146 Fear, Anger, and Risk Jennifer S. Lemer Dacher Keltner Carnegie Mellon University University of California, Berkeley Drawing on an appraisal-tendency framework (J. S. Lerner & D. Keltner, 2000), the authors predicted and found that fear and anger have opposite effects on risk perception. Whereas fearful people expressed pessimistic risk estimates and risk-averse choices, angry people expressed optimistic risk estimates and risk-seeking choices. These opposing patterns emerged for naturally occurring and experimentally induced fear and anger. Moreover, estimates of angry people more closely resembled those of happy people than those of fearful people. Consistent with predictions, appraisal tendencies accounted for these effects: Appraisals of certainty and control moderated and (in the case of control) mediated the emotion effects. As a complement to studies that link affective valence to judgment outcomes, the present studies highlight multiple benefits of studying specific emotions. Judgment and decision research has begun to incorporate affect In the present studies we follow the valence tradition by exam- into what was once an almost exclusively cognitive field (for ining the striking influence that feelings can have on normatively discussion, see Lerner & Keltner, 2000; Loewenstein & Lerner, in unrelated judgments and choices. We diverge in an important way, press; Loewenstein, Weber, Hsee, & Welch, 2001; Lopes, 1987; however, by focusing on the influences of specific emotions rather Mellers, Schwartz, Ho, & Ritov, 1997). To date, most judgment than on global negative and positive affect (see also Bodenhausen, and decision researchers have taken a valence-based approach to Sheppard, & Kramer, 1994; DeSteno et al, 2000; Keltner, Ells- affect, contrasting the influences of positive-affect traits and states worth, & Edwards, 1993; Lerner & Keltner, 2000). -
Parent-Child Interaction Therapy (PCIT) & Maternal Depression: a Proposal for the Application of PCIT with Mothers Who Are Depressed and Their Children
Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2011 Parent-Child Interaction Therapy (PCIT) & Maternal Depression: A Proposal for the Application of PCIT With Mothers Who Are Depressed and Their Children Seema Jacob Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the Psychology Commons Repository Citation Jacob, Seema, "Parent-Child Interaction Therapy (PCIT) & Maternal Depression: A Proposal for the Application of PCIT With Mothers Who Are Depressed and Their Children" (2011). Browse all Theses and Dissertations. 1109. https://corescholar.libraries.wright.edu/etd_all/1109 This Dissertation is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. PARENT-CHILD INTERACTION THERAPY (PCIT) & MATERNAL DEPRESSION: A PROPOSAL FOR THE APPLICATION OF PCIT WITH MOTHERS WHO ARE DEPRESSED AND THEIR CHILDREN PROFESSIONAL DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF PROFESSIONAL PSYCHOLOGY WRIGHT STATE UNIVERSITY BY SEEMA JACOB, M.A. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY Dayton, Ohio September, 2011 COMMITTEE CHAIR: Janeece Warfield, Psy.D. Committee Member: Eve M. Wolf, Ph.D. Committee Member: Lane Pullins, Ph.D. WRIGHT STATE UNIVERSITY SCHOOL OF PROFESSIONAL PSYCHOLOGY June 30, 2011 I HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER MY SUPERVISION BY SEEMA JACOB ENTITLED PARENT-CHILD INTERACTION THERAPY (PCIT) & MATERNAL DEPRESSION: A PROPOSAL FOR THE APPLICATION OF PCIT WITH MOTHERS WHO ARE DEPRESSED AND THEIR CHILDREN BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY. -
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. -
An Overview of Healthy Marriage and Relationship Education Curricula Mindy E
An Overview of Healthy Marriage and Relationship Education Curricula Mindy E. Scott and Ilana Huz Overview Healthy marriage and relationship education (HMRE) programming—also called marriage and relationship education or relationship education programming— teaches concepts and skills that promote healthy, safe, and stable relationships among youth and adults.1 When designing and implementing an HMRE program, one of the most important decisions that program providers must make is to choose which curriculum to implement. For example, organizations can use curricula developed by external developers that come with predetermined content, materials, and activities, or they may develop their own curriculum. With either approach, organizations need to consider many MAST CENTER RESEARCH factors when assessing whether a specific curriculum The Marriage Strengthening Research and is appropriate for a given program: For example, does Dissemination Center (MAST Center) conducts the curriculum content align with the goal of that research on marriage and romantic relationships program, and is it designed for the program’s target in the U.S. and healthy marriage and relationship population? education (HMRE) programs designed to strengthen these relationships. This research aims to identify To help HMRE program providers (and the evaluators critical research gaps, generate new knowledge, and who work with them) better understand and help programs more effectively serve the individuals assess various aspects of HMRE curricula, this and families they work with. MAST Center research is brief provides an overview of the design of HMRE concentrated in two areas: curricula implemented in programs that have been • Relationship Patterns & Trends. Population- a formally evaluated. Synthesizing information from based research to better understand trends, 21 HMRE curricula, the brief describes the target predictors, dynamics, and outcomes of marriage population(s) for which each curriculum is designed, and relationships in the United States. -
The Influence of Fear on Emotional Brand Attachment
Journal of Consumer Research, Inc. The Impact of Fear on Emotional Brand Attachment Author(s): Lea Dunn and JoAndrea Hoegg Source: Journal of Consumer Research, Vol. 41, No. 1 (June 2014), pp. 152-168 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/10.1086/675377 . Accessed: 07/07/2014 15:03 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Journal of Consumer Research, Inc. are collaborating with JSTOR to digitize, preserve and extend access to Journal of Consumer Research. http://www.jstor.org This content downloaded from 128.189.82.95 on Mon, 7 Jul 2014 15:03:06 PM All use subject to JSTOR Terms and Conditions The Impact of Fear on Emotional Brand Attachment LEA DUNN JOANDREA HOEGG The current research investigates the role of fear in the creation of emotional attachment to a brand. Previous research examining the influence of incidental negative emotions on brand evaluations has generally found that negative emotions lead to negative evaluations. The current research suggests that for fear, the relationship may be more positive. Since people cope with fear through affiliation with others, in the absence of other individuals, consumers may seek affiliation with an available brand.