Research-Based Practice with Women Who Have Had Miscarriages
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Examining Defensive Distancing Behavior in Close Relationships
Examining defensive distancing behavior in close relationships: The role of self-esteem and emotion regulation Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Monica E. Lindgren, B.A. Psychology Graduate Program The Ohio State University 2012 Thesis Committee: Professor Janice K. Kiecolt-Glaser, Ph.D., Advisor Professor Julian Thayer, Ph.D. Professor Jennifer Cheavens, Ph.D. i Copyrighted by Monica E. Lindgren 2012 ii Abstract The risk regulation model proposes that people with low self-esteem (LSE), but not those with high self-esteem (HSE), react to potential threats to belonging by defensively distancing from their relationships. The present study hypothesized that self-focused rumination following threats to belonging, by forcing people with LSE to spend time considering their self-worth, would enhance this defensive distancing behavior. Participants were asked to recall self-relevant feedback they had received from someone they considered very close, and then completed a rumination or distraction task. Contrary to expectations, LSEs who were instructed to distract from threats to belonging reported more negative behavioral intentions towards their close other than those who were instructed to ruminate. However, in comparison to distraction, there was a trend for rumination to amplify LSEs’ negative affect following the recalled threats to belonging. Results are discussed in terms of their implications for risk regulation theory and for possible future directions. ii Acknowledgements I would like to thank my advisor, Dr. Janice Kiecolt-Glaser, for all her support, feedback, and guidance over the past few years. -
Applying ACT to Cases of Complex Depression: New Clinical And
ApplyingApplying ACTACT toto CasesCases ofof ComplexComplex Depression:Depression: NewNew ClinicalClinical andand ResearchResearch PerspectivesPerspectives PartPart I:I: DepressionDepression withwith PsychosisPsychosis andand SuicidalitySuicidality Brandon Gaudiano, Ph.D. Assistant Professor of Psychiatry Grant Support: NIH K23 MH076937 OutlineOutline ¾¾ ClinicalClinical FeaturesFeatures ofof PsychoticPsychotic DepressionDepression ¾¾ ACTACT forfor PsychosisPsychosis ResearchResearch ¾¾ TreatmentTreatment DevelopmentDevelopment ProjectProject ¾¾ ClinicalClinical ConsiderationsConsiderations ¾¾ CaseCase ExampleExample DepressionDepression withwith hallucinationshallucinations and/orand/or delusionsdelusions PsychoticPsychotic DepressionDepression ¾ PrevalencePrevalence ratesrates z 15-19% of individuals with depression have hallucinations or delusions (Ohayon and Schatzberg, 2002) z Up to 25% of depressed hospitalized patients (Coryell et al., 1984) ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders z patients often underreport psychotic symptoms due to embarrassment or paranoia ¾ PsychoticPsychotic depressiondepression cancan -
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. . -
Zest and Work
Journal of Organizational Behavior J. Organiz. Behav. 30, 161–172 (2009) Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/job.584 Zest and work CHRISTOPHER PETERSON1*, NANSOOK PARK2, NICHOLAS HALL3 AND MARTIN E.P.SELIGMAN 3 1University of Michigan, Michigan, U.S.A. 2University of Rhode Island, Rhode Island, U.S.A. 3University of Pennsylvania, Pennsylvania, U.S.A. Summary Zest is a positive trait reflecting a person’s approach to life with anticipation, energy, and excitement. In the present study, 9803 currently employed adult respondents to an Internet site completed measures of dispositional zest, orientation to work as a calling, and satisfaction with work and life in general. Across all occupations, zest predicted the stance that work was a calling (r ¼.39), as well as work satisfaction (r ¼.46) and general life satisfaction (r ¼.53). Zest deserves further attention from organizational scholars, especially how it can be encouraged in the workplace. Copyright # 2009 John Wiley & Sons, Ltd. Your work is to discover your work, and then with all of your heart to give yourself to it.—the Buddha Introduction Recent years have seen a widespread call for the study of work organizations in which people can be well and do well (Cameron, Dutton, & Quinn, 2003; Gardner, Csikszentmihalyi, & Damon, 2001; Luthans, 2003; Wright, 2003). The emergence of the positive perspective within organizational psychology has brought new attention to the venerable topic of work satisfaction (Hoppock, 1935). Satisfaction with the work that one does is seen not just as a contributor to good performance and increased profitability but as a worthy end in its own right (Heslin, 2005). -
The Effects of an Emotion Strengthening Training Program On
BALCI ÇELİK / Duyguları Güçlendirme Eğitimi Programı’nın Hemşirelerin ... • 793 Th e Eff ects of an Emotion Strengthening Training Program on the Optimism Level of Nurses Seher BALCI ÇELİK* Abstract Th e aim of this study is to investigate the eff ects of emotion strengthening as a training programme for optimistic for nurses. Th e experimental and control group of this rese- arch has totally composed of 20 nurses. A pre-test post-test research model with control group was been used in this research. Nurses’ optimistic levels have been measured by ‘Optimistic Scale’ which was developed by Balcı and Yılmaz (2002). In order to test that, meaningful diff erences between the scores of pre-test and post-test within both control and experimental group Mann Whitey U and Wilcoxon Signed Rank test were applied for statisical analysis. It was found that this emotional strengthening training had positive eff ects on levels of optimistic for nurses. Th e findings have been discussed in the light of literature, and some suggestions have been made. Key Words Emotion Strengthening Training Program, Nurse, Optimistic, Optimistic Scale. * Correspondence: Ondokuz Mayıs University, Faculty of Education, Department of Education Sciences, Kurupelit 55139 Samsun-Turkey / E-mail: [email protected] Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Th eory & Practice 8 (3) • September 2008 • 793-804 © 2008 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. 794 • EDUCATIONAL SCIENCES: THEORY & PRACTICE As internal mechanisms emotions are psychological signs of how an individual feels. Th ey develop in situations which call for an individual’s life style or behavioral pattern. -
Using an Ambiguous Cue Paradigm to Assess Cognitive Bias in Gorillas (Gorilla Gorilla Gorilla) During a Forage Manipulation
ABC 2017, 4(1):70-83 Animal Behavior and Cognition DOI: 10.12966/abc.06.02.2017 ©Attribution 3.0 Unported (CC BY 3.0) Using an Ambiguous Cue Paradigm to Assess Cognitive Bias in Gorillas (Gorilla gorilla gorilla) during a Forage Manipulation Molly C. McGuire1, Jennifer Vonk1*, Grace Fuller2, & Stephanie Allard2 1Oakland University, Department of Psychology, Rochester, MI, USA 2Detroit Zoological Society, Royal Oak, MI USA *Corresponding author (Email: [email protected]) Citation – McGuire, M. C., Vonk, J., Fuller, G., & Allard, S. (2017). Using an ambiguous cue paradigm to assess cognitive bias in gorillas (Gorilla gorilla gorilla) during a forage manipulation. Animal Behavior and Cognition, 4(1), 70–83. doi: 10.12966/abc.06.02.2017 Abstract - In nonhumans, ‘optimism’ is often defined as responding to an ambiguous item in the same manner as to items previously associated with reward (or lack of punishment), and “pessimism” is defined as responding to an ambiguous item in the same manner as to items previously associated with a lack of reward (or with punishment). We measured the degree of “optimism” and “pessimism” in three captive male western lowland gorillas (Gorilla gorilla gorilla) during four consecutive two-week periods in which the amount of available forage material (mulberry, Moraceae or alfalfa, Medicago sativa) was manipulated. We assessed cognitive bias using an ambiguous cue paradigm for the first time. Pairs of two-dimensional shapes were presented on a touch-screen computer in a forced choice task in which one shape was always reinforced (P), one was never reinforced (N), and one was reinforced half the time, making it ambiguous (A). -
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. -
Relevance of Traumatic Events and Routine Stressors at Work and PTSD Symptoms on Emergency Nurses
sustainability Article Relevance of Traumatic Events and Routine Stressors at Work and PTSD Symptoms on Emergency Nurses Manuel Campillo-Cruz *, José Luís González-Gutiérrez and Juan Ardoy-Cuadros Department of Psychology, Faculty of Health Sciences, Rey Juan Carlos University, 28922 Alcorcón, Spain; [email protected] (J.L.G.-G.); [email protected] (J.A.-C.) * Correspondence: [email protected] or [email protected] Abstract: Emergency nurses are exposed daily to numerous stressful situations that can lead to the development of post-traumatic stress disorder (PTSD) symptoms. This study examined the relationship between traumatic events, routine stressors linked to trauma, and post-traumatic stress disorder (PTSD) symptoms in emergency nurses. For this purpose, a sample of 147 emergency nurses completed the Traumatic and Routine Stressors Scale on Emergency Nurses (TRSS-EN) and the Posttraumatic Diagnostic Scale (PDS-5). Results of correlations and moderate multiple regression analyses showed that the emotional impact of routine stressors was associated with a greater number of PTSD symptoms, and, apparently, to greater severity, in comparison to the emotional impact of traumatic events. Furthermore, the emotional impact of traumatic events acts as a moderator, changing the relationship between the emotional impact of routine stressors and PTSD symptoms, in the sense that the bigger the emotional impact of traumatic events, the bigger the relationship between the emotional impact of routine stressors and PTSD symptoms. These results suggest that Citation: Campillo-Cruz, M.; the exposure to routine work-related stressors, in a context characterized by the presence of traumatic González-Gutiérrez, J.L.; events may make emergency nurses particularly vulnerable to post-traumatic stress reactions. -
Social Emotional Learning Standards, Benchmarks, and Indicators
Appendix D SOCIAL EMOTIONAL LEARNING STANDARDS, BENCHMARKS, AND INDICATORS Social Emotional Learning Standards, Benchmarks, and Indicators Background This document was created by the Social Emotional Learning Indicators Workgroup through a process that utilized a thorough literature review along with a detailed scan of other states and a Canadian province that have developed SEL standards. The literature review is contained in three bibliographies and the national scan detailed the work in 11 states and one province. These studies were prepared by the American Institutes for Research under contract with OSPI. The bibliographies focused on an overarching evidence basis for SEL, literature that aligned with the standards and benchmarks that were developed in 2016 by the Washington Social Emotional Learning Benchmarks Workgroup, along with a list of references specific to the creation of the indicators in this document. These bibliographies and the scan are contained in the 2019 report to the legislature from the Social Emotional Learning Indicators Workgroup and are a part of the Washington state SEL resource package. The purpose of this document is to provide a scaffolded framework identifying observable developmental benchmarks/indicators. Educators benefit from clear definitions of skills and dispositions articulating how learners develop. Purpose of This Document The primary purpose of this document is to help teachers answer the question, “How do I know what to look for when describing social emotional development for my students?” Educators can use this document to reference developmentally appropriate examples of student social emotional learning (SEL) corresponding to specific standards and benchmarks, and therefore inform their instruction to aid student development. -
Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
Article 12 Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions Stacy Speedlin, Kevin Milligan, Shane Haberstroh, and Thelma Duffey Speedlin, Stacy, Ph.D., LPC, LCDC, is an adjunct professor at the University of Texas at San Antonio. Milligan, Kevin, M.A., LPC is a doctoral student at the University of Texas at San Antonio. Haberstroh, Shane, Ed.D., LPC is an associate professor at the University of Texas at San Antonio. Duffey, Thelma, Ph.D., LPC is department chair and full professor at the University of Texas at San Antonio. Abstract In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss. Keywords: grief, loss, counseling, strategies for grief counseling, acceptance and commitment therapy, ACT Loss is endemic to the human condition. Individuals experience loss during expected life transitions, while other times, they face multiple, unexpected losses that can leave them devastated and isolated (Horn, Crews, & Harrawood, 2013). Clients requesting grief counseling can present with a myriad of losses, including death, divorce, loss of a job, or loss of a child through separation. Others may seek counseling due to transitional losses like moving away from home, starting a new career, or questioning the very meaning of their life choices. A client may seek counseling for depression and may likely also reveal losses pertaining to lifestyle, hopes and aspirations. -
Acceptance and Commitment Therapy As a Treatment for Anxiety and Depression: a Review
` Acceptance and commitment therapy as a treatment for anxiety and depression: A review Michael P. Twohig, Ph.D., Michael E. Levin. Ph.D. Faculty, Department of Psychology, Utah State University, Logan, UT 2810 Old Main, Logan UT, 84322 Michael P. Twohig, Corresponding Author The authors have nothing to disclose. Key Words: Acceptance and Commitment Therapy, ACT, anxiety, depression, psychological flexibility Synopsis: Acceptance and commitment therapy (ACT) is a modern form of cognitive behavioral therapy based on a distinct philosophy (functional contextualism) and basic science of cognition (relational frame theory). This article reviews the core features of ACT’s theoretical model of psychopathology and treatment as well as its therapeutic approach. It then provides a systematic review of randomized controlled trials (RCTs) evaluating ACT for depression and anxiety disorders. Summarizing across a total of 36 RCTs, ACT appears to be more efficacious than waitlist conditions and treatment-as-usual, with largely equivalent effects relative to traditional cognitive behavioral therapy. Evidence from several trials also indicate that ACT treatment outcomes are mediated through increases in psychological flexibility, its theorized process of change. Acceptance and commitment therapy (ACT)1 is part of a larger research approach called Contextual Behavioral Sciences (CBS). Those with a CBS focus to their work generally adhere to a behavior-analytic theoretical orientation, and as such have a strong interest in the basic science that informs -
Making Prudent Vs. Impulsive Choices: the Role of Anticipated Shame and Guilt on Consumer Self-Control Haeeun Chun, University
Making Prudent vs. Impulsive Choices: The Role of Anticipated Shame and Guilt on Consumer Self-Control HaeEun Chun, University of Southern California Vanessa M. Patrick, University of Georgia Deborah J. MacInnis, University of Southern California Abstract We examine the differential effects of anticipating shame vs. guilt on choice likelihood of a hedonic product. The results demonstrate that when offered a hedonic snack (chocolate cake) consumers who anticipate shame are significantly less likely to choose to consume it compared to those who anticipate guilt. Anticipating guilt also has a more circumscribed effect, impacting choice likelihood only for those consumers who are not attitudinally inclined toward the hedonic product. The results also show that anticipating guilt versus shame has different effects on anticipated happiness after lapses in self-control. Making Prudent vs. Impulsive Choices: The Role of Anticipated Shame and Guilt on Consumer Self-Control HaeEun Chun, University of Southern California Vanessa M. Patrick, University of Georgia Deborah J. MacInnis, University of Southern California Maria was dismayed at how much weight she had gained. It seemed that no matter how hard she tried, she just couldn’t resist indulging in high calorie desserts. Vowing to remember how bad her overeating made her feel, she put a note on the box of left-over cake from her daughter’s birthday party that reads “if you eat this, you will feel bad.” Two powerful negative emotions of self-condemnation are shame and guilt. While commonsense knowledge reminds us that these emotions are reactions to self-control failures, little is known about whether anticipating these emotions as a consequence of consumption will impact self-control.