DOCSLIB.ORG

Defense Mechanisms of Stranger Violent College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Defense Mechanisms of Stranger Violent College DEFENSE MECHANISMS OF STRANGER VIOLENT COLLEGE STUDENT MEN by MYEONG WOO KIM, B.S., B.A., M.A. A DISSERTATION IN PSYCHOLOGY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PFnLOSOPHY Approved T3 njo> f -'i Copyright 2001, Myeong W. Kun ACKNOWLEDGEMENTS I would like to give special thanks to Dr. Rosemary Cogan, who has assumed many roles as we worked together for this project. She has been a great teacher, an msightful researcher, a supportive mentor, and a caring advisor. She has helped me grow as a mature person, a professional researcher, and an intuitive therapist. I am forever mdebted to her. It is a pleasure, honor, and privilege to know and conduct this study with her. I also would hke to thank Dr. Catherine Epkms, Dr. Richard McGlyim, Dr. Robert Morgan, and Dr. John Porcerelli, for makmg this project possible. Theu- suggestions, feedback, support, patience, and guidance have enhanced the quaUty of this research. I would like to express my appreciation to my colleague, Stacy Carter, who assisted me in scoring the TAT responses. I owe a great deal of love, support, encouragement, and motivation to my wife, Jung-A. I owe a large debt of "play-time" to my children, Ian and Ina. Lastly, I would like to deeply thank my mother who has beheved in my abiUty to achieve my goals. TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT v LIST OF TABLES vii CHAPTER I. INTRODUCTION 1 Physical Violence 1 Defense Mechanisms and Violence 3 Antisocial Personahty Features and Violence 9 Alcohol Use Problems and Violence 12 Purpose of Study 14 n. METHODOLOGY 15 Participants 15 Measures 15 Procedures 21 Statistical Analyses 22 m. RESULTS 24 Inter-Rater ReUabiUty 24 Differences Between the Two Groups 24 Cortelations Between the DMM, the DSQ-40, and the MMPI-2 Scales 26 IV. DISCUSSION 31 Differences Between the Two Groups 31 ui Lunitations and Future Research 36 REFERENCES 39 APPENDICES A. EXTENDED LITERATURE REVIEW 59 B. THE MODIFIED PARTNER VIOLENCE SCREEN (PVS) 110 C. THE DEFENSIVE STYLE QUESTIONNAIRE-40 (DSQ-40) Ill IV ABSTRACT Physical violence is a significant heahh problem m the United States (Potter & Mercy, 1997). Arrest rates for physical violence m the United States reach a peak among older adolescents and young adults, whose offenses represented more than 50% of the nonfatal crimes of violence (U.S. Department of Justice, 1992, 2001). Adolescent males are four times more hkely to be mvolved m a physical fight resultuig in injury than female counterparts (U.S. Department of Justice, 1992). College age men are at an age when violence reaches a peak (U.S. Department of Justice, 2001) and many college men report violence toward strangers (Dromgoole & Cogan, 1995; Ballinger, 2001). Attempts to understand college student men who are violent toward strangers have been siuprismgly limited. The purpose of this study is to investigate several characteristics of college men who are violent toward strangers. Defense mechanisms, antisocial personahty features, and alcohol use problems of thirty men who reported no violence within the past year and 30 men who reported violence toward strangers within the past year were compared. Defense mechanisms were identified based on responses to the Defensive Style Questionnaire-40 (DSQ-40; Andrews, Smgh, & Bond; 1993) and six Thematic Apperception Test (TAT; Murray, 1943) cards scored with the Defense Mechanisms Manual (DMM; Cramer, 1991a). Two tramed graduate students, bUnd to the group membership of the participant, independently scored the DMM (Cramer, 1991a). After mter-rater rehabihty was computed, the two raters discussed and resolved scoring differences. The mutually agreed scores were used for statistical analyses. Antisocial features and alcohol use problems were assessed based on responses to three scales (Pd, ASP, and MAC-R) of the Miruiesota Multiphasic Personality Inventory-2 (MMPI-2; Butcher et al., 1989). The mter-rater rehabihty of the two coders' scores was adequate. Between group differences were evaluated with the multivariate analysis of variance and any significant main effects were followed by analysis of variance tests. It was found that student men who were violent toward strangers were more hkely than non-violent student men to use primitive defense mechanisms, have antisocial features, and have an indication of alcohol related problems. VI LIST OF TABLES 1. Average Scores ofthe DMM and the DSQ-40 Scales 28 2. Average Scores ofthe DMM, the DSQ-40, and the MMPI-2 Scales of Men with VaUd MMPI-2 Scales 29 3. Cortelations between the DMM, the DSQ-40, and the MMPI-2 Scales of All Participants (N=60, Upper Quadrant) and Participants (N=49, Lower Quadrant) with Valid MMPI-2 Profiles 30 vu CHAPTER I INTRODUCTION Physical Violence Physical violence is a significant health problem m the United States (Potter & Mercy, 1997). Arrest rates for physical violence in the United States reach a peak among older adolescents and young aduUs, whose offenses represented more than 50% ofthe nonfatal crimes of violence (U.S. Department of Justice, 1992,2001). Adolescent males are four tunes more likely to be involved m a physical fight resuhmg m mjury than female counterparts (U.S. Department of Justice, 1992). The Centers for Disease Control and Prevention (1994b) found that 31.5% of adolescent males have carried a weapon (e.g., gun, knife, or club) at least once during the past month for self-protection or for use in a fight, compared to relatively low 8.1% of adolescent females. Male adolescents were more hkely than female adolescents to carry a weapon and physically fight (Orpinas, Basen-Engquist, Grunbaum, & Parcel, 1995). Men were 1.6 to 3 times more Ukely than women to be victims of aggravated assault or violence by strangers while women were 7 to 21 tunes more likely than men to be victuns of violence by intimates or rape/sexual attack (U.S. Department of Justice, 2001). Violence is prevalent m men of college age. In a community sample, Harwell and Spence (2000) found that 5% of men who participated m a telephone survey reported having experienced physical violence m the previous year. Compared to a community sample, a much higher prevalence rate of violence was found hi a college sample. Dromgoole and Cogan (1995) mvestigated prevalence rates of three subtypes of physical 1 violence m a sample of single, college men who had been ui a relationship with partner withm the previous year. Ofthe 312 college men, 39% reported perpetrating violence m the previous year. Ofthe violent men, 57.8% were violent toward strangers and not partners, 11.8% were violent toward partners and not strangers, and 30.5% were violent toward both strangers and partners (Dromgoole & Cogan, 1995). BaUinger (2001) recently found that among 1,064 college student men, 45% were violent. Ofthe violent men, 56% were violent toward strangers and not partners, 20% were violent toward partners and not strangers, and 24% were violent toward both strangers and partners (Ballmger, 2001). Desphe the relatively high prevalence of stranger violence, attempts to understand men who are violent toward strangers have been surprisuigly limited. Ofthe few research findings, violent crimes toward strangers are usually committed by men against other men (Fagan & Wexler, 1987; U.S. Department of Justice, 1987). People who perpetrate violence toward strangers are typically young (Lunentani, 1985; U.S. Department of Justice, 1996; Werner & Wolfgang, 1985). People who are arrested for violence toward strangers are often nonwhite (Petersiha, Greenwood, & Lavin, 1978) and with insufficient interpersonal skills (Cocozza &. Hartstone, 1978). Men who are violent toward both strangers and their partners are more Ukely than men who are violent toward partners to have a more positive attitude toward the use of violence, break the law, have lower occupational status, have gambled, and have been involved m extra-famiUal relationships (Shields, McCall, & Hanneke, 1988). Men who are violent toward strangers are more likely to have alcohol problems than men who are violent toward partners, suggestmg that men who are violent toward strangers are hkely to drink and be involved m fights with strangers (Cogan, Porcerelli, & Dromgoole, 2001; Shields et al., 1988). Given that college age men are at an age when violence reaches a peak (U.S. Department of Justice, 2001) and that many college men report stranger violence (Dromgoole & Cogan, 1995), research findmgs warrant the understanding why some college men are violent toward strangers while others are not is of considerable importance. Three areas of hterature may be usefiil m differentiatmg between violent and non-violent college men: coping mechanisms (defense mechanisms), antisocial personality features, and alcohol use problems. Defense Mechanisms and Violence Several investigators have suggested that the concept of defense mechanism might be a useful tool to understand psychodynamics of violence. Adolescents are m the period of transition (e.g., leaving for college), beguming to loosen emotional ties with the parents and to develop a sense of who they are (Cramer, 1995, 1997b; Erikson, 1968; Marcia, 1980). While separatuig from parents and gaining autonomy, adolescents may experience msecurity, alienation, anxiety, stress, confusion, rejection, and disappointment (Bios, 1962; Erikson, 1968; Marcia, 1980). They consequently experience a decrease m self-esteem that was once supported by "narcissistic gratification" derived from parental love and unconditional positive regard (Cramer, 1995, 1997b). To reduce these unpleasant feeUngs and compensate for the decrease in self-esteem, adolescents may develop narcissistic defenses (e.g., creating a grandiose, false self) commonly found in adolescence (Bios,. 1962; Cramer, 1995). Another way of protectmg self-esteem m 3 adolescence may be violence, in which feeUngs of stress and inadequacy are turned uito feehngs of being strong and powerfiil. Pezza and Bellotti (1995) sunilarly pomted out that college students tended to utilize interpersonal violence as a means to acquire power, privilege, and protection.
Load more

Recommended publications
  • Cognitive Distortion Sequence
    COGNITIVE DISTORTION SEQUENCE THE LEARNING BENEFIT: When you learn to overcome the unconscious thinking habits that lead to depression, anxiety and addictive behavior, your brain chemistry begins to normalize, levels of dopamine and happiness increase, you become more optimistic and chances of relapse decrease. THE FACTS: In Cognitive Therapy and the Emotional Disorders, (Beck, A., 1989, Penguin Books, London) Dr. Aaron Beck, Professor of Psychiatry at the University of Pennsylvania School of Medicine and President of the Beck Institute for Cognitive Behavioral Therapy, explains how distorted thinking about objective facts leads to depressive and anxious emotions, troublesome physical symptoms and often self-destructive behavior. He further explains that most emotional problems can be solved by taking a more realistic, less emotional look at people, places and things which bother us. In his work with depressed and suicidal patients, he discovered they invariably exhibited patterns of automatic negative thinking that appeared spontaneously. The patients appeared to see worst-case scenarios in everything, as if they were encoded in the software of their minds. He called these thinking patterns 'negative schemas', which seemed to center around the patients' continual feelings of helplessness, hopelessness and worthlessness. They had low self-esteem, felt nobody loved or cared for them, feared tragedies would occur in the future and often felt life itself was not worth living. Beck explored the patients' negativity about themselves, others, the future and life in general and would ask them if they could provide factual proof to support their negative position. In other words, could they prove their lives were meaningless and would always be that way? In most cases, the patients could only say they felt that way because things had always gone wrong for them in the past.
    [Show full text]
  • Investigating the Relationship Between Cognitive Distortions and Academic Stress for Intermediate School Teachers Before and During Work
    http://ijhe.sciedupress.com International Journal of Higher Education Vol. 9, No. 5; 2020 Investigating the Relationship between Cognitive Distortions and Academic Stress for Intermediate School Teachers before and during Work Asmaa Mostafa Ali El-Shokheby1,2 1Assistant Professor, Educational Psychology(Cognitive Psychology), Colleg of Education-Dilam Psychology Department, Prince Sttam Bin Abdulaziz University, Saudi Arabia 2Assistant Professor, Department of Psychology( Cognitive Psychology), Faculty of Arts, Kafr El-Sheikh University,Egypt Correspondence: Dr . Asmaa Mostafa Ali El-Shokheby, Assistant Professor, Educational Psychology (Cognitive Psychology), Colleg of Education-Dilam Psychology Department, Prince Sttam Bin Abdulaziz University, Saudi Arabia. Received: June 2, 2020 Accepted: July 1, 2020 Online Published: July 2, 2020 doi:10.5430/ijhe.v9n5p46 URL: https://doi.org/10.5430/ijhe.v9n5p46 Abstract The current study aimed to investigate the correlation between cognitive distortions and academic stress among intermediate school teachers before and during admitting work at Dilam region in Saudi Arabia. The sample comprised of 120 females, with 63 trainee students from Education College, fourth year, and 57 intermediate school teachers with various years of experience. The sample aged from 20 to 23 years for trainee students, and from 30 to 50 years for intermediate school teachers. Cognitive distortions Scale, (Qurashi, 2016) and the Academic Stress Scale (Hussain,2015) were used to assess the major variables of the study. The study adopted a descriptive design to test the correlation between variables. The results showed that teachers of the intermediate stage before and during admitting actual work have moderate cognitive distortions and academic stress level. Analysis of variance showed that no statistically significant difference in cognitive distortions attributed to specialization and that experience was not a significant factor.
    [Show full text]
  • Automatic Detection and Classification of Cognitive Distortions in Mental
    1 Automatic Detection and Classification of Cognitive Distortions in Mental Health Text Benjamin Shickel, Scott Siegel, Martin Heesacker, Sherry Benton, and Parisa Rashidi Abstract— In cognitive psychology, automatic and self- patients experiencing symptoms of anxiety and depression [2]. reinforcing irrational thought patterns are known as cogni- A large part of CBT treatment is helping the patient learn tive distortions. Left unchecked, patients exhibiting these to self-identify his or her automatic and oftentimes irrational types of thoughts can become stuck in negative feedback loops of unhealthy thinking, leading to inaccurate per- thought patterns that contribute to a distorted perception of ceptions of reality commonly associated with anxiety and reality. These negative thoughts are referred to as cognitive depression. In this paper, we present a machine learning distortions, which have been grouped into 15 common types framework for the automatic detection and classification of [3]. 15 common cognitive distortions in two novel mental health From a cognitive-behavioral perspective, cognitions can be free text datasets collected from both crowdsourcing and a real-world online therapy program. When differentiating viewed as the intermediary link between an external stimulus between distorted and non-distorted passages, our model and a subjective feeling, taking the form of internalized state- achieved a weighted F1 score of 0.88. For classifying dis- ments a person tells themselves [4]. Cognitive distortions de- torted passages into one of 15 distortion categories, our note such self-statements that are either mildly misinterpreted model yielded weighted F1 scores of 0.68 in the larger or entirely inaccurate, often reflected by logical fallacies in crowdsourced dataset and 0.45 in the smaller online coun- seling dataset, both of which outperformed random base- internal thinking.
    [Show full text]
  • Cbt Distorted Thinking Worksheet
    Cbt Distorted Thinking Worksheet Jotham touch-down skimpily if dreaded Mohamed uniting or salute. Ernst apotheosized her diathermy greatly, she undoubling it downstairs. Ill-looking Dennis poaches her androgens so faultily that Sayer pounces very loyally. You automatically come by sharing this distortion, instead of course how your past only on one activity assignments. Thank u so activates any unhelpful way about cbt distorted thinking worksheet begins with cbt. Kim imagined her thinking distortions were true in cbt worksheet, think of distortion that a pleasure to this therapy are? She quit practicing cbt worksheet does it can take on trial to distorted. With this distortion since last between thoughts, distorted thinking distortions in that may avoid negative. Html variable name and thinking errors that. For an effective tools specifically for her road home today i download apps on? She is distorted. Both and hear from trained professionals who make are in restructuring is that you mentioned above to help calm their happiness is. After he loses a negative or brushing it mean conferring with mindful meditation are fusedwith thoughts because they can lead a situation. And thinking sometimes we act as worksheets be? She has removed severalof their own actions or actions, and genuinely unattractive and write this is negative thought is an active clinical setting. If you can type of life and rules, distorted thinking about what has caused by jan to write down a host a bad. This thought tornado spiral or something that i first step is generally arbitrary number of your tummy muscles, and expectations accordingly.
    [Show full text]
  • Attentional Bias and Subjective Risk in Hypochondriacal Concern. Polly Beth Hitchcock Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1993 Attentional Bias and Subjective Risk in Hypochondriacal Concern. Polly Beth Hitchcock Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Hitchcock, Polly Beth, "Attentional Bias and Subjective Risk in Hypochondriacal Concern." (1993). LSU Historical Dissertations and Theses. 5641. https://digitalcommons.lsu.edu/gradschool_disstheses/5641 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps.
    [Show full text]
  • Cognitive Distortion Among Annamalai University Students
    INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD ISSN – 2455-0620 Volume - 3, Issue - 7, July - 2017 Cognitive distortion among Annamalai University students Rabina Debbarma PhD Research scholar, Department of Psychology, Annamalai University, Chidambaram, Tamil Nadu, India Email - [email protected] Abstract: The present study was conducted to find out the level of cognitive distortion among college students. It was also tried to find out the difference among the students based on demographic variables like gender (boys and girls), locality (rural and urban). Sample of 100 students, 18-20 years old were selected through simple random sampling from Annamalai University, Tamil Nadu. Cognitive distortion Scale (CDS) developed by Briere (2000) was used for data collection. Results revealed that cognitive distortion level of girl students was higher than boys. Results also reveal that there is significant difference exist between rural and urban university students. Key Words: cognitive distortion, gender, locality, university students, 1. INTRODUCTION: “Cognition” is a broad term that is defined as both the content of thought and the processes involved in thinking. Modes of perceiving and processing material, as well as problem solving attitudes and strategies are all considered aspects of cognition. In depressed individuals, thinking and preoccupations are characterized by inaccurate and exaggerated ways of viewing oneself and events. According to Beck, the errors in their thinking are thought to derive from the frequent irrelevance and inappropriateness of their cognitions to the reality of situations, and also the constant negative bias against oneself. Psychological contortions, an idea from Cognitive Behavioral Therapy (CBT), allude to one-sided methods for considering oneself and our general surroundings.
    [Show full text]
  • MADD = Anxiety Disorder Complicated by Depressive Emergence (Mirabel-Sarron, 2009)
    COGNITIVE DISTORTION AND MIXED ANXIETY-DEPRESSIVE DISORDER Anita Robert Mixed anxiety-depressive disorder ■ Anxiety + Depression symptom – Focusing difficulty – Sleeping disorder – Low self-esteem – Hazard anticipation – … Impact on everyday life, social and professional life 2 Cognitive distorsion in anxiety and depression disorder Anxiety Depression ■ Arbitrary focusing ■ Arbitrary focusing ■ Maximization ■ Maximization ■ Minimization ■ Minimization ■ Dichotomous reasoning ■ Dichotomous reasoning ■ Disqualification of one of the poles ■ Disqualification of one of the poles ■ Requalification in the other pole ■ Neutral’s omission 3 Cognitive distortion ■ Filter of information ■ Leads to a misunderstanding of reality ■ Maintenance of dysfunctional cognitive schemas and psychological disorders ■ Use in of cognitive behavioral therapy (CBT) 4 Different kinds of distortion Franceschi (2007) Dichotomous reasoning Disqualification of one of the poles Arbitrary focusing Neutral’s omission Requalification in the other pole Minimization Maximization 5 Research problem Are cognitive distortions characteristic of mixed anxiety-depressive disorder? Can similar distortions of anxiety and depression be found in this disorder? 6 Hypothesis People with mixed anxiety-depressive features have more cognitive distortions than participants without these features. Set of the seven distortions are found in reasoning of people with mixed anxiety-depressive features. 7 Method ■ 916 participants ■ Hospital Anxiety and Depression Scale (HADS, Zigmond
    [Show full text]
  • The Relationship Between Cognitive Distortions, Self-Compassion, and Insomnia Severity Gabriel Stanziano Philadelphia College of Osteopathic Medicine
    Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2019 The Relationship Between Cognitive Distortions, Self-compassion, and Insomnia Severity Gabriel Stanziano Philadelphia College of Osteopathic Medicine Follow this and additional works at: https://digitalcommons.pcom.edu/psychology_dissertations Part of the Clinical Psychology Commons Recommended Citation Stanziano, Gabriel, "The Relationship Between Cognitive Distortions, Self-compassion, and Insomnia Severity" (2019). PCOM Psychology Dissertations. 520. https://digitalcommons.pcom.edu/psychology_dissertations/520 This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine School of Professional and Applied Psychology THE RELATIONSHIP BETWEEN COGNITIVE DISTORTIONS, SELF-COMPASSION, AND INSOMNIA SEVERITY By Gabriel Stanziano Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Psychology June 2019 iii Abstract The goal of this study was to examine the relationships between cognitive distortions, self-compassion, and insomnia severity. Individuals were assessed using the Inventory of Cognitive Distortions (ICD), Self-Compassion Scale (SCS), and Insomnia Severity Index (ISI). Data were analyzed using a sample of 67 participants, ranging in age from 18 to 74. A simple linear regression analysis was conducted to test the hypothesis that cognitive distortions would be predictive of insomnia severity. The results were not significant. A multiple regression analysis was used to test the hypothesis that the specific cognitive distortions of fortunetelling, labeling, and jumping to conclusions would be predictive of insomnia.
    [Show full text]
  • Cognitive Distortions As a Component and Treatment Focus of Pathological Gambling: a Review
    Psychology of Addictive Behaviors © 2011 American Psychological Association 2012, Vol. 26, No. 2, 298–310 0893-164X/11/$12.00 DOI: 10.1037/a0026422 Cognitive Distortions as a Component and Treatment Focus of Pathological Gambling: A Review Erica E. Fortune and Adam S. Goodie University of Georgia The literature on the role of cognitive distortions in the understanding and treatment of pathological gambling (PG) is reviewed, with sections focusing on (a) conceptual underpinnings of cognitive distortions, (b) cognitive distortions related to PG, (c) PG therapies that target cognitive distortions, (d) methodological factors and outcome variations, and (e) conclusions and prescriptive recommendations. The conceptual background for distortions related to PG lies in the program of heuristics and biases (Kahneman & Tversky, 1974) as well as other errors identified in basic psychology. The literature has focused on distortions arising from the representativeness heuristic (gambler’s fallacy, overconfidence, and trends in number picking), the availability heuristic (illusory correlation, other individuals’ wins, and inherent memory bias), and other sources (the illusion of control and double switching). Some therapies have incorporated cognitive restructuring within broader cognitive–behavioral therapies, with success. Other therapies have focused more narrowly on correcting distorted beliefs, more often with limited success. It is concluded that the literature establishes the role of cognitive distortions in PG and suggests therapies with particularly good promise, but is in need of further enrichment. Keywords: pathological gambling, cognitive distortions, cognition, heuristics and biases, cognitive behavioral therapy Gambling-related pathology has been the focus of rigorous state of the literature on the role of cognitive distortions in PG, scientific investigation for approximately 30 years, a briefer span including its relationship to the study of basic or “normal” cogni- than the comparable history relating to other addictive disorders.
    [Show full text]
  • The Integration of Ego Psychological and Cognitive Behavioral Interventions for First Episode Psychosis : Strengthening the Self and Treating the Symptoms
    Smith ScholarWorks Theses, Dissertations, and Projects 2011 The integration of ego psychological and cognitive behavioral interventions for first episode psychosis : strengthening the self and treating the symptoms Megan Mary Czaja Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Czaja, Megan Mary, "The integration of ego psychological and cognitive behavioral interventions for first episode psychosis : strengthening the self and treating the symptoms" (2011). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/1061 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Megan Czaja The Integration of Ego Psychological and Cognitive Behavioral Interventions for First Episode Psychosis: Strengthening the Self and Treating the Symptoms ABSTRACT This theoretical study is an exploration of the use of ego psychological and cognitive behavioral interventions as an integrative treatment for the beginning phase of schizophrenia known as first episode psychosis. Schizophrenia develops as first episode psychosis in young adults who are navigating complex developmental tasks. Current research on schizophrenia treatment indicates that appropriate and prompt care following first episode psychosis improves prognosis and allows individuals to regain and maintain developmentally appropriate levels of functioning. This study was undertaken in an effort to identify the holistic treatment needs of young adults experiencing first episode psychosis. The clinical phenomenon of schizophrenia and first episode psychosis was described. Then schizophrenia was conceptualized from an ego psychological and cognitive behavioral orientation. Treatment methods associated with each methodology were detailed and each theory was applied to first episode psychosis.
    [Show full text]
  • Pdf 267.57 K
    Original Paper 55 Development and Investigation of a Cognitive-Metacognitive Behavioral Model: An Explanation for Hypochondria Disorder Amir Mohsen Rahnejat1, Mehdi Rabiei2, Vahid Donyavi3, Hasan Shahmiri3 1Department of Clinical Psychology, AJA University of Medical Science, Tehran, Iran. 2Department of Clinical Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran 3Department of Psychiatry, AJA University of Medical Science, Tehran, Iran Submitted: 18 July 2017 Accepted: 07 November 2017 Corresponding Author: Amir Mohsen Rahnejat, Int J Behav Sci. 2017; 11(2): 55-60 Department of Clinical Psychology, AJA University of Medical Science, Tehran, Iran E-mail: [email protected] Abstract Introduction: Hypochondria is a prevalent disorder which is resistant to diagnosis and treatment. The present study has aimed to develop and validate a new behavioral cognitive-metacognitive model, which explains the hypochondria disorder. Methods: The present research used a descriptive and correlational research method with a structural equations design. In the current study, a comprehensive and detailed definition of hypochondria disorder was suggested and then the conceptual model was proposed. Finally, the model developed with the help of structural equations was tested through the AMOS Graphic software. Results: Results of the structural equation model indicated that the behavioral cognitive-metacognitive model is capable of explaining the hypochondria disorder. Moreover, the results of the general fit indexes of the structural equations model suggested that the developed model has the goodness of fit indexes with the sample data and is closely related with theoretical hypotheses. Conclusion: The suggested model in this study had multidimensional focuses on all behavioral- cognitive and metacognitive aspects. Furthermore, the model considered all the three dimensions to be in an interacting relationship (it did not consider them to be separate or conflicting concepts).Therefore, it was considered to be a novel explanatory model.
    [Show full text]
  • Quality of Romantic Attachment, Forgiveness, and Altruism in Parents of Children with Special Needs and Parents of Regular School Children
    Journal of Educational, Health and Community Psychology Vol 5, No 3, 2016. Bonab, Motamedi, Shabizade, Sadeghi Quality of Romantic Attachment, Forgiveness, and Altruism in Parents of Children with Special Needs and Parents of Regular School Children Bagher Ghobari Bonab, Faculty of Psychology, University of Tehran, Farzaneh Motamedi, PhD Psychology, Corresponding author: Email: [email protected], Fatemeh Shabizade Faculty of Psychology, University of Azad Birjand Shohreh Sadeghi MA, University of Azad Birjand Abstract The aim of the current study was to investigate the relationship between forgiveness, quality of romantic attachment with altruism in parents of children with special needs and regular school children. In this study, 275 individuals (144 parents of regular school children using cluster sampling and 131 parents of children with special needs using available sampling procedure) were selected. In this study Enright forgiveness inventory (Enright, 1977), Adult Attachment Inventory (Hazen& Shaver, 1987), and altruism (Ashton & et al., 1998); were used. Analysis of data was performed by using multiple regression analysis. Results of the analysis revealed that in parents of regular school children there was a significant negative correlation between insecure attachment to spouse and cognitive, emotional and behavioral domain of forgiveness. Whereas in parents of exceptional children there was a significant negative correlation between insecure attachment to spouse and cognitive and behavioral dimensions of forgiveness. Multiple regression analysis revealed that in mothers of children with special needs and regular school children quality of attachment to the spouse was a significant variable in determining the forgiveness (cognitive, behavioral and emotional dimension of forgiveness). The quality of attachment is a significant variable in determining the magnitude of forgiveness.
    [Show full text]