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An Examination of Emotion Dysregulation in Maladaptive Perfectionism T ⁎ Bailee L
Clinical Psychology Review 71 (2019) 39–50 Contents lists available at ScienceDirect Clinical Psychology Review journal homepage: www.elsevier.com/locate/clinpsychrev Review An examination of emotion dysregulation in maladaptive perfectionism T ⁎ Bailee L. Malivoire, Janice R. Kuo, Martin M. Antony Department of Psychology, Ryerson University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada HIGHLIGHTS • Little is known about emotion dysregulation in maladaptive perfectionism. • We review evidence of emotion dysregulation and propose a conceptual model. • Key processes include heightened negative emotions and unhelpful regulation strategies. • Low emotional awareness and unhelpful emotion regulation goals are also discussed. • Targeting these processes may enhance treatment for maladaptive perfectionism. ARTICLE INFO ABSTRACT Keywords: Maladaptive perfectionism has been shown to be associated with undesirable outcomes, such as elevated ne- Perfectionism gative emotions and psychopathological traits. Perhaps unsurprisingly, there is preliminary evidence that ma- Emotion regulation ladaptive perfectionism is also related to emotion dysregulation. However, the nature of emotion dysregulation Emotion dysregulation in perfectionism has not been characterized. In this review, Gross and Jazaieri's (2014) clinically-informed Affect framework of emotion dysregulation is used to review the evidence of emotion dysregulation in maladaptive perfectionism. Specifically, this paper reviews evidence of problematic emotional experiences and unhelpful -
A Confucian Defense of Shame: Morality, Self-Cultivation, and the Dangers of Shamelessness
religions Article Article Article A ConfucianA Confucian Defense Defense of Shame: of Shame: Morality, Morality, Self-Cultivation, Self-Cultivation, A Confucian Defense of Shame: Morality, Self-Cultivation, and theand Dangers the Dangers of Shamelessness of Shamelessness and the Dangers of Shamelessness Mark BerksonMark Berkson Mark Berkson Department of Religion,Department Hamline of Religion, University, Hamline St. Paul, University, MN 55104, St. USA;Paul, [email protected] 55104, USA; [email protected] Department of Religion, Hamline University, St. Paul, MN 55104, USA; [email protected] Abstract: ManyAbstract: philosophers Many and philosophers scholars in and the scholars West have in the a negative West have view a negative of shame. view In muchof shame. In much of Abstract: Many philosophers and scholars in the West have a negative view of shame.of post-classical In much ofpost-classical Western ethical Western thought, ethical shame thought, is compared shame is negativelycompared negatively with guilt, with as shame guilt, isas shame is asso- post-classical Western ethical thought, shame is compared negatively with guilt, asassociated shame is asso- withciated the “outer”, with the how “outer”, one appears how one before appears others before (and othe thusrs is (and merely thus a is matter merely of a “face”), matter of “face”), and ciated with the “outer”, how one appears before others (and thus is merely a matterand of “face”), guilt is and associatedguilt is associated with the “inner”with the realm “inner” of therealm conscience of the conscience and soul. and Anthropologists soul. Anthropologists and and philoso- guilt is associated with the “inner” realm of the conscience and soul. -
Term Toxic Shame Being Mirrored by One
Donald Bradshaw Nathanson Coined the The compass of term toxic shame. shame Four universal Mark Epstein, Pema Chodron, Being behaviors to Kevin Griffin Karen Horney mirrored defend against Abiding difficult emotions to observe and learn . Four major by one shame. The Idea of PRACTICE and Right View being wise idea that when aempts of Gershen Kaufman non- or attuned. Led to Present with Self and Present with avoiding shame Find the entrances to shaming the neuro2c Others and Wise-Self you are bigger individual to governing scenes. person than or less than Whenever we are makes all come to others. Says, to soluon able to observe upon the learn from our our experience, we difference shame and "Just immediately detach love yourself." from it. Brene Brown Silvan Thomas Tony Webb Empathy opposite of Scheff/Helen Tomkins Virginia Satir The social aspects of shame; judge in Lewis Block Emotions the compass of Four coping areas most Disrupts bond are shame -- aggression, vulnerable to shame; motivators. stances: depression, isolation, Humiliated Placating, judging numbs-easier Affect and addiction. fury. Blame, Being than loss/grief; pre- Acknowledge theory: Alienation and Super- aggression broader frontal cortex off in shame then Scripts are shame. connection to begun as Reasonable, social results from Perfectionism. others soon as we Being Irrelevant avoiding shame. 'Good' shame as restored. are born. humility. Show deference to others. What does acknowledged shame look like? What is attunement? Shame-anger spirals. Governing Scenes Gershen -
Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement
Guilt, Shame, and Grief: An Empirical Study of Perinatal Bereavement by Peter Barr 'Death in the sickroom', Edvard Munch 1893 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Behavioural Sciences Faculty of Medicine University of Sydney November, 2003 Preface All of the work described in this thesis was carried out personally by the author under the auspices of the Centre for Behavioural Sciences, Department of Medicine, Faculty of Medicine, University of Sydney. None of the work has been submitted previously for the purpose of obtaining any other degree. Peter Barr OAM, MB BS, FRACP ii The investigator cannot truthfully maintain his relationship with reality—a relationship without which all his work becomes a well-regulated game—if he does not again and again, whenever it is necessary, gaze beyond the limits into a sphere which is not his sphere of work, yet which he must contemplate with all his power of research in order to do justice to his own task. Buber, M. (1957). Guilt and guilt feelings. Psychiatry, 20, p. 114. iii Acknowledgements I am thankful to the Department of Obstetrics and Department of Neonatology of the following hospitals for giving me permission to approach parents bereaved by stillbirth or neonatal death: Royal Prince Alfred Hospital, Royal Hospital for Women, Royal North Shore Hospital and Westmead Hospital. I am most grateful to Associate Professor Susan Hayes and Dr Douglas Farnill for their insightful supervision and unstinting encouragement and support. Dr Andrew Martin and Dr Julie Pallant gave me sensible statistical advice. -
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. . -
Exaggerated Envy and Guilt Measured by Economic Games in Japanese
Isobe et al. BioPsychoSocial Medicine (2018) 12:19 https://doi.org/10.1186/s13030-018-0138-8 SHORT REPORT Open Access Exaggerated envy and guilt measured by economic games in Japanese women with anorexia nervosa Masanori Isobe1, Michiko Kawabata1, Ema Murao1, Tomomi Noda1, Noriko Matsukawa1, Ryosaku Kawada1, Teruhisa Uwatoko1,2, Toshiya Murai1, Shun’ichi Noma1 and Hidehiko Takahashi1* Abstract Background: Anorexia nervosa (AN) patients are assumed to express high levels of guilt and envy. Ultimatum game (UG) is a standard behavioral task that focuses on interpersonal behavior when splitting a sum of money between two players. UG studies consistently demonstrate that people tend to decrease their inequity in outcomes, one explanation being that economically irrational decision-making may partly arise from the emotions guilt and envy. We assumed that AN patients would perform excessively fair in UG, reflecting high guilt and envy. Methods: We utilized UG to investigate the characteristics of guilt and envy among 24 Japanese AN patients and 22 age-matched healthy controls (HC). The relation between the outcome of UG and decision strategy confirmed by post-experimental questionnaires was analyzed. Results: As proposer, AN offered a larger amount to the responder compared with HC (p = 0.002) while, on the other hand, as responder, AN demanded much higher allocation to accept the offer compared with HC (p = 0.026). Regarding the strategy as responder, AN put more emphasis on fairness and less emphasis on monetary reward compared with HC (p = 0.046, p = 0.042, respectively). Conclusions: The results indicate that Japanese AN patients demonstrate strong preference for fairness, with high guilt and high envy. -
Empathy and Feelings of Guilt Experienced by Nurses: a Cross-Sectional Study of Their Role in Burnout and Compassion Fatigue
Empathy and feelings of guilt experienced by nurses: a cross-sectional study of their role in burnout and compassion fatigue symptoms Abstract Aims: The main goal of this study was to explore the relationships between empathy, empathy-based pathogenic guilt and professional quality of life (burnout and compassion fatigue). We aim to test a model in which we hypothesize that when empathic feelings are related to pathogenic guilt, burnout and compassion fatigue symptoms may be increased. Background: Empathy is at the core of nursing practice, and has been associated with positive outcomes not only for the healthcare provider but also for the patient. However, empathy is also at the core of guilt feelings that, when excessive and misdirected, can lead to pathogenic guilt beliefs. We focused on two types of empathy-based guilt characterized by excessive responsibility over others’ well-being and how these can be related to professional quality of life. Methods and Participants: This study is a cross-sectional self-report survey. Data were collected during 2014 and 2015. 298 nurses from public hospitals in Portugal’s north and center region were surveyed. Professional quality of life (ProQoL), empathy (IRI), and empathy-based guilt (IGQ) were measured using validated self-report measures. Results: Correlation analyses showed that empathy-based guilt was positively associated with empathy, and with burnout and compassion fatigue. Results from multiple mediation models further indicated when empathy is associated with empathy-based guilt, this leads to greater levels of burnout and compassion fatigue. Conclusions: Given the nature of their work, proneness to experience pathogenic guilt feelings may compromise nurses’ well-being, and this should be addressed in training programs aiming at preventing or treating burnout and compassion fatigue. -
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. -
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. -
Running Head: SHAME 1 the Significance of Shame: an Adlerian Perspective a Literature Review Presented to the Faculty of The
Running head: SHAME 1 The Significance of Shame: An Adlerian Perspective A Literature Review Presented to The Faculty of the Adler Graduate School _____________________ In Partial Fulfillment of the Requirement for the Degree of Master of Arts in Adlerian Counseling and Psychotherapy ______________________ By John R. Nord ______________________ Chair: Meg Whiston, PhD Reader: Rachelle J. Reinisch, DMFT _____________________ October, 2017 SHAME 2 The Significance of Shame: An Adlerian Perspective Copyright © 2017 John R. Nord All rights reserved SHAME 3 Abstract Shame is a universal affect and emotion which has application within cultures and to individuals throughout the world. It can be considered an aid to learning, teaching, or punishing, and it can also be imposed to control or defeat others. Shame refers to a reaction experience of having violated cultural, community, familial, or individual norms in an unacceptable way and having the hidden, vulnerable self exposed to others against our will. For some individuals, shame can represent a minor impact to their lives and well-being. For others, it can be an all-encompassing, life-threatening problem. Shame can appear as an affect during the course of a child’s normally healthy learning. Problematic shame can originate from a number of sources resulting in unmediated mistaken beliefs from dysfunctional infant/caregiving which are never adequately resolved. Traumatic shame can result from multiple sources including family or peer relationships with repetitive abuse. Any repetitive shaming can unconsciously become an internalized secret. An understanding of pathological shame is indeed critical for evaluating client functioning. Either shame or shame proneness within any societal, familial, or occupational relationship or manifesting within an individual can have far reaching implications and long-term consequences.