Autogenic Abreaction and Psychoanalysis
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Relaxation Techniques? a Substantial Amount of Research Has Been Done on Relaxation Techniques
U.S. Department of Health & Human Services National Institutes of Health Relaxation Techniques © Thinkstock What’s the Bottom Line? How much do we know about relaxation techniques? A substantial amount of research has been done on relaxation techniques. However, for many health conditions, the number or size of the studies has been small, and some studies have been of poor quality. What do we know about the effectiveness of relaxation techniques? Relaxation techniques may be helpful in managing a variety of health conditions, including anxiety associated with illnesses or medical procedures, insomnia, labor pain, chemotherapy-induced nausea, and temporomandibular joint dysfunction. Psychological therapies, which may include relaxation techniques, can help manage chronic headaches and other types of chronic pain in children and adolescents. Relaxation techniques have also been studied for other conditions, but either they haven’t been shown to be useful, research results have been inconsistent, or the evidence is limited. What do we know about the safety of relaxation techniques? Relaxation techniques are generally considered safe for healthy people, although there have been a few reports of negative experiences, such as increased anxiety. People with serious physical or mental health problems should discuss relaxation techniques with their health care providers. What Are Relaxation Techniques? Relaxation techniques include a number of practices such as progressive relaxation, guided imagery, biofeedback, self-hypnosis, and deep breathing exercises. The goal is similar in all: to produce the body’s natural relaxation response, characterized by slower breathing, lower blood pressure, and a feeling of increased well-being. Meditation and practices that include meditation with movement, such as yoga and tai chi, can also promote relaxation. -
Reorganization of the Brain and Heart Rhythm During Autogenic Meditation
ORIGINAL RESEARCH ARTICLE published: 13 January 2014 doi: 10.3389/fnint.2013.00109 Reorganization of the brain and heart rhythm during autogenic meditation Dae-Keun Kim 1,2 , Jyoo-Hi Rhee 3 and Seung Wan Kang 1,2 * 1 Data Center for Korean EEG, Seoul National University, Seoul, Korea 2 College of Nursing, Seoul National University, Seoul, Korea 3 J. H. Rhee Relaxation Institute, Seoul, Korea Edited by: The underlying changes in heart coherence that are associated with reported EEG changes Sasa Brankovic, Clinical Center of in response to meditation have been explored. We measured EEG and heart rate variability Serbia, Serbia (HRV) before and during autogenic meditation. Fourteen subjects participated in the study. Reviewed by: Heart coherence scores were significantly increased during meditation compared to the Dumitru A. Iacobas, Albert Einstein College of Medicine of Yeshiva baseline. We found near significant decrease in high beta absolute power, increase in University, USA alpha relative power and significant increases in lower (alpha) and higher (above beta) band Igor Timofeev, Laval University, coherence during 3 min epochs of heart coherent meditation compared to 3 min epochs Canada of heart non-coherence at baseline. The coherence and relative power increase in alpha *Correspondence: band and absolute power decrease in high beta band could reflect relaxation state during Seung Wan Kang, College of Nursing, Seoul National University, 103 the heart coherent meditation. The coherence increase in the higher (above beta) band Daehak-ro, Chongno-Gu, could reflect cortico-cortical local integration and thereby affect cognitive reorganization, Seoul 110-799, Korea simultaneously with relaxation. Further research is still needed for a confirmation of heart e-mail: [email protected] coherence as a simple window for the meditative state. -
Wynerfinal Dissertation
THE WOUNDED HEALER: FINDING MEANING IN SUFFERING A dissertation submitted by GARRET B. WYNER, PH.D. to ANTIOCH UNIVERSITY SANTA BARBARA In partial fulfillment of the requirements for the degree of DOCTOR OF PSYCHOLOGY in CLINICAL PSYCHOLOGY ___________________________________________ Juliet Rohde–Brown, Ph.D., Chair ___________________________________________ Sharleen O’Brian Dolan, Psy.D., Second Faculty ___________________________________________ Donna M. Orange, Ph.D., Psy.D., External Expert ___________________________________________ Kimberly D. Robbins, Psy.D., Student Reader ! ABSTRACT In modern history, no event has more profoundly symbolized suffering than the Holocaust. This novel “Husserlian-realist” phenomenological dissertation elucidates the meaning of existential trauma through an interdisciplinary and psychologically integrative vantage point. I use the testimony of a select group of Holocaust witnesses who committed suicide decades after that event as a lens to examine what their despair may reveal about an unprecedented existential, moral, and spiritual crisis of humanity that threatens to undermine our faith in human history and reality itself. By distinguishing what they actually saw about our condition from what they merely believed about reality, I show there is a reliable hope that can fulfill the highest reaches of human nature in the worst conditions. This I call a Psychotherapy of Hope. To this end, I provide a broad overview of the four main forces of psychotherapy to evaluate the role each plays in healing this crisis. I then provide an elucidation of empathic understanding within an “I/Thou” altruistic relationship having power to transform human personality. The primary barrier to personal transformation is shown to be no mere value-neutral indifference, but “cold” indifference or opposition to an objective good. -
Search Terms for Pubmed
Search terms for Pubmed ("Schizophrenia"[Mesh] OR "Paranoid Disorders"[Mesh] OR schizo*[Title/Abstract] OR psychotic*[Title/Abstract] OR psychosis[Title/Abstract] OR psychoses[Title/Abstract]) AND ("Psychotherapy"[Mesh] or "Behavior Therapy"[Mesh] or "Cognitive Therapy"[Mesh] or "Complementary Therapies"[Mesh] or "Psychoanalysis"[Mesh] or "Counseling"[Mesh] or "Hypnosis"[Mesh] or "Association"[Mesh] or "Association Learning"[Mesh] OR abreaction[Title/Abstract] OR "acceptance[Title/Abstract] AND commitment therapy"[Title/Abstract] OR "acting out"[Title/Abstract] OR adlerian[Title/Abstract] OR "analytical psychotherapy"[Title/Abstract] OR "analytical psychotherapies"[Title/Abstract] OR "anger control"[Title/Abstract] OR "anger management"[Title/Abstract] OR "animal therapy"[Title/Abstract] OR "animal therapies"[Title/Abstract] OR "art therapy"[Title/Abstract] OR "art therapies"[Title/Abstract] OR "assertive training"[Title/Abstract] OR "assertiveness training"[Title/Abstract] OR "attention training technique"[Title/Abstract] OR "autogenic training"[Title/Abstract] OR autosuggestion[Title/Abstract] OR "aversion therapy"[Title/Abstract] OR "aversion therapies"[Title/Abstract] OR "balint group"[Title/Abstract] OR befriending[Title/Abstract] OR "behavior contracting"[Title/Abstract] OR "behavior modification"[Title/Abstract] OR "behavior regulation"[Title/Abstract] OR "behavior therapy"[Title/Abstract] OR "behavior therapies"[Title/Abstract] OR "behaviour contracting"[Title/Abstract] OR "behaviour modification"[Title/Abstract] OR "behaviour -
A Mindfulness-Based Stress Prevention Training
Kuhlmann et al. Trials (2015) 16:40 DOI 10.1186/s13063-014-0533-9 TRIALS STUDY PROTOCOL Open Access A mindfulness-based stress prevention training for medical students (MediMind): study protocol for a randomized controlled trial Sophie Merle Kuhlmann1*, Arne Bürger1, Günter Esser2 and Florian Hammerle1 Abstract Background: Medical training is very demanding and associated with a high prevalence of psychological distress. Compared to the general population, medical students are at a greater risk of developing a psychological disorder. Various attempts of stress management training in medical school have achieved positive results on minimizing psychological distress; however, there are often limitations. Therefore, the use of a rigorous scientific method is needed. The present study protocol describes a randomized controlled trial to examine the effectiveness of a specifically developed mindfulness-based stress prevention training for medical students that includes selected elements of cognitive behavioral strategies (MediMind). Methods/Design: This study protocol presents a prospective randomized controlled trial, involving four assessment time points: baseline, post-intervention, one-year follow-up and five-year follow-up. The aims include evaluating the effect on stress, coping, psychological morbidity and personality traits with validated measures. Participants are allocated randomly to one of three conditions: MediMind, Autogenic Training or control group. Eligible participants are medical or dental students in the second or eighth semester of a German university. They form a population of approximately 420 students in each academic term. A final total sample size of 126 (at five-year follow-up) is targeted. The trainings (MediMind and Autogenic Training) comprise five weekly sessions lasting 90 minutes each. -
Significance of Self-Regulation for the Professional Development of Prospective Teachers
ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 6 No 5 S1 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy September 2015 Significance of Self-regulation for the Professional Development of Prospective Teachers Guzalia Rasikhovna Shagivaleeva Vilya Rustemovna Bildanova Galia Kamilyevna Biserova Elena Michailovna Yusupova Irina Anatolevna Talysheva Kazan Federal University, Russia, Republic of Tatarstan, 423600, Elabuga, Kazanskaya Street, 89 Doi:10.5901/mjss.2015.v6n5s1p128 Abstract The aim of present study is investigating the role of self-regulation in professional development of prospective teachers. Well- developed self-regulation may be defined as a person’s ability to adjust his or hers behavior to the conventional moral principles and values, as well as with professional requirements. Teacher’s self-regulation includes his active relationship with the students and with himself, his social affirmations, experience and interests. It can be concluded that the development of self-regulation basics happens during the period of professional learning, when the personality settlement occurs. Each teacher also discovers and uses his own methods and means of self-regulation during his professional activity, which helps him to affect his emotions and to control and regulate external signs of current psychological state. Keywords: personality and pedagogic self-regulation, moral self-regulation, professional development, professional behavior, self- regulation 1. Introduction 1.1 Psychology of pedagogic self-regulation Significance of present study is related to the fact that modern educational system, due to the occurring humanitarian and democratic tendencies, has extremely high requirements towards personal and professional qualities of the teacher. Such requirements become serious external reasons for teachers’ self-development. -
The Impact of Brief Clinical Interventions on Cardiovascular Reactions to Acute Stress
University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 8-20-2013 The mpI act of Brief Clinical Interventions on Cardiovascular Reactions to Acute Stress Katherine O'Leary University of Connecticut, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation O'Leary, Katherine, "The mpI act of Brief Clinical Interventions on Cardiovascular Reactions to Acute Stress" (2013). Doctoral Dissertations. 170. https://opencommons.uconn.edu/dissertations/170 Running head: BRIEF CLINICAL INTERVENTIONS The Impact of Brief Clinical Interventions on Cardiovascular Reactions to Acute Stress Katherine Elizabeth O’Leary University of Connecticut, 2013 Stress is a major public health concern due to its’ harmful effects on physical and mental health. An important goal for clinical health practitioners is to help patients reduce the psychological and physiological burden of stress. The present study sought to examine the impact brief clinical interventions have on cardiovascular reactions to acute stress. Additionally, we explored how depressive and anxiety symptomatology influence cardiovascular reactivity and recovery, and their moderating effects on treatment response to interventions. To address these aims, subjects were randomized into one of three conditions (Acceptance and Commitment Therapy, Autogenic Training, Attention- only Control group) prior to undergoing an acute psychosocial stress paradigm, the Trier Social Stress Test (TSST). Psychosocial measures were given at baseline, and heart rate and blood pressure measurements were obtained at various time points throughout the protocol. Our results indicated a time by group interaction for heart rate (HR) and diastolic blood pressure (DBP), demonstrating that brief interventions differentially affected heart rate and diastolic blood pressure over time. -
Free Association
Analytical Hypnotherapy Volume 2 Practical Implications Jacquelyne Morison With contributions from Georges Philips Crown House Publishing Limited www.crownhouse.co.uk www.crownhousepublishing.com replacement pages.indd 1 06/10/2009 12:43 First published by Crown House Publishing Ltd Crown Buildings, Bancyfelin, Carmarthen, Wales, SA33 5ND, UK www.crownhouse.co.uk and Crown House Publishing Company LLC 6 Trowbridge Drive, Suite 5, Bethel, CT 06801-2858, USA www.crownhousepublishing.com © Jacquelyne Morison 2002, 2009 First published as hardback 2002 (Original ISBN: 978-189983685-7) The right of Jacquelyne Morison to be identified as the authors of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this work may be photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form or by any means, without the prior permission of the copyright owner. Enquiries should be addressed to Crown House Publishing Limited. British Library Cataloguing-in-Publication Data A catalogue entry for this book is available from the British Library. ISBN 978-184590407-4 LCCN 2009938497 replacement pages.indd 2 06/10/2009 12:43 Table of Contents How to Gain Maximum Benefit From Reading This Book .................. v Introduction .................................................................................................. vii Analytical Hypnotherapy in Perspective ................................................. -
Autogenic Training and CBT Some Reflections
A4 Autogenic Dynamics: Physiological, Psychological, and Research Matters Autogenic Training and CBT Some Reflections If we reflect on the nature of the world, we see that everything is inter-related with everything else. Take for example a Tree. Thich Nhat Hanh says: I see the sun in a tree; for without the sun, there can be no tree. I see the clouds in a tree; for without clouds, there can be no rain; and so no water for the tree. I see the air in the tree; for without air, there is no oxygen; and so no tree. I see the earth in the tree; for without the earth, there can be no soil and nutrients for the roots of the tree; and so no tree. As human beings, we share these characteristics with trees. Furthermore, our consciousness is inter- related both with the external environment and with the internal environment of our body-mind. There is a clear link between consciousness, our thinking, our emotions, our physiology and our behaviour. For example, if we are feeling low and depressed, this will have an effect on our behaviour. If, on the other hand, we are feeling well in ourselves, and – as it were – “Walking Tall”, this may also be reflected in our behaviour and our interactions with others. Thus our mood / emotions can have a profound effect on our well-being. If we are afraid, this will have physiological effects, such as an increase in adrenaline, which in turn may affect our behaviour. Whereas if we have just completed an Autogenic sequence, our physiology will be in balance and this can have a positive effect upon our attitude, behaviour, and relationships with others. -
Play Therapy • 2
Connect 2 Succeed Trauma Focused Play Cognitive Behavioral + Therapy Therapy = Successful Trauma Resolution Presented by: Katrina Jefferson MSW, LCSW, RPT/S,CTT Patty Grady MSW, LICSW, TF-CBT, RPT/S Objectives • 1. Review basic principles of Trauma Focused Cognitive Behavioral Therapy and Play Therapy • 2. Participants will learn about the ACE Study and how it relates to early trauma and brain development; research supporting Play Therapy and brain development to reduce symptoms of trauma • 3. Participants will learn integration of these two models through practical application of techniques using the PRACTICE Model Trauma Focused Cognitive Behavior Therapy • Founders are Judith Cohen, Anthony Mannarino and Esther Deblinger • In 2006 published first book Treating Trauma and Traumatic Grief in Children • TF-CBT is a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events. • It is a components-based treatment model that incorporates trauma- sensitive interventions with cognitive behavioral, family, and humanistic principles and techniques. • Children and parents learn new skills to help process thoughts and feelings related to traumatic life events; manage and resolve distressing thoughts, feelings, and behaviors related traumatic life events; and enhance safety, growth, parenting skills, and family communication. Facts about TF-CBT Model of Practice • TF-CBT is designed to be a relatively short-term treatment, typically lasting 12 to 16 sessions. Over 80 percent of traumatized children who receive TF-CBT experience significant improvement after 12 to 16 weeks of treatment. • Treatment may be provided for longer periods depending upon individual child and family needs. -
1 Psychodynamic Psychotherapy Deborah L. Cabaniss, M.D. I
Psychodynamic Psychotherapy Deborah L. Cabaniss, M.D. I. Definitions A. Psychotherapy Psychotherapy is the umbrella term for a number of therapies that aim at treating problems that affect the mind (psyche). This lecture will focus on those treatments that are based on a psychodynamic model of the mind. These include: •Ego supportive psychotherapy •Psychoanalytically oriented psychotherapy •Psychoanalysis B. Psychodynamics A model of the mind which hypothesizes that the functioning of the mind is dynamic; i.e. that it is in constant flux, with structures (id, ego, super-ego) continuously interacting and conflicting with each other. When these structures are continuously in conflict, they may prevent the individual from moving forward with his or her life. For example, a person might simultaneously want to succeed in his career but may fear punishment from his super-ego for eclipsing his parent’s success. While this fear might represent an imagined danger rather than an actual danger, this conflict could prevent the person from doing what he wants to do and could in fact cause him to sabotage himself professionally. The psychotherapies which are based on the psychodynamic model try to help the patient to become more aware of his/her wishes, motivations, fears, anxieties, and coping mechanisms. They try to help people to gain perspective about fears which are perceived as real but may actually be based in fantasy. They help people to gain more realistic perspectives about themselves and others in an effort to improve their relationships with other people. Finally, they help people to examine their views of their past experiences, which are often distorted by unconscious wishes and fantasies. -
Criticism and Valuation of the Part Played by Abreaction and Assimilation in Psychiatry
CHAPTER SEVEN CRITICISM AND VALUATION OF THE PART PLAYED BY ABREACTION AND ASSIMILATION IN PSYCHIATRY In the preceding chapter we described a method of treating trau matic memories-what Breuer called "the cathartic method". We there observed that an essential element of the method is the discharge, or abreaction, of affects by having the patient talk about the trau matic event he has gone through. When memories have thus been relieved of their emotional character, they are neutralized; they can be submitted to rational examination and fitted into the patient's normal context of experience. This stage of treatment is called "assimilation" or "re-association". Another thing we have noticed is that these two phases are concurrent in the process of effecting a cure. Of the two factors, Breuer and Freud in their Studien laid special stress on abreaction rather than assimilation; and after them Brown and others took the same attitude. But Freud's later, completely worked-out system gives special prominence to assimilation : to bringing the patient's previously unconscious complex, the cause of his trouble, into consciousness and integrating it with his experience. Abreaction remained, however, an element in treatment for Freud. Janet gave good examples of how simply discharging an affect can bring about a patient's recovery. But at the same time, he strongly emphasized the important part played by assimilation. Janet's evidence deserves special attention because he proved convin cingly that abreaction has a beneficial effect on various types of neurotic patient even when it is not an element in "cathartic" therapy. This means that abreaction is not limited to use in Breuer's and Freud's cathartic method-which of course Janet practised, too.