The Effect of Self-Awareness on Goal Setting, Consumption, and Consumer Well-Being

2009 ◽  
Author(s):  
Maura Scott ◽  
Stephen Nowlis
Keyword(s):  
Goal Setting ◽  
Well Being ◽  
Self Awareness

Integrating Focusing and Differentiation: A Therapeutic Path for Couples in Intimate Relationships

2018 ◽  
Vol 3 ◽  
Author(s):  
Evi Zohar
Keyword(s):  
Couples Therapy ◽  
Therapeutic Potential ◽  
Well Being ◽  
Point Of View ◽  
The Body ◽  
Self Awareness ◽  
Emotional Healing ◽  
Felt Sense ◽  
Inner World

Continuing the workshop I've given in the WPC Paris (2017), this article elaborates my discussion of the way I interlace Focusing with Differentiation Based Couples Therapy (Megged, 2017) under the systemic view, in order to facilitate processes of change and healing in working with intimate couples. This article presents the theory and rationale of integrating Differentiation (Bowen, 1978; Schnarch, 2009; Megged, 2017) and Focusing (Gendlin, 1981) approaches, and its therapeutic potential in couple's therapy. It is written from the point of view of a practicing professional in order to illustrate the experiential nature and dynamics of the suggested therapeutic path. Differentiation is a key to mutuality. It offers a solution to the central struggle of any long term intimate relationship: balancing two basic life forces - the drive for individuality and the drive for togetherness (Schnarch, 2009). Focusing is a body-oriented process of self-awareness and emotional healing, in which one learns to pay attention to the body and the ‘Felt Sense’, in order to unfold the implicit, keep it in motion at the precise pace it needs for carrying the next step forward (Gendlin, 1996). Combining Focusing and Differentiation perspectives can cultivate the kind of relationship where a conflict can be constructively and successfully held in the inner world of each partner, while taking into consideration the others' well-being. This creates the possibility for two people to build a mutual emotional field, open to changes, permeable and resilient.

scholarly journals Increasing Older Adult Involvement in Geriatric Assessment: A Mixed-Methods Process Evaluation

2021 ◽  
pp. 089826432199332
Author(s):  
Wanda Rietkerk ◽  
Jannet de Jonge-de Haan ◽  
Joris P. J. Slaets ◽  
Sytse U. Zuidema ◽  
Debby L. Gerritsen
Keyword(s):  
Older Adults ◽  
Behavior Change ◽  
Older Adult ◽  
Goal Setting ◽  
Geriatric Assessment ◽  
Well Being ◽  
Community Dwelling ◽  
Implementation Processes ◽  
Adult Involvement ◽  
Community Dwelling Older Adults

Objectives: Goal setting and motivational interviewing (MI) may increase well-being by promoting healthy behavior. Since we failed to show improved well-being in a proactive assessment service for community-dwelling older adults applying these techniques, we studied whether implementation processes could explain this. Methods: Goals set during the comprehensive geriatric assessment were evaluated on their potential for behavior change. MI and goal setting adherence wasassessed by reviewing audiotaped interactions and interviewing care professionals. Results: Among the 280 goals set with 230 frail older adults (mean age 77 ± 6.9 years, 59% women), more than 90% had a low potential for behavior change. Quality thresholds for MI were reached in only one of the 11 interactions. Application was hindered by the context and the limited proficiency of care professionals. Discussion: Implementation was suboptimal for goal setting and MI. This decreased the potential for improved well-being in the participating older adults.

The Relationship Between Client-Centered Goal-Setting and Treatment Outcomes

2012 ◽  
Vol 22 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Jennifer L. Womack
Keyword(s):  
Treatment Outcomes ◽  
Goal Setting ◽  
Well Being ◽  
World Health ◽  
International Classification Of Functioning ◽  
Client Relationships ◽  
Centered Care ◽  
Communication Challenges ◽  
Treatment Priorities

Shifting definitions of health and well-being, prompted by the World Health Organization's International Classification of Functioning (2001), have stimulated changes in traditional clinician-client relationships in rehabilitation. Among these changes, in keeping with the concept of client-centered care, is a trend toward more collaborative goal-setting and joint determination of intervention plans. Evidence suggests that supporting clients' autonomy in prioritizing personally meaningful goals leads to increased engagement in intervention, less emotional anxiety about the rehabilitation process, and improved treatment outcomes. Supporting people with aphasia in a process of collaborative goal formulation may also serve to alter treatment priorities so that they address more relevant communication challenges embedded in post-rehabilitation life.

Relationship of Spiritual well-being and emotional intelligence among Iranian' nursing students

2021 ◽  
Vol 15 (6) ◽  
pp. 1634-1640
Author(s):  
Javad Jafari ◽  
Asra Nassehi ◽  
Mohammadali Zareez ◽  
Seydamalek Dadkhah ◽  
Najmeh Saberi ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Well Being ◽  
Self Awareness ◽  
Spiritual Well Being ◽  
The Mean ◽  
High Level ◽  
Relationship Of ◽  
Religious Wellbeing

Background: Among all aspects of nursing care, the spiritual one is the issue that has received little attention. Having spiritual wellbeing (SWB) is a necessity to provide appropriate spiritual care. In addition to, the Emotional intelligence (EI) is one of the most important factors in social and professional success and is essential for effective nursing practice. Therefore, aim of study was evaluating the Relationship between SWB and EI among nursing students. Methods: The sample of this descriptive-analytic study consisted of 136 nursing students studying at Bam University of Medical Sciences selected by convenience sampling method. The Bradberry and Greaves 28-item EI scale, Palutzian and Ellison SWB Scale were used to assess the total score of EI and SWB. Collected data were analyzed using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, independent t-test and one-way ANOVA with SPSS v18. Results: The mean score of SWB and EI were 97.1±11.56 and 123.4 + 123.6, respectively. The mean score dimensions of SWB include (religious wellbeing 47.9±6.6, existential wellbeing 49.1±5.7) and dimensions EI: self-awareness, self-management, social awareness, and relationship management were 27.2 3 3.2, 36.2 2 5.4, 25.1 + 3.5 and 35.1 + 4.5, respectively. The majority of students have reported moderate level SWB and high level of emotional intelligence. The factors influencing their level of SWB were academic semester and age (p<0.05). Conclusion: Although the level of students' EI and SWB were at a desirable level in this study, due to the nature of nursing and the interaction between nurses and patients, providing a suitable learning environment for the development of EI is essential. Therefore, it is suggested that nursing policymakers should develop appropriate educational programs for nurses and provide curriculum for students to promote their knowledge and skills. Keywords: spiritual, religious, wellbeing, existential, nursing, emotional intelligence

The features of self-awareness and value orientations in agricultural workers with occupational diseases of the peripheral nervous system

2021 ◽  
pp. 430-441
Author(s):  
Tatyana Yurievna Ledvanova ◽  
Yulia Borisovna Barylnik ◽  
Natal’a Valer’evna Filippova ◽  
Mariya Nikolaevna Nosova ◽  
Sergey Alekseevich Goryunov
Keyword(s):  
Nervous System ◽  
Peripheral Nervous System ◽  
Occupational Diseases ◽  
Well Being ◽  
Value Orientations ◽  
Agricultural Workers ◽  
Control Group ◽  
Self Awareness ◽  
Adaptive Potential ◽  
Experimental Group

The problem of preventing and reducing the level of occupational morbidity among agricultural workers is of particular importance, since occupational diseases are the cause of high disability and mortality rates of the working-age population all over the world. As a research task, the authors made an attempt to identify the features of the interdependence of the components of self-awareness and conflicts in value orientations for the manifestation of the phenomenology of disorders with further designation of the targets of psychotherapy. An experimental psychological study which included 40 agricultural workers with occupational diseases of the peripheral nervous system (experimental group) and without diseases (control group) was carried out using the multilevel personality questionnaire «Adaptability», the self-attitude test questionnaire by V.V. Stolin and S.R. Panteleev, and Schwartz's methodology «Value orientations». As a result of the study, it was found that in the subjects of the experimental group, in contrast to healthy individuals, the hyposthenic type of response prevails, there is the average level of neuropsychic tension, there is no tendency to reactions of the impulsive type, and a high negative and statistically significant relationship between the indicator of conflict in values and the level of personal adaptive potential is identified. The results of the study indicate that among agricultural workers with occupational diseases of the peripheral nervous system, accentuations of the character of the «inhibited» circle prevail, there is an increased level of anxiety and low tolerance to unfavorable factors of professional activity. The dominant personal values at the level of convictions are personal success in accordance with social standards and enjoyment of life, and at the level of behavior — understanding and protecting the well-being of all people and nature, preserving and increasing the well-being of loved ones. With an increase in conflict in value orientations, the adaptive potential of the respondents decreases, and a decrease in the level of self-attitude entails a decrease in adaptation.

Transformative Professional Development: Outcomes of the Inner Life Renewal Program

2006 ◽  
Vol 11 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Lixin Zhang ◽  
Michelle J. Trotter
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Professional Growth ◽  
Well Being ◽  
Self Awareness ◽  
Listening Skills ◽  
Inner Life ◽  
Program Evaluations ◽  
Renewal Program ◽  
Development Outcomes

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

The Value of Mindfulness-Based Methods in Teaching at a Clinical Field Placement

2010 ◽  
Vol 106 (2) ◽  
pp. 455-466 ◽  
Author(s):  
Nurper Gökhan ◽  
Edward F. Meehan ◽  
Kevin Peters
Keyword(s):  
Self Care ◽  
Well Being ◽  
Self Awareness ◽  
Field Placement ◽  
Active Involvement ◽  
Mindfulness Skills ◽  
Personal Experiences ◽  
Before And After ◽  
Comparison Groups ◽  
Psychology Course

The value of mindfulness-based methods in an undergraduate field placement was investigated in relation to the acquisition of self-care and other basic clinical competencies. The participants were 22 students in an applied behavioral analysis course, which included a mindfulness-based training module, and 20 students enrolled in an experimental psychology course without mindfulness training. The Mindfulness Attention and Awareness Scale, the Freiberg Mindfulness Inventory, and the Kentucky Inventory of Mindfulness Skills were used as measurements before and after intervention. Mindfulness-trained participants kept records and were asked to share their personal experiences during supervision and an exit interview. Results demonstrated that training significantly increased mindfulness. Qualitative data indicated enhanced self-care, attention to well-being, self-awareness, active involvement acquiring skills, and empathy and compassion. The need to expand the utility of mindfulness to the realm of education and the importance of including comparison groups with other self-care modules for future studies were discussed.

scholarly journals Training interprofessional faculty in humanism and professionalism: a qualitative analysis of what is most important

2022 ◽  
Vol 9 (1) ◽  
pp. 46-47
Author(s):  
Elizabeth A Rider ◽  
Deborah D. Navedo ◽  
William T. Branch, Jr.
Keyword(s):  
Identity Formation ◽  
Learning Environments ◽  
Interprofessional Education ◽  
Well Being ◽  
Care Quality ◽  
Self Awareness ◽  
Use Of Self ◽  
Important Thing ◽  
Relational Capacities ◽  
The Impact

Introduction: The capacity of healthcare professionals to work collaboratively influences faculty and trainees’ professional identity formation, well-being, and care quality. Part of a multi-institutional project*, we created the Faculty Fellowship for Leaders in Humanistic Interprofessional Education at Boston Children’s Hospital/ Harvard Medical School. We aimed to foster trusting relationships, reflective abilities, collaboration skills, and work together to promote humanistic values within learning environments. Objective: To examine the impact of the faculty fellowship from participants’ reports of “the most important thing learned”. Methods: We studied participants’ reflections after each of 16 1½ hour fellowship sessions. Curriculum content included: highly functioning teams, advanced team formation, diversity/inclusion, values, wellbeing/renewal/burnout, appreciative inquiry, narrative reflection, and others. Responses to “What was the most important thing you learned?” were analyzed qualitatively using a positivistic deductive approach. Results: Participants completed 136 reflections over 16 sessions–77% response rate (136/176). Cohort was 91% female; mean age 52.6 (range 32-65); mean years since completion of highest degree 21.4; 64% held doctorates, 36% master’s degrees. 46% were physicians, 27% nurses, 18% social workers, 9% psychologists. 27% participated previously in a learning experience focusing on interprofessional education, collaboration or practice. Most important learning included: Relational capacities/ Use of self in relationships 96/131 (73%); Attention to values 46/131 (35%); Reflection/ Self-awareness 44/131 (34%); Fostering humanistic learning environments 21/131 (16%). Discussion: Results revealed the importance of enhancing relational capacities and use of self in relationships including handling emotions; attention to values; reflection/self-awareness and recognition of assumptions; and fostering humanistic learning environments. These topics should receive more emphasis in interprofessional faculty development programs and may help identify teaching priorities. *Supported in part by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as PI; Dr. Rider as site PI).

Collaborative Goal Setting: A Clinical Approach for Adults With Mild Traumatic Brain Injury

2021 ◽  
pp. 1-20
Author(s):  
Jessica Brown ◽  
Kristen Ackley ◽  
Kelly Knollman-Porter
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Goal Setting ◽  
Mild Traumatic Brain Injury ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Models Of Care ◽  
Clinical Approach ◽  
Self Awareness ◽  
Clinical Resource

Purpose Speech-language pathologists (SLPs) have many available procedural options when setting treatment goals. Extant literature supports goal setting protocols that include and value the perspectives of the client; however, in practice, rehabilitation professionals may lean toward expert models of care when planning treatment. Our purpose is to describe a newly developed approach for SLPs and individuals with mild traumatic brain injury (mTBI) to work together to build meaningful, relevant goals. Method We utilized a multiple case study format to exemplify goal setting procedures. Specifically, we describe procedures and outcomes for a 29-year-old female 28 days postinjury and a 70-year-old male 9 months postinjury. Results Clients who engaged in this protocol worked collaboratively with a clinician to identify strengths and challenges postinjury, select and prioritize goal areas, and discuss and develop meaningful, personalized treatment activities. For both participants, use of the proposed protocol resulted in meaningful goals that addressed their self-reported deficits as well as their respective cognitive–linguistic deficits noted on objective, standardized measures. Conclusions Clinician and client collaboration during treatment goal development can facilitate increased client motivation and functional outcomes. The described approach is feasible from a clinical resource standpoint and promotes a systematic approach to placing the client at the forefront of clinical decision making to enhance therapeutic gains. Such client-centered approaches may be particularly valuable for individuals with mTBI who experience substantial cognitive and communicative challenges but may maintain high levels of self-awareness postinjury.

Comparing a clinician-assisted and app-supported behavioral activation intervention to promote brain health and well-being in frontline care

2020 ◽  
pp. 1-11
Author(s):  
Keri-Leigh Cassidy ◽  
Michael Vallis ◽  
David Conn ◽  
Ariane S. Massie ◽  
Claire Checkland ◽  
...  
Keyword(s):  
Goal Setting ◽  
Psychological Health ◽  
Goal Attainment ◽  
Behavioral Activation ◽  
Behavioral Outcomes ◽  
Well Being ◽  
Completion Rates ◽  
Brain Health ◽  
The Difference ◽  
Health And Well Being

ABSTRACT Background: Positive psychiatry offers an unique approach to promote brain health and well-being in aging populations. Minimal interventions through behavioral activation to promote wellness are increasingly available using self-guided apps, yet little is known about the effectiveness of app technology or the difference between clinician-supported behavioral activation versus self-guided app methodologies. Objectives: Investigate the difference in users and outcomes between two methods of the Fountain of Health (FoH) positive psychiatry intervention for behavioral activation to promote brain health and well-being: (1) clinician-assisted and (2) independent app use for behavioral self-management. Design and setting: As part of a larger knowledge translation intervention in positive psychiatry, two specific methods of a behavioral activation intervention were retrospectively compared. Participants: Two subsets of patients were compared; 254 clinician-assisted patients; 333 independent app users. Intervention: A minimal positive psychiatry intervention in frontline care using the FoH health and behavior change clinical tools Measurements: Main outcomes were changes in psychological (health and resilience, well-being scores) and behavioral indices (goal attainment, items of goal SMART-ness). User profiles (age, sex and completion rates) were also compared. Results: Clinician-assisted patients were more likely to be male, older, and have lower health and resilience scores at baseline. Clinician-assisted patients had notably higher completion rates (99.2% vs. 10.8%). Psychological outcomes (improved health and resilience, and well-being) were similar regardless of intervention method for those who completed the intervention. Behavioral outcomes revealed clinician-assisted patients set goals that better adhered to key goal-setting items. Conclusions: Clinician–patient relationships appear to be an important factor for intervention completion and behavioral outcomes, while further exploration of best practices for intervention completion using health apps in clinical practice is needed. A preliminary goal-setting methodology for effective behavioral activation, to promote brain health and wellness, is given.

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