Orientation Phase Goal 3

Author(s):  
Kari M. Eddington ◽  
Timothy J. Strauman ◽  
Angela Z. Vieth ◽  
Gregory G. Kolden

People with depression often focus too little on promotion goals (i.e., making good things happen). Pursuing promotion goals is important because they provide opportunities for experiencing positive emotions. The third goal in the orientation phase of self-system therapy is to encourage clients to focus on promotion goals. The therapist completes an assessment of what the client does or does not do during a typical week to determine activities that can reinstate a sense of reward, accomplishment, or progress. Chapter 4 focuses on increasing involvement with activities that can make good things happen. Worksheets are designed to help identify activities that can produce experiences of pleasure and pride and make specific plans to follow through with those activities.

2015 ◽  
Vol 26 (4) ◽  
pp. 472-483 ◽  
Author(s):  
Sandra J. Waters ◽  
Timothy J. Strauman ◽  
Daphne C. McKee ◽  
Lisa C. Campbell ◽  
Rebecca A. Shelby ◽  
...  

Author(s):  
Kari M. Eddington ◽  
Timothy J. Strauman ◽  
Angela Z. Vieth ◽  
Gregory G. Kolden

Self-system therapy (SST) is an appropriate treatment for clients with a primary diagnosis of major depressive disorder (MDD) or persistent depressive disorder, with symptom severity ranging from mild to severe using standardized measures. SST was developed for individuals with depression characterized by problematic self-regulation, but it can also be used for treating comorbidities such as anxiety. Clients should receive a thorough diagnostic evaluation and medical examination to rule out nonpsychological causes of mood disturbance. Diagnostic assessment also includes a determination of whether the client meets the criteria for MDD, identification of contraindicated comorbidities, and a comprehensive evaluation of the client’s current problems and strengths. Chapter 3 discusses the recommendations for determining whether a client can benefit from SST and includes guidelines for diagnostic assessment.


2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 397-416
Author(s):  
Felipe Nicolás Mujica Johnson

Las emociones históricamente no han sido reconocidas por su importancia en el sistema educativo chileno, sino más bien han sido ignoradas en los procesos de aprendizajes. Con el propósito de reivindicar esta situación, el propósito del estudio, es identificar la percepción y atribución emocional de los estudiantes de Pedagogía en Educación Física, en el taller integrado de formación en la práctica 1. El estudio responde al enfoque cualitativo y sus participantes son 19 estudiantes de la cohorte 2016. Los datos fueron recopilados por medio de la técnica del diario personal, grupos focales y entrevistas individuales no estandarizadas, que dieron paso al análisis de los datos, por medio de la teoría fundamentada. Los resultados indican que el alumnado percibe emociones positivas y negativas, las cuales son atribuidas a cuatro principales categorías. La primera de ellas está referida a las acciones del docente, la segunda a las acciones del estudiante, la tercera a los imaginarios del estudiante y la última a sucesos externos a la clase. Se concluye que una labor pedagógica con interacciones comprensivas, alegres y una metodología basada en el enfoque constructivista, en donde el alumnado cumple un rol activo en su aprendizaje, genera una percepción de emociones positivas. Historically the Chilean educational system has not recognized the importance of emotions; on the contrary they have been ignored in learning processes. In order to denounce this situation, the purpose of this study is to identify emotional perceptions and attributions in students of Pedagogy in Physical Education during their first Practicum placement. The study follows a qualitative approach and the participants are 19 students of year 2016. Data were collected through journal writing, focus groups and non-standardized individual interviews, which gave way to the analysis of the data, through grounded theory. The results indicate that students perceived positive and negative emotions which can be classified within four main categories. The first refers to teachers’ actions, the second to student's actions, the third to students’ imaginaries and the last category to events which are external to the class. It is concluded that pedagogical work which fosters comprehensive and cheerful interactions and a methodology based on constructivist approaches, where students play an active role in their learning, creates perceptions of positive emotions.


2015 ◽  
Vol 83 (3) ◽  
pp. 602-616 ◽  
Author(s):  
Kari M. Eddington ◽  
Paul J. Silvia ◽  
Tamara E. Foxworth ◽  
Ariana Hoet ◽  
Thomas R. Kwapil

2021 ◽  
Author(s):  
◽  
Rebecca Bloore

<p><b>The ways in which people regulate their emotions is central to achieving wellbeing in our everyday lives. Typically it is assumed that everyone tries to experience the positive and avoid the negative, however research conducted over the last decade has demonstrated that not everyone is motivated to experience valenced emotions in this normative ‘hedonic’ fashion all of the time. Sometimes people hold and seek to satisfy ‘contra-hedonic’ motives, i.e., trying to experience negative emotions. To investigate the implications of holding one or the other type of motive, this thesis is composed of three studies that investigate the implications of holding these types of motives for emotions: 1) the first paper determined whether the motive to avoid happiness predicts depressive symptoms through the mechanism of lessened hope, 2) the second paper featured the development of a new measure designed to assess a broad range of motives for emotions, and 3) the third paper described the associations between this new measure with a commonly used emotion regulation measure.</b></p> <p>The first research paper addresses the phenomenon that some individuals do not approach and seek to experience happiness in a normative fashion. Research on this so-called ‘fear of happiness’ or ‘happiness aversion’ tendency has identified about 10-15% of community samples as composed of individuals who report not wanting to experience happy mood states. Importantly these individuals repeatedly also report elevated levels of depressive symptoms. In this study, I sought to investigate the associations among happiness aversion, hope (a protective factor against negative mood states), and depressive symptoms. Evidence was found that hope functioned both as a mediator as well as a buffer between happiness aversion and resultant depressive symptoms in a concurrent sample of 588 undergraduate psychology students. Follow-up exploratory analysis with a small longitudinal sample suggested that the concurrent findings were replicated across time. Overall findings within Study 1 suggested that interventions which promote hope can be effective in disrupting the relationship between happiness aversion and depressive symptoms.</p> <p>Happiness aversion research, similar to Study 1 described above, has documented that some individuals are motivated to avoid experiencing happiness (this non-conventional approach is termed ‘contra-hedonic’). I then asked: what about other emotions? Would it be feasible and interesting to assess how individuals try to experience and try to avoid experiencing a range of positive AND negative emotions? The second paper of this thesis describes the development of a new self-report measure, termed the General Emotion Regulation Measure (GERM), that assesses how people are motivated to experience or avoid experiencing clusters of positive and negative emotions in their everyday lives. This paper describes the literature concerning positive and negative emotion regulation motivations (both hedonic and contra-hedonic types) and shows how the new measure provides new information about people’s emotion motives. Latent profile analysis (LPA) was implemented to explore individual differences in general emotion motives, and three different profiles of individuals were identified. In a sample of 833 undergraduate students, a LPA identified these distinct profiles: 1) a normative group in which people tried to experience positive emotions and tried to avoid experiencing negative emotions; 2) a non-normative group which exhibited an aversion to positive emotions and an attraction to negative emotions; and 3) another non-normative group which displayed an unwillingness or inability to regulate either positive or negative emotions. Comparisons of psychological wellbeing were computed among the three profiles using a MANOVA: it identified that the normative group reported higher levels of wellbeing (e.g., optimism) and lower levels of illbeing (e.g., depressive symptoms) compared to the other two groups. The new GERM measure highlights the general utility of these general emotion regulation motives, which, arguably, can be used to inform research on wellbeing across a wide range of psychological fields.</p> <p>The final and concluding paper within this thesis examined whether the GERM is effective in predicting facets of the commonly used emotion dysregulation scale, the Difficulties in Emotion Regulation Scale (DERS). Further, emotion dysregulation was predicted to mediate the relationship between emotion motives identified by the GERM measure and depressive symptoms. Based on previous research, it was expected that the two contra-hedonic motives’ relationships (trying to experience negative emotions and trying to avoid experiencing positive emotions) with depressive symptoms would be mediated by facets of emotion dysregulation. Findings demonstrated that two facets of emotion dysregulation, namely, lack of impulse control and lack of access to strategies, fully mediated the relationship between both contra-hedonic ER motives and depressive symptoms. The third paper demonstrated that contra-hedonic motives predict depressive outcomes through the use and instantiation of several different facets of emotion regulation difficulties. These results show that emotion motives are important in regards to setting the stage for maladaptive emotion regulation strategies and depressive symptoms.</p> <p>The three studies’ findings show that the ways in which we manage our emotions in our daily lives are guided and constrained by how individuals are motivated to experience positive and negative emotions. These studies highlight the importance that motivation has in directing individuals to choose particular ways to regulate their emotions, and these, in turn, have important effects for emotional wellbeing.</p>


2021 ◽  
Author(s):  
Michela Marchetti ◽  
Daniele Gatti ◽  
Lucio Inguscio ◽  
Giuliana Mazzoni

After a year from the emergence of the Coronavirus disease (COVID-19) on February 2020, between March and May 2021 Italy faced its third wave of infections. Previous studies have shown that in the first phases of the pandemic certain factors had a protective role against distress. However, as the months in the pandemic went by, people’s feelings and experiences significantly changed and little is known regarding the role of possible protective variables after prolonged pandemic situations. In the present study we aimed to investigate the impact of several behavioral variables on individuals’ mental states and emotions experienced during the third COVID-19 wave in Italy. 454 Italian adults were asked questions regarding the intensity of mental states and emotions experienced, the perceived usefulness of lockdown, the feeling of living a normal life, and the coping strategies implemented to face the pandemic. Using a data driven approach, we calculated the best model on the participation of each factor in explaining participants’ emotions and mental states. Our findings indicate that the presence of acceptance attitudes toward restrictive measures and the implementation of recreational activities helped participants face a prolonged pandemic with positive emotions.


2019 ◽  
Vol 9 (1) ◽  
pp. 16
Author(s):  
Sacha Stoloff ◽  
Maude Boulanger ◽  
Élisabeth Lavallée ◽  
Julien Glaude-Roy

The teaching profession has been studied and discussed from a problem-oriented point of view and cultivated by a problem-oriented scientific tradition. Years of research have enabled a better understanding of difficult teaching conditions and teachers&rsquo; ill-being; an ideological and scientific shift, however, appears necessary to enrich and broaden our present knowledge. One particular question arises: which determinants optimize teachers&rsquo; professional well-being? In response, our study seeks to identify indicators that allow teachers to create, maintain or restore a state of professional well-being. Our research objective thus aims to describe teachers&rsquo; indicators regarding the &ldquo;optimal functioning&rdquo; that characterizes professional well-being (Seligman, 2011). The research protocol targets physical education teachers insofar as they are now recognized as leaders and models for promoting healthy lifestyles in schools and communities (MEQ, 2001). The methodology involved 5 focus groups composed of 37 teachers from 7 regions of Quebec. As the findings indicate, this approach allowed us to paint an integrative portrait of teachers&rsquo; indicators relative to professional well-being. Two categories have proved effective in terms of professional well-being: the first is Self and includes 4 variables: meaning, positive emotions, engagement and vitality; the second is Others and includes 3 sub-categories: students, colleagues and school administration. The sub-categories comprise 6 variables divided as follows: positive relationships, learning, collaboration, transfer (specifically for the two first sub-categories), followed by vision and valorization for the third sub-category.


Author(s):  
Kari M. Eddington ◽  
Timothy J. Strauman ◽  
Angela Z. Vieth ◽  
Gregory G. Kolden

Chapter 4 introduces the core strategies in self-system therapy (SST) and discusses how SST is similar to and different from other short-term, structured therapies, such as cognitive-behavioral therapy, interpersonal psychotherapy, behavioral activation therapy, and acceptance and commitment therapy. SST focuses on self-regulation as a motivational process and targets how clients go about setting, pursuing, and monitoring important personal goals that are defined in part by discrepancies between self-beliefs and self-guides. SST is a structured clinical intervention based on a self-regulation model of depression and involves three phases of treatment: orientation, exploration, and adaptation. Flexibility within this structure allows therapists to tailor strategies, tactics, and assignments to fit the unique needs of each client.


Author(s):  
Kari M. Eddington ◽  
Timothy J. Strauman ◽  
Angela Z. Vieth ◽  
Gregory G. Kolden

Chapter 10 focuses on end-of-treatment issues, such as maintaining gains, continuing to monitor depressive symptoms, addressing fears about relapse, and identifying long-term goals for continued growth and self-improvement. As clients approach the end of the self-system therapy program, it is important to recognize the progress they have made and to make plans to keep their progress going. Self-regulation is a lifelong process. Worksheets are provided to help set realistic goals for continued work after therapy and to develop a plan for maintaining progress, including work on daily goals and challenging situations. Clients often experience anxiety and uncertainty about finishing therapy. One goal of this skills-based treatment program is to provide the tools for continuing to make progress independently.


Author(s):  
Kari M. Eddington ◽  
Timothy J. Strauman ◽  
Angela Z. Vieth ◽  
Gregory G. Kolden

Chapter 8, which addresses module the 2 goal of the adaptation phase of self-system therapy, takes a step-by-step approach to evaluating the extent to which certain personal goals are realistic and to identifying obstacles to progress in goal pursuit. The importance of balancing promotion- and prevention-type goals is emphasized. Two strategies can improve clients’ pursuit of goals: assessing how goals are set and pursued and looking at the tendency to focus on promotion or prevention goals. Adjustments can be made in how clients define goals and in the methods they use to pursue them. Clients can also work to balance their promotion and prevention goals to increase opportunities for positive emotional experiences. Worksheets are included to encourage effective goal pursuit and make sure that expectations are reasonable and achievable.


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