The Recovery of Sense of Self While Coping with Negative Symptoms

2021 ◽  
pp. 135-149
Author(s):  
Hamish J. McLeod ◽  
Nicola McGuire ◽  
Andrew Gumley
Keyword(s):  
Negative Symptoms ◽  
Sense Of Self

Treatment of Trauma: Imaginative Minds of Dissociative Identify Disorder

2019 ◽  
pp. 002216781987703
Author(s):  
Katelyn Rinker
Keyword(s):  
Negative Symptoms ◽  
Stress Disorder ◽  
Behavioral Therapy ◽  
Sense Of Self ◽  
Dissociative Disorders ◽  
Coping Mechanism ◽  
Scholarly Article ◽  
Humanistic Psychotherapy ◽  
Assessment Techniques ◽  
Pediatric Populations

If childhood trauma leads to dissociation, then this coping mechanism is powered by the imagination, creativity, consciousness, and similar areas of cognitive function. The goal of this article is to promote the treatment of trauma with particular emphasis on humanistic psychotherapy and behavioral therapy, such as “Play Therapy” for pediatric populations. It will thoroughly describe the multiple personality states within dissociative identity disorder, including the individualized sense of “self.” The diagnostic criteria of this mental disorder will be covered, along with assessment techniques that evoke a deeper understanding of dissociative disorders. It will also discuss comorbidities that present with dissociative disorders, such as posttraumatic stress disorder. This scholarly article suggests that dissociative disorders may result from experiencing tragic events and therefore need treatment for trauma to relieve negative symptoms of dissociation. The multidimensional aspects of dissociation are emphasized in their relation to the treatment of trauma.

“Dark Nights of the Soul”: Phenomenology and Neurocognition of Spiritual Suffering in Mysticism and Psychosis

2007 ◽  
Vol 11 (3) ◽  
pp. 209-234 ◽  
Author(s):  
Harry T. Hunt
Keyword(s):  
Body Image ◽  
Negative Symptoms ◽  
Sense Of Self ◽  
The Body ◽  
Levels Of Analysis ◽  
Dark Night ◽  
Ecological Self ◽  
General Dimension ◽  
Spiritual Suffering ◽  
Felt Presence

Phenomenological, clinical, and neurocognitive levels of analysis are combined to understand the cognitive bases of spirituality and spiritual suffering. In particular, the “dark night of the soul” in classical mysticism, with its painful “metapathological” loss of felt meaning is compared with the anhedonias central to the negative symptoms of schizophrenia and schizotypicality. Paul Schilder's early understanding of instabilities in the body image, as our core sense of self, offers a key to both the disorganized hallucinatory syndromes of psychosis and to the relative enhancements of body image/ecological self in spirituality. Expanded versus deleted felt presence/embodiment, as outwardly indexed in measures of physical balance and spatial abilities, becomes the general dimension underlying integrative versus disintegrative transformations of consciousness. “Dark night” suffering can be seen as a semantic satiation leading to a relative deletion of experienced presence in the context of its previous enhancement, a focalized version of the more general anhedonic despair shared by clinical schizotypy and aspects of a larger secularized culture.

Management of schizophrenia symptoms: Implications for recreation therapy

2008 ◽  
Vol 7 (3) ◽  
pp. 40
Author(s):  
Chris M. Dixon, MSc
Keyword(s):  
Depressive Symptoms ◽  
Negative Symptoms ◽  
Sense Of Self ◽  
Therapeutic Interventions ◽  
Psychotic Symptoms ◽  
Positive Symptoms ◽  
Recreation Therapy ◽  
Sensory Experiences ◽  
Effective Interventions ◽  
High Level

Effective interventions for the management of schizophrenia symptoms have been identified in the literature and have implication for recreation therapy. To prevent enduring negative symptoms that impact cognition, a high level of engagement in daily activity is recommended. Therapeutic interventions that show promise in reducing negative symptoms include participation in art, craft, music, and physical activity. To reduce high rates of distress and anxiety symptoms that exacerbate psychotic symptoms, animal assisted therapy, sensory experiences, and spiritual engagement were found to be effective. Early therapeutic intervention to rediscover a skill, talent, or hobby that establishes a sense of self and social identity may assist with reducing positive symptoms. Self-managed coping strategies such as distracting techniques may reduce auditory hallucinations. As positive symptoms reduce, a reduction of comorbid depressive symptoms may also occur. With reduction of negative and positive symptoms, as well as comorbid distress, anxiety, and depressive symptoms, individuals have an increased opportunity to attain their social and leisure goals.

scholarly journals Metacognitive capacity and negative symptoms in first episode psychosis: Evidence of a prospective relationship over a 3-year follow-up

2019 ◽  
Vol 10 (1) ◽  
pp. 204380871882157 ◽  
Author(s):  
Stephen Fitzgerald Austin ◽  
Paul H. Lysaker ◽  
Jens Einar Jansen ◽  
Anne Marie Trauelsen ◽  
Hanne-Grethe Lyse Nielsen ◽  
...  
Keyword(s):  
Negative Symptoms ◽  
Sense Of Self ◽  
First Episode Psychosis ◽  
First Episode ◽  
Future Research ◽  
Syndrome Scale ◽  
Episode Psychosis ◽  
Negative Syndrome

Negative symptoms can be linked to Bleuler’s concept of splitting or fragmentation of thought, affect, and will. Research has shown a link between disturbances in metacognition and negative symptoms, although relatively few studies have examined this relationship longitudinally. The aim of this article is to examine whether metacognitive capacity among patients with first episode psychosis (FEP) predicted negative symptoms after a follow-up period of 3 years. Metacognition was assessed using the Metacognition Assessment Scale abbreviated and symptoms were assessed using Positive and Negative Syndrome Scale among 59 adults with FEP. Symptoms were then reassessed at a 3-year follow-up. Significant correlations were found between baseline metacognitive scores and the expressive component of negative symptoms as well as for individual negative symptoms such as blunted affect, poor rapport, and alogia at 3-year follow-up after controlling for baseline negative symptoms. Self-reflectivity was significantly correlated with the expressive component of negative symptoms at 3-year follow-up. The results are partly consistent with a Bleulerian model which understands the emergence of negative symptoms as a response in part to the experience of fragmentation, particularly in terms of sense of self and others. Future research should clarify the likely role of metacognition in the development and maintenance of negative symptoms.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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