Transcript Unit 6: Stress & Anger Management
Unit 6: Stress & Anger Management I.
Concepts of Stress II.
Situational Factors Affecting Stress III. Personal Factors Affecting Stress IV. Mediational Model of Stress V.
Implications for Stress Interventions VI. Relaxation as a Multidimensional Response VII. Somatic Relaxation VIII. Cognitive Relaxation
Unit 6: Stress & Anger Management IX.
X.
XI.
Thought and Emotion Cognitive Distortions A-B-C Theory of Emotion XII.
XIII.
Cognitive Restructuring Self-Instructional Training XIV. Integrated Coping Response XV.
Rehearsal of Coping Responses XVI. Understanding Burnout XVII. Coping with Burnout
Definitions of Stress
• Stress as a Stimulus (stressors) • Stress as a Response (feeling stressed) • Stress as a Person-Situation Transaction
A Transactional Definition of Stress Stress is a particular relationship or transaction between a person and the environment that is appraised by the person as taxing or exceeding his/her resources and/or endangering his/her well being, (Lazarus and Folkman)
Three Types of Appraisals
• Primary – What is the nature of the stressor?
• Secondary – What kinds of resources do I posses to cope with this stressor?
• Reappraisal – Reassessment of situational given additional information and/or secondary appraisal
Situational Factors Affecting Stress • Predictability – Event Uncertainty • Ambiguity • Novelty • Imminence • Controllability
Personal Factors Affecting Stress
• Motives, Goals, & Values • Beliefs – Personal Control Beliefs – Existential Beliefs • Personality Factors: Hardiness • Coping Skills
The Three Cs of Hardiness
• Challenge • Commitment • Control
Coping Defined
Coping is a process of constantly changing cognitive and behavioral efforts to manage specific internal or external demands that are appraised as taxing or exceeding a person’s resources.
Stages of Coping
• Anticipatory • Impact • Post Impact
Types of Coping
• Problem-Focused Coping • Emotion-Focused Coping • Seeking Social Support
Possible Coping Resources
• Physical Resources • Beliefs • Problem -Solving Skills • Social Support • Social Skills • Material Resources
Characteristics of Effective Coping • People with effective coping skills have – complex repertoires (good variety) that are – flexibly applied and – readily generalizable to different situations.
The Yerkes-Dodson Law (a.k.a. the Inverted-U Hypothesis)
The Yerkes-Dodson Law (a.k.a. the Inverted-U Hypothesis)
The Yerkes-Dodson Law (a.k.a. the Inverted-U Hypothesis)
Benson’s Relaxation Response
• Repetition of a word, phrase, mantra, prayer, or muscular activity • Passive disregard towards thoughts that will arise • Helpful to do in a quiet place and in a comfortable position
Conditions Impacted by Invoking the Relaxation • Angina pectoris Response • Postoperative • Cardiac arrhythmias swelling • Anxiety • PMS • Depression • Rheumatoid arthritis • Bronchial asthma • Cancer side effects • Herpes simplex • AIDS side effects • Diabetes • Insomnia • Hypertension • Duodenal ulcer • Infertility • Pain (numerous types) • Skin allergies
Other Useful Relaxation Techniques • Smile when you feel tense • Have fun and enjoy pressure-filled and adverse situations • Intentionally set up stressful situations • Slow down and take your time • Stay focused on the present • Create and stick to a plan
Cognitive Distortions
• All-or-Nothing Thinking • Overgeneralization • Mental Filter • Disqualifying the Positive • Jumping to Conclusions – Mind Reading – Fortune Teller Error
Cognitive Distortions (Continued) • Magnification & Minimization • Emotional Reasoning • Should Statements • Labeling & Mislabeling • Personalization • Depressogenic Attribution Pattern • Negative Cognitive Triad
The A-B-Cs (or A-C-Bs) of Emotion • A – Activating Event • C – Emotional Consequences • Emotional reaction, presumably caused by irrational thinking • B – Beliefs • Usually irrational if dealing with negative emotions
Ellis’ Core Irrational Belief
• It is awful, terrible, and catastrophic when things are not the way that I demand that they be.
Other Common Irrational Thoughts • It’s a dire necessity for an adult to be loved by everyone for everything he or she does.
• One should be thoroughly competent, successful, and achieving in all possible respects.
• Certain people are wicked and villainous when they do not behave as I demand they should, and for this, they should be punished.
• If something is threatening, I should be terribly upset about it.
• Musts and Shoulds
Possible Stress Reducing Thoughts • I may not like this situation, but I can certainly stand it.
• Unfortunately, people don’t always behave the way I want them to. That’s the way it goes - no use getting upset.
• I don’t have to be perfect. I can make mistakes too. I don’t have to please everybody.
• Life is too short to let things like this make me miserable.
Analyzing Thoughts and Feelings
(see Smith pages 68-69) • Activating Event – What happened? Describe the event.
• Emotional Consequences – How did you feel when the event occurred?
– What was your emotional response?
• Beliefs – What were you thinking? What were you telling yourself? Was any of this irrational?
• Dispute – Counter what you told yourself. What is a more productive thing to think?
Self-Instructional Training: Anticipatory Stage • This will be frustrating. Just plan on how you can keep your cool and deal with it without blowing up.
• No negative self-statements. Just think and plan rationally
Self-Instructional Training: Impact Stage • One step at a time. You can handle this. Just relax and think clearly.
• Keep your cool. No need to loose your tempter. Relax.
Self-Instructional Training: Post-Impact Stage • Those damn ideas. They’re the problem. When you control them, you control your anger.
• Go back over what you did. What worked and what can be done better next time?
• Way to go! It’s getting better every time. You’re controlling the anger instead of it controlling you.
Burnout Defined
• The psychological, emotional, and sometimes physical withdrawal from an activity in response to excessive stress or dissatisfaction.
Symptoms of Burnout
• Low motivation or energy • Concentration problems • Lack of caring • Disturbed sleep • Physical and/or mental exhaustion • Lowered self esteem • Negative affect • Mood changes/swings • Substance abuse • Changes in values • Emotional isolation • Increased Anxiety • Impaired performance
Situational Factors Contributing to Burnout • High or conflicting demands • Low social support • Low autonomy • Low rewards • Low demands
Personal Factors Contributing to Burnout • Extreme dedication to work or profession • High trait anxiety • Perfectionistic or unrealistic goals • Type A personality • Too flexible or rigid in coping skills • Non-discriminating locus of control • Feeling isolated and lonely
Coping with Burnout: The Process • Awareness of the Problem • Taking Responsibility for Changing the situation and/or Yourself • Discriminating the Changeable from the Unchangeable • Developing New Strategies and Coping Skills
Coping With Burnout: Specific Recommendations • Examining Coping Patterns • Goal-Setting and Clarifying Priorities • Acknowledging Vulnerabilities • Compartmentalizing Work and Non-work • Decompression Time/Time Off • Maintaining Physical Fitness • Building Social Support
Coping With Burnout: Specific Recommendations • Challenging/Changing Maladaptive Attitudes and Beliefs • Using Burnout to Promote Personal Growth • Learn Mental Coping Skills • Choose to Have Fun
Unit 7: Attention Control I.
II.
Introduction Effective Attention III. Attention Control Principles IV. Things that Disrupt Attention V.
Suggestions for Improving Attention VI. Attention & Pain Tolerance
Effective Attention
• Voluntary focus on relevant cues • Maintaining focus over time • Shifting the focus of attention when necessary • Screening out irrelevant stimuli
Effective Attention: Information Processing • Attending to relevant cues • Integrating cues within memory • Responding appropriately
Attention Control Principles
• Attention has dimensions • Effective attention involves shifting it • Arousal influences attention and performance
Internal
Broad-Internal
Broad
Broad-External Narrow-Internal
Narrow
Narrow External
External
Choking Defined
• Because of excessive arousal, an individual’s performance progressively deteriorates and the the person can’t regain control of it – High arousal – Attention shifts towards the person’s dominant attentional style – Attention goes internal and narrow (towards negative thoughts and feelings)
Things that Disrupt Attention: Internal Distracters • Thoughts about the past • Thoughts about the future • Pressure and choking under pressure • Over-Analyzing (Paralysis through analysis) • Fatigue • Lack of motivation
Things that Disrupt Attention: External Distracters • Visual distracters • Auditory distracters • Gamesmanship
Suggestions for Improving Attention • Use simulations • Use cue or trigger words • Employ non-judgmental thinking • Establish routines • Develop performance plans • Practice eye control • Use self-monitoring
Suggestions for Improving Attention (Continued) • Over-learn behaviors • Turn failure into success (in your mind) • Practice shifting attention • Park distracting thoughts • Increasing focusing and refocusing skills • Use technology (EEG, biofeedback, etc…) • Use mental skills (goals, imagery, etc…)
An Excellent Book on Attention
Beilock’s Recommendations for Exams • Reaffirm your worth • Remember you’re not just a student • Write your worries down on paper • Learn mediation • Change your thinking • Positively reinterpret your body reactions
Beilock’s Recommendations for Exams (Continued) • Pause (take breaks) • Learn about stereotype threat • Think of people similar to you who’ve succeeded • Practice under pressure • Outsource your cognitive load • Meaningfully organize what you know
Beilock’s Recommendations for Sports & Other Performances • Distract yourself • Don’t slow down • Practice under pressure • Don’t dwell on past mistakes, reinterpret them to your advantage • Focus on the immediate outcome, not body mechanics • Use key or trigger words • Focus on the positive
Pain Control Strategies
• Dissociative Strategies – Direct attention away from painful stimuli – Examples: counting backwards by 17s, imagining you are somewhere else, watching an engaging movie • Associative Strategies – Direct attention towards painful stimuli, but in a detached, non-emotional way
Unit 8: Sleep
I. Sleep Basics II. Circadian Rhythms III. Sleep Debt IV. The Opponent Process Theory of Sleep V. Sleep as a Performance Enhancement Skill?
What is Sleep?
“Sleep is a period of sensory isolation.” -William Dement • Sensory input from the environment is blocked • When you are asleep, you won’t notice a bright light flashing even if your eyes are taped open
Multiple Sleep Latency Test (MSLT) • Give people the opportunity to sleep every 2 hours (i.e., 9:30, 11:30, 1:30, 3:30 & 5:30) • Have 20 minutes to fall asleep • As soon as you fall asleep, or at 20 minute mark, the test ends
Multiple Sleep Latency Test
• Well rested people: 15-20 minutes • Sleep deprived: 10 minutes • Serious sleep deprivation: 5 minutes or less (associated with big sleep debt and/or sleep disorders) • Correlates very strongly with subjective feelings of tiredness and fatigue
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Sleep Debt
• Defined: All lost sleep less than the daily average amount you need • If you need an average of 10 hours per night, and you sleep 7 hours, you just added 3 hours to your sleep debt
Sleep Debt: The Cumulative Effect of Lost Sleep Baseline: 9 hours sleep/night; Study: 5 hours sleep /night
Sleep Debt
• Sleep debt is only reduced (or paid back) by getting EXTRA sleep (sleeping MORE than the daily average amount you need) • If you’re tired today, it’s more likely a function of your sleep debt than how much sleep you got last night
Circadian Rhythms
• Defined: Rhythms that repeat about every 24 hours (often slightly more than 24 hours) • Processes following circadian rhythms: – Melatonin levels – Body temperature – Tooth enamel – Alertness
Circadian Rhythms
• Important rhythm for our discussion: “clock-dependent alerting” • Experience a push of wakefulness two times a day: – In the morning when you wake (e.g. 8 AM) – Again around 12 hours later (e.g. 8 PM) • Second push is stronger because you’ve acquired a day’s worth of sleep debt
Sleep & Motor Memory
• Motor Learning task: typing out numbers on a keyboard (~ playing a piano) • Wake First Group: Train (10 AM) Test (10 PM) SLEEP Retest (10 AM) • Sleep First Group: Train (10 PM) SLEEP Test (10 AM) Retest (10 PM)
Wake First Group
Sleep First Group
Basketball: Individual Sprint (282 ft) Sleep extension begins after Session 6
Basketball: 3 Point Shots (out of 15; sleep extension starts after day 18)
Unit 9: Communication
I.
II.
III. Listening IV. Expressing V.
Communication as a Life Skill The Communication Process Nonverbal Communication
Real listening is based on the intention to… • Understand someone.
• Enjoy someone.
• Learn something.
• Give help, solace, or support.
Twelve Blocks to Listening
• Comparing • Mind Reading • Rehearsing • Filtering • Judging • Daydreaming • Identifying • Advising • Sparring • Being Right • Derailing • Placating
Four Steps to Effective Listening
• Active Listening – Paraphrasing – Clarifying – Feedback (immediate, honest, supportive, clear, & concise) • Listening with Empathy • Listening with Openness • Listening with Awareness
Six Rules for Effective Listening
• Maintain good eye contact • Lean slightly forward • Reinforce the speaker by nodding and paraphrasing • Clarify by asking questions • Actively move away from distractions • Be committed to understanding
Pseudo-Listening Intentions
• To listen in order to buy time to think of what to say • To listen for specific pieces of information, ignoring the rest • To listen because we think we “should” (half-listening)
Kinds of Expression
• Observations (Facts) • Thoughts (Conclusions drawn from the facts) • Feelings (Emotions) • Needs (What would help or please you?)
Value Judgments
• Comparative appraisals that are based on standards or norms • They include judgments about goodness/badness, positive/negative, etc… • Often related to moral or ethical considerations • Example: “It is wrong(or appropriate) to assist homeless individuals.”
Theories
• A set of statements that specifies how different factors are related to one another • Usually created to explain the causes of something • Example: “Pam gets very nervous when she drives her car at night. She must have poor night vision.”
Beliefs
• Statements at a cognitive level that are representative of psychological facts • The statements are perceived as facts themselves, but there is insufficient foundation to form irrefutable knowledge or truth • Example: “Openness is essential to a good marriage.”
Opinions
• Conclusions that are based primarily on personal bias or intuition, rather than substantive facts.
• Some overlap with value judgments • Example: “Faculty meetings are a waste of time.”
Guidelines for Sending Effective Messages • Be direct • Be immediate • Own your messages (“I” and “My”) • Be complete and accurate • Distinguish between observations and thoughts • Clearly state your feelings and needs
Whole Messages…
• include what you observe, think, feel, and need.
• are an important part of good relationships and effective expression.
• To send whole messages, ask yourself, “Have I… – expressed what I know to be the facts?” – expressed and clearly labeled my thoughts?” – expressed my feelings?” – shared my needs?”
Guidelines for Sending Effective Messages • Keep messages congruent • Focus on one thing at a time • Be straight (avoid hidden agendas) • Be supportive • Fit the receiver’s frame of reference • Be redundant • Obtain feedback
Hidden Agendas
• I’m good • I’m good (but you’re not) • You’re good (but I’m not) • I’m helpless, I suffer • I’m blameless • I’m fragile • I’m tough • I know it all
Tactics to Avoid When Being Supportive • Global labels • Sarcasm • Dragging up the past • Negative comparisons • Judgmental “you” messages • Threats
Areas of Verbal Message Impact (Albert Mehrabian) 7% Verbal (actual words) 38% Paralanguage (pitch, volume, rhythm) 55% Body language (mostly facial expressions)
Paralanguage (the way in words are spoken) • Pitch • Resonance • Articulation • Tempo • Volume • Rhythm
Body Language (Kinesics)
• Gestures • Posture • Touching behavior • Facial expressions • Eye behavior