Mechanisms of Mindfulness in
Communication Training
Daniel C. Huston, Eric L. Garland & Norman A.S. Farb
Mindfulness, an ancient spiritual practice, is becoming an increasingly popular
component of communication courses, training individuals to reserve judgment in their
dealings with others. However, the effects of mindfulness in communication courses are
not well researched. We compared students taking an introductory communication
course that included a mindfulness component (N �20) against a control group of
students taking an equivalent course without mindfulness content (N �24). Both groups
improved in their positive reappraisal tendencies following communication training;
however, the groups appeared to differ in how they positively reappraised situations.
Only the mindfulness group demonstrated improved mindfulness scores following
training, accounting for that group’s increases in positive reappraisal, and providing
evidence for mindfulness training as one mechanism for reducing negative reactivity in
communication.
Keywords: Mindfulness; Positive Reappraisal; Blame; Mindful Coping Model; Spirituality
Mindfulness meditation is an ancient spiritual practice introduced over 2,500 years
ago as a means of calming the mind and gaining insight into the impermanent and
interdependent nature of the self. Over the last few decades, scholars and clinicians in
the West have begun to explore secular applications of mindfulness, and have noted
the practical benefits of observing thoughts, impulses, and emotions. This ability,
nurtured through the practice of mindfulness meditation, appears to help people lead
happier, more productive, and fulfilling lives through the process of coming to know
Daniel C. Huston is a Professor in the Department of English, Fine Arts, and Foreign Languages at NHTI,
Concord’s Community College, Eric L. Garland is an Assistant Professor in the College of Social Work at Florida
State University and a Research Affiliate for Trinity Institute for the Addictions, Norman A.S. Farb is a
postdoctoral fellow at the Rotman Research Institute. The authors would like to thank Beth Blankenstein,
Susanne O’Brien, Diana Levine, members of the NHTI Institute Leadership Team, and the students
who voluntarily participated in the study for their contributions. Correspondence to: Daniel C. Huston,
Grappone Hall, NHTI, Concord’s Community College, 31 College Drive, Concord, NH 03301, USA. E-mail:
[email protected]
ISSN 0090-9882 (print)/ISSN 1479-5752 (online) # 2011 National Communication Association
http://dx.doi.org/10.1080/00909882.2011.608696
Journal of Applied Communication Research
Vol. 39, No. 4, November 2011, pp. 406�421
http://dx.doi.org/10.1080/00909882.2011.608696
themselves and realizing they are more than the self-talk they experience, more than
the habitual patterns of behavior they have formed over the years. They come to
realize they can ‘‘let go’’ of that ‘‘chatter’’ and those ‘‘habits’’ ...
An excellent dissertation shared on https://www.scribd.com/doc/300840870/L-Jay-Mitchell-Greenbrier-Academy and here at Slideshare.net titled a
A Qualitative Inquiry into the Treatment Experience of Adolescent Females In a Relationally Based Therapeutic Boarding School.
By: Douglast Marchant
Service encounters, emotional labor, and mindfulnessIan McCarthy
From the seclusion of monastic life to the noise of Silicon Valley, the ancient practice of mindfulness has ‘come out of the cloister.’ As an antidote to mindless cognition and behavior, the practice of mindfulness - with its principle o grounding attention in the present moment - has been shown to have powerful and positive effects at both the individual and the collective level and in fields as wideranging as medicine, schooling, prison programs, law and negotiation, business, and even the army. This installment of Marketing & Technology introduces mindfulness to managers and explores its potential for enhancing the service encounter. We begin by reviewing the two main conceptualizations of mindfulness: the cognitive and the contemplative. We then explore the service encounter from the perspective of emotional labor and show how mindfulness can change surface acting into deep acting, thereby significantly improving the service encounter for both the consumer and provider. We also explore the other benefits of mindfulness and their application to the service encounter: adaptability, flexibility, and creativity. We conclude by sharing resources for managers interested in implementing mindfulness training.
COGNITIVE BEHAVIORAL THERAPY10
Cognitive Behavior Therapy
Donna O’Hara
Argosy University
Rough Draft
Fundamental Elements of CBT
According to Juarascio, Forman, and Herbert (2010), the broad nature of CBT (Cognitive Behavior Therapy) defies the use of any single/clear definition. The author’s idea concurs with the ABCT’ (Association for Behavioral and Cognitive Therapies, the international organization committed to the advancement of CBT), which escapes the use of any precise definition. Instead, the organization identifies its mission as advancing the scientific methods that target the clarification of many issues in the human condition (ABCT, n.d.). However, CBT therapies have special characteristics which make them unique in the presence of other psychotherapies. For instance, therapists form a collaborative working relationship with clients to identify the root causes of problems and challenge them. They believe that the problems/disorders originate from maladaptive cognitions which result from faulty perceptions about the world and its components (Cully & Teten, 2008). Comment by Donna O'Hara: Not sure it captures the clinical purpose of this assignment
Hofmann, Asmundson, and Beck (2013) contend that maladaptive cognitions comprise of general perceptions, attitudes or schemas concerning the humankind, self, the environment or the future which spark routine thoughts in a defined set of situations. Additionally, the therapy focuses on the present rather than the past and emphasizes on principles regarding how the clients interpret the world (Cully & Teten, 2008). Personality development is a result of internal thoughts and cognitions that define an individual’s worldview. Lastly, Hofmann (2011) argues that CBT is an umbrella term for many interventions that use an effective combination of cognitive, behavioral, and emotion-focused methods in psychotherapy. In this case, rational behavior represents facts and helps individuals feel as they would like and to achieve goals.
The concepts behind modern CBT were founded by Aaron Beck. Hayes and Hofmann (2017) argues that CBT’s history has three different generations that tend to overlap. The first generation comprises of the research by Skinner, Wolpe, and Eysenck who were concerned with the prevalent limitations of psychoanalytic therapy. The scholars used operant conditioning principle to study behavior modification primarily by using experiments with animals. In the second generation, Ellis’ (1962) and Beck, Rush Shaw, and Emery (1979) developed the rational emotive behavior therapy and the cognitive therapy respectively to illustrate the significance of language and cognition in psychopathology. They focused on the effects emotional interpretations in shaping the experiences of people. At this stage, clinical trials were used to test the efficacy of treatment programs.Comment by Donna O'Hara: yearComment by Donna O'Hara: yearComment by Donna O'Hara: such as????
On the othe ...
There’s a total of 3 separate assignmentsAssignment1Char.docxbarbaran11
There’s a total of 3 separate assignments
Assignment1
Characteristics of the Effective Helper
When comparing yourself to each of the 9 characteristics in Ch. 1: empathy, acceptance, genuineness, embracing a wellness perspective, cultural competence, the "It" factor, belief in one's theory, competence, and cognitive complexity, follow the directions below:
1. organize the written portion of your paper with an Introduction, a Summary at the end, and 2 sections in between. You will also need to use at least 3 professional sources for this paper, and these should be listed on a separate Reference Page at the end of your paper.
2. In the first section of this 5 to 7 page double spaced paper, APA format (not including the title page and the Reference Page), list each characteristic from the paragraph above, and provide a definition of each (use 3 sources at least, for this information).
3. In the second section of this paper, describe what you can do to strengthen 3 characteristics within yourself. This will require some research, some careful self-reflection, self-awareness, and honesty. Include one goal behavior/action for each characteristic, that you will work to
accomplish within the next 3 to 6 months.
Be very specific. The more specific you can be about each goal (ie: what will this
require
of you, within yourself, and what you will do to "get there" on each one. Discuss your goal in terms of your strengths and weaknesses, and how these will impact your being successful in meeting your goal.
See below the 9 characteristics that need to be listed in the paper. This information can also be found in the textbook: The World of a counselor: Introduction to the counselors Profession by E. Neukrug, 2016 10th edition; Chapter 1: The Counselor’s Identity what who and how. Please be sure to use the textbook along with 3 other professional resources.
Characteristics of the Effective Helper
In 1952, Hans Eysenck examined 24 uncontrolled studies that looked at the effectiveness of counseling and psychotherapy and found that “roughly two-thirds of a group of neurotic patients will recover or improve to a marked extent within about two years of the onset of their illness, whether they are treated by means of psychotherapy or not [italics added]” (p. 322). Although found to have serious methodological flaws, Eysenck’s research did lead to debate concerning the effectiveness of counseling and resulted in hundreds of studies that came to some very different conclusions, such as the following:
It is a safe conclusion that as a general class of healing practices, psychotherapy is remarkably effective. In clinical trials, psychotherapy results in benefits for patients that far exceed those for patients who do not get psychotherapy. Indeed, psychotherapy is more effective than many commonly used evidence-based medical practices.…( Wampold , 2010a, pp. 65–66)
But what makes counseling effective? First and foremost, factors such as re.
EJBO Electronic Journal of Business Ethics and Organization StEvonCanales257
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
20 http://ejbo.jyu.fi/
Promoting Sustainability: The Effects of
Workplace Mindfulness Training
Introduction
Mindfulness training is enjoying grow-
ing popularity in work life settings, with
the aim to increase employees’ mindful-
ness level and thereby their well-being.
Prior evidence suggests that higher
mindfulness is associated with reduced
stress (Ciesa and Serretti, 2009) and bet-
ter recovery from work (e.g. Hülsheger,
Land, Depenbrock, Fehrmann, Zijlstra
and Alberts, 2014). Mindfulness can be
defined as non-judgmental, moment-to-
moment awareness which can be culti-
vated through formal meditation and
informal practice in everyday life (e.g.
Kabat-Zinn, 2003). Trait mindfulness
refers to how mindful individual tend
to be and act in daily life. Mindfulness is
constituted of various facets, such as non-
reacting, observing, acting with aware-
ness, describing and non-judging experi-
ences. Of these, non-reacting, defined as
the ability to step back from and not be
overwhelmed by distressing experiences,
is an important contributor to employee
well-being (Malinowski and Lim, 2015).
Three broad streams of mindfulness
research exist. First, correlational and
cross-sectional research explores asso-
ciations between mindfulness levels and
other factors (e.g. Malinowski and Lim,
2015). Second, diverse intervention stud-
ies examine the effects of various types
of mindfulness training, while the third
stream consists of laboratory-based re-
search (c.f. Keng, Smoski and Robins,
2011). In this variety of methods used
to study the effects of mindfulness train-
ing, there seems to be a lack of studies
employing mixed methods. In addition,
participants in workplace mindfulness-
training interventions frequently have
been employees in the health care and
education sectors. Therefore, the aim of
the current study was to use quantitative
and qualitative methods to explore the
effects of workplace mindfulness-based
stress reduction (MBSR) training for
factory employees.
Mindfulness training
Previous research indicates that mind-
fulness training can lead to higher self-
reported mindfulness (e.g. Anderson,
Lau and Bishop, 2007), and a number of
studies have demonstrated that increases
in mindfulness levels mediate the effects
of mindfulness interventions on out-
comes, such as well-being (for a review,
see Keng, Smoski and Robins, 2011).
For instance, a structured, group-based
MBSR programme employed mindful-
ness meditation to develop enhanced
awareness of the moment-to-moment
experiences of perceptible mental pro-
cesses and thereby improve psychological
and physical well-being (e.g. Grossman,
Niemann, Schimidt and Walach, 2004).
In accordance of these findings, it was
proposed that:
Hypothesis 1: Compared with the par-
ticipants in the control group, the partic-
ipants in the mindfulness-based training
g ...
What is it that moves a person to give up their time, money, and even safety to relieve another person's suffering? Compassion is the key. Human suffering is inevitable, but our ability to understand and sympathize with the plight and circumstances of other people can play a major role in whether we take action to relieve this suffering. Compassion is also a highly valued quality. Religions stress the importance of compassion, while people often list characteristics such as "kind" and "compassionate" as what they look for in a potential partner.
An excellent dissertation shared on https://www.scribd.com/doc/300840870/L-Jay-Mitchell-Greenbrier-Academy and here at Slideshare.net titled a
A Qualitative Inquiry into the Treatment Experience of Adolescent Females In a Relationally Based Therapeutic Boarding School.
By: Douglast Marchant
Service encounters, emotional labor, and mindfulnessIan McCarthy
From the seclusion of monastic life to the noise of Silicon Valley, the ancient practice of mindfulness has ‘come out of the cloister.’ As an antidote to mindless cognition and behavior, the practice of mindfulness - with its principle o grounding attention in the present moment - has been shown to have powerful and positive effects at both the individual and the collective level and in fields as wideranging as medicine, schooling, prison programs, law and negotiation, business, and even the army. This installment of Marketing & Technology introduces mindfulness to managers and explores its potential for enhancing the service encounter. We begin by reviewing the two main conceptualizations of mindfulness: the cognitive and the contemplative. We then explore the service encounter from the perspective of emotional labor and show how mindfulness can change surface acting into deep acting, thereby significantly improving the service encounter for both the consumer and provider. We also explore the other benefits of mindfulness and their application to the service encounter: adaptability, flexibility, and creativity. We conclude by sharing resources for managers interested in implementing mindfulness training.
COGNITIVE BEHAVIORAL THERAPY10
Cognitive Behavior Therapy
Donna O’Hara
Argosy University
Rough Draft
Fundamental Elements of CBT
According to Juarascio, Forman, and Herbert (2010), the broad nature of CBT (Cognitive Behavior Therapy) defies the use of any single/clear definition. The author’s idea concurs with the ABCT’ (Association for Behavioral and Cognitive Therapies, the international organization committed to the advancement of CBT), which escapes the use of any precise definition. Instead, the organization identifies its mission as advancing the scientific methods that target the clarification of many issues in the human condition (ABCT, n.d.). However, CBT therapies have special characteristics which make them unique in the presence of other psychotherapies. For instance, therapists form a collaborative working relationship with clients to identify the root causes of problems and challenge them. They believe that the problems/disorders originate from maladaptive cognitions which result from faulty perceptions about the world and its components (Cully & Teten, 2008). Comment by Donna O'Hara: Not sure it captures the clinical purpose of this assignment
Hofmann, Asmundson, and Beck (2013) contend that maladaptive cognitions comprise of general perceptions, attitudes or schemas concerning the humankind, self, the environment or the future which spark routine thoughts in a defined set of situations. Additionally, the therapy focuses on the present rather than the past and emphasizes on principles regarding how the clients interpret the world (Cully & Teten, 2008). Personality development is a result of internal thoughts and cognitions that define an individual’s worldview. Lastly, Hofmann (2011) argues that CBT is an umbrella term for many interventions that use an effective combination of cognitive, behavioral, and emotion-focused methods in psychotherapy. In this case, rational behavior represents facts and helps individuals feel as they would like and to achieve goals.
The concepts behind modern CBT were founded by Aaron Beck. Hayes and Hofmann (2017) argues that CBT’s history has three different generations that tend to overlap. The first generation comprises of the research by Skinner, Wolpe, and Eysenck who were concerned with the prevalent limitations of psychoanalytic therapy. The scholars used operant conditioning principle to study behavior modification primarily by using experiments with animals. In the second generation, Ellis’ (1962) and Beck, Rush Shaw, and Emery (1979) developed the rational emotive behavior therapy and the cognitive therapy respectively to illustrate the significance of language and cognition in psychopathology. They focused on the effects emotional interpretations in shaping the experiences of people. At this stage, clinical trials were used to test the efficacy of treatment programs.Comment by Donna O'Hara: yearComment by Donna O'Hara: yearComment by Donna O'Hara: such as????
On the othe ...
There’s a total of 3 separate assignmentsAssignment1Char.docxbarbaran11
There’s a total of 3 separate assignments
Assignment1
Characteristics of the Effective Helper
When comparing yourself to each of the 9 characteristics in Ch. 1: empathy, acceptance, genuineness, embracing a wellness perspective, cultural competence, the "It" factor, belief in one's theory, competence, and cognitive complexity, follow the directions below:
1. organize the written portion of your paper with an Introduction, a Summary at the end, and 2 sections in between. You will also need to use at least 3 professional sources for this paper, and these should be listed on a separate Reference Page at the end of your paper.
2. In the first section of this 5 to 7 page double spaced paper, APA format (not including the title page and the Reference Page), list each characteristic from the paragraph above, and provide a definition of each (use 3 sources at least, for this information).
3. In the second section of this paper, describe what you can do to strengthen 3 characteristics within yourself. This will require some research, some careful self-reflection, self-awareness, and honesty. Include one goal behavior/action for each characteristic, that you will work to
accomplish within the next 3 to 6 months.
Be very specific. The more specific you can be about each goal (ie: what will this
require
of you, within yourself, and what you will do to "get there" on each one. Discuss your goal in terms of your strengths and weaknesses, and how these will impact your being successful in meeting your goal.
See below the 9 characteristics that need to be listed in the paper. This information can also be found in the textbook: The World of a counselor: Introduction to the counselors Profession by E. Neukrug, 2016 10th edition; Chapter 1: The Counselor’s Identity what who and how. Please be sure to use the textbook along with 3 other professional resources.
Characteristics of the Effective Helper
In 1952, Hans Eysenck examined 24 uncontrolled studies that looked at the effectiveness of counseling and psychotherapy and found that “roughly two-thirds of a group of neurotic patients will recover or improve to a marked extent within about two years of the onset of their illness, whether they are treated by means of psychotherapy or not [italics added]” (p. 322). Although found to have serious methodological flaws, Eysenck’s research did lead to debate concerning the effectiveness of counseling and resulted in hundreds of studies that came to some very different conclusions, such as the following:
It is a safe conclusion that as a general class of healing practices, psychotherapy is remarkably effective. In clinical trials, psychotherapy results in benefits for patients that far exceed those for patients who do not get psychotherapy. Indeed, psychotherapy is more effective than many commonly used evidence-based medical practices.…( Wampold , 2010a, pp. 65–66)
But what makes counseling effective? First and foremost, factors such as re.
EJBO Electronic Journal of Business Ethics and Organization StEvonCanales257
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
20 http://ejbo.jyu.fi/
Promoting Sustainability: The Effects of
Workplace Mindfulness Training
Introduction
Mindfulness training is enjoying grow-
ing popularity in work life settings, with
the aim to increase employees’ mindful-
ness level and thereby their well-being.
Prior evidence suggests that higher
mindfulness is associated with reduced
stress (Ciesa and Serretti, 2009) and bet-
ter recovery from work (e.g. Hülsheger,
Land, Depenbrock, Fehrmann, Zijlstra
and Alberts, 2014). Mindfulness can be
defined as non-judgmental, moment-to-
moment awareness which can be culti-
vated through formal meditation and
informal practice in everyday life (e.g.
Kabat-Zinn, 2003). Trait mindfulness
refers to how mindful individual tend
to be and act in daily life. Mindfulness is
constituted of various facets, such as non-
reacting, observing, acting with aware-
ness, describing and non-judging experi-
ences. Of these, non-reacting, defined as
the ability to step back from and not be
overwhelmed by distressing experiences,
is an important contributor to employee
well-being (Malinowski and Lim, 2015).
Three broad streams of mindfulness
research exist. First, correlational and
cross-sectional research explores asso-
ciations between mindfulness levels and
other factors (e.g. Malinowski and Lim,
2015). Second, diverse intervention stud-
ies examine the effects of various types
of mindfulness training, while the third
stream consists of laboratory-based re-
search (c.f. Keng, Smoski and Robins,
2011). In this variety of methods used
to study the effects of mindfulness train-
ing, there seems to be a lack of studies
employing mixed methods. In addition,
participants in workplace mindfulness-
training interventions frequently have
been employees in the health care and
education sectors. Therefore, the aim of
the current study was to use quantitative
and qualitative methods to explore the
effects of workplace mindfulness-based
stress reduction (MBSR) training for
factory employees.
Mindfulness training
Previous research indicates that mind-
fulness training can lead to higher self-
reported mindfulness (e.g. Anderson,
Lau and Bishop, 2007), and a number of
studies have demonstrated that increases
in mindfulness levels mediate the effects
of mindfulness interventions on out-
comes, such as well-being (for a review,
see Keng, Smoski and Robins, 2011).
For instance, a structured, group-based
MBSR programme employed mindful-
ness meditation to develop enhanced
awareness of the moment-to-moment
experiences of perceptible mental pro-
cesses and thereby improve psychological
and physical well-being (e.g. Grossman,
Niemann, Schimidt and Walach, 2004).
In accordance of these findings, it was
proposed that:
Hypothesis 1: Compared with the par-
ticipants in the control group, the partic-
ipants in the mindfulness-based training
g ...
What is it that moves a person to give up their time, money, and even safety to relieve another person's suffering? Compassion is the key. Human suffering is inevitable, but our ability to understand and sympathize with the plight and circumstances of other people can play a major role in whether we take action to relieve this suffering. Compassion is also a highly valued quality. Religions stress the importance of compassion, while people often list characteristics such as "kind" and "compassionate" as what they look for in a potential partner.
RUNNING HEAD THE ART OF LISTENING as a THERAPUTIC TECHNIQUE .docxagnesdcarey33086
RUNNING HEAD: THE ART OF LISTENING as a THERAPUTIC TECHNIQUE 1
The Art of Listening as a Therapeutic Technique. 5
The Art of Listening as a Therapeutic Technique
Cheri Cable
HHS307: Comm Skills for Health & Human Service Personnel
Instructor: Beth Delaney
August 24, 2015
In the very beginning of everyone’s lives we are taught to speak but not necessarily to listen. Throughout history listening has been studied and a conclusion has been made that in fact being a good listener can allow one to challenge the information that is heard. Studies have shown that effective listening is a critical tool that is so often not used. “In the health care setting the communication technique such as the quality of listening provides both therapeutic value in the patient and the provider,” Banar, M. (2011). There are many different ways to be an active and effective listener, one of which is the therapeutic technique. “Therapeutic listening is an interpersonal confirmation process, involving all the senses, in which the therapist attends with empathy to the client's verbal and nonverbal messages to facilitate the understanding, synthesis, and interpretation of the client's situation,” according to the NCBI website. This paper will be taking an exploratory view of communication as a whole, effective health communication and focusing on the therapeutic technique of listening.
Let’s begin by examining what interpersonal communication can bring to the health care setting. Interpersonal communication consists of four principles which describes that interpersonal communication is irreversible, contextual, inescapable and complicated, thus meaning that communication cannot be avoided nor taken back once begun. Interpersonal communication is up close and personal and consists of verbal and nonverbal communication as well as listening. In order to have effective interpersonal communication one needs to consider these key areas, emotions, habits, needs, personalities and values of others. “Effective interpersonal communication skills are said to be the gateway to the development of other important life skills,” (Servellen 1).
Clear and effective communication is of great importance in order for patients to be enabled to properly and completely understand health information, without this ability adequate healthcare cannot be achieved. “Research evidence indicates that there are strong positive relationships between a healthcare team member’s communication skills and a patient’s capacity to follow through with medical recommendations, self-manage a chronic medical condition, and adopt preventive health behaviors” according to the Institute for Healthcare Communication web site. A client that feels as though the provider is truly interested in their total care and well-being is more likely to follow the treatment .
BRIEF COMMUNICATIONInformational, Interpersonal, and Intra.docxAASTHA76
BRIEF COMMUNICATION
Informational, Interpersonal, and Intrapersonal
Communication in a Family Practice Resident
Support Group
GARY L. ARTHUR1, J. LEBRON MCBRIDE2 &
SHELLEY JACKSON3
1Georgia State University, Atlanta, GA, USA; 2Floyd Medical Center
Family Practice Residency Program, Rome, GA, USA; and 3Texas A &
M University , Corpus Christi, TX, USA
ABSTRACT Context: This prospective study compared group process literature to
topics utilized in a yearlong family practice resident support group.
Objectives: The basic hypothesis was that resident support groups function in ways that
are similar to other groups to the extent that the literature on group process could
contribute to our understanding of support groups for residents.
Method: Ten possible discussion topics were grouped along a continuum from
informational to interpersonal to intrapersonal.
Analysis: Data were subjected to three repeated measures of analysis of variance
(ANOVA).
Findings: Results re�ected that informational topics did not decrease, interpersonal
topics did increase signi�cantly, yet intrapersonal topics did not re�ect any signi�cant
changes over the course of study.
Discussion and Conclusions: The preliminary �ndings indicated the research literature
on group process may have application to resident support groups. When more
formalized groups like Balint groups are not available , support groups may offer a forum
to facilitate the interpersonal and intrapersonal discussions and communications of
residents. Recommendations derived from the support group experience and the research
are given.
KEYWORDS Medical education support group, resident education, resident
communication.
Author for correspondence: Gary L. Arthur, EdD, Georgia State University, Department of
Counseling and Psychological Services, University Plaza, Atlanta, GA 30303-308 , USA.
Tel: +1-404-651-3426 . Fax: +1-404-651-1160 . E-mail: [email protected] u
Education for Health, Vol. 15, No. 3, 2002, 376 – 380
Education for Healt h ISSN 1357–6283 print/ISSN 1469–5804 online # 2002 Taylor & Francis Ltd
http://www.tandf.co.uk/journals
DOI: 10.1080 /135762802100001272 3
Various didactic and experiential methods have been used in medical education
to promote physician interpersonal and intrapersonal awareness (Novack et al.,
1997). One of the major approaches for enhancing self- and other awareness
and for training medical students and residents to respond empathetically to
patients is participation in a group. This brief communication reports on one
such resident support group. The basic hypothesis was that resident support
groups function in ways that are similar to other groups to the extent that the
literature on group process could contribute to our understanding and
facilitating of support groups for medical residents.
Methods
Six interns in a family practice residency and a group leader participated in a
support group and served as participants in this study. For the research, 10
discu ...
·Response GuidelinesReply to the posts of two peers in thi.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
Model of TreatmentEducation and its EvaluationProblem.docxhelzerpatrina
Model of Treatment/Education and its Evaluation
Problem(s)
Will Power +
Common Factors +
Any Specific Factor (any treatment model EBP or other) +
Feedback Informed Treatment + Deliberate Practice =
Effective Outcome
SPECIAL ARTICLE
How important are the common factors in
psychotherapy? An update
BRUCE E. WAMPOLD
Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA; Modum Bad Psychiatric Center, Vikersund, Norway
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting
them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-
analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differ-
ences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and compe-
tence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Key words: Common factors, contextual model, psychotherapy, alliance, empathy, expectations, cultural adaptation, therapist differences,
specific ingredients
(World Psychiatry 2015;14:270–277)
The so-called common factors have a long history in psy-
chiatry, originating with a seminal article by S. Rosenzweig
in 1936 (1) and popularized by J. Frank in the various
editions of his book Persuasion and Healing (2-4). During
this period, the common factors have been both embraced
and dismissed, creating some tension (5-9). The purpose of
this paper is not to review or discuss the debate, but to pro-
vide an update, summarizing the evidence related to these
factors.
To understand the evidence for the common factors, it is
important to keep in mind that these factors are more than a
set of therapeutic elements that are common to all or most
psychotherapies. They collectively shape a theoretical mod-
el about the mechanisms of change in psychotherapy.
A particular common factor model, called the contextual
model, has been recently proposed (8,10). Although there
are other common factor models (e.g., 4,11), based on differ-
ent theoretical propositions, the predictions made about the
importance of various common factors are similar and the
choice of the model does not affect conclusions about the
impact of these factors. The contextual model is presented
below, followed by a review of the evidence for the common
factors imbedded in the model.
THE CONTEXTUAL MODEL
The contextual model posits that there are three path-
ways through which psychotherapy produces benefits. That
is, psychotherapy does not have a unitary influence on
patients, but rather works through various mechanisms.
The mechanisms underlying the three pathways entail
evolved characteristics of humans as the ultimate social spe-
cies; as such.
Model of TreatmentEducation and its EvaluationProblem.docxroushhsiu
Model of Treatment/Education and its Evaluation
Problem(s)
Will Power +
Common Factors +
Any Specific Factor (any treatment model EBP or other) +
Feedback Informed Treatment + Deliberate Practice =
Effective Outcome
SPECIAL ARTICLE
How important are the common factors in
psychotherapy? An update
BRUCE E. WAMPOLD
Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA; Modum Bad Psychiatric Center, Vikersund, Norway
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting
them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-
analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differ-
ences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and compe-
tence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Key words: Common factors, contextual model, psychotherapy, alliance, empathy, expectations, cultural adaptation, therapist differences,
specific ingredients
(World Psychiatry 2015;14:270–277)
The so-called common factors have a long history in psy-
chiatry, originating with a seminal article by S. Rosenzweig
in 1936 (1) and popularized by J. Frank in the various
editions of his book Persuasion and Healing (2-4). During
this period, the common factors have been both embraced
and dismissed, creating some tension (5-9). The purpose of
this paper is not to review or discuss the debate, but to pro-
vide an update, summarizing the evidence related to these
factors.
To understand the evidence for the common factors, it is
important to keep in mind that these factors are more than a
set of therapeutic elements that are common to all or most
psychotherapies. They collectively shape a theoretical mod-
el about the mechanisms of change in psychotherapy.
A particular common factor model, called the contextual
model, has been recently proposed (8,10). Although there
are other common factor models (e.g., 4,11), based on differ-
ent theoretical propositions, the predictions made about the
importance of various common factors are similar and the
choice of the model does not affect conclusions about the
impact of these factors. The contextual model is presented
below, followed by a review of the evidence for the common
factors imbedded in the model.
THE CONTEXTUAL MODEL
The contextual model posits that there are three path-
ways through which psychotherapy produces benefits. That
is, psychotherapy does not have a unitary influence on
patients, but rather works through various mechanisms.
The mechanisms underlying the three pathways entail
evolved characteristics of humans as the ultimate social spe-
cies; as such.
Little research has been done on the benefit of empathy for socialMerrileeDelvalle969
Little research has been done on the benefit of empathy for social workers in the actual practice of their profession. This prompted an exploration of the interplay between empathic ability and the skills practitioners draw on for case management. Two cohorts of social work students, in their final semester, reflected on an authentic social work scenario and suggested a plan for intervention before completing a scale measuring empathy. The results revealed that different dimensions of empathy, to a varying degree, underpin the process through which students come to a decision on how to intervene. The findings provide empirical support for the assumption that empathy plays an essential role in the practice of social work. They also suggest the need for further investigation, particularly given the potential use of increased knowledge on what determines the skills needed to take on the oftentimes complex and demanding reality of social work.
Keywords:
·
Empathy
·
competency
·
curriculum development
Previous articleView issue table of contentsNext article
In recent studies, researchers have called for closer attention to be paid to empathy in the education of social workers and in the practice of social work (Gair,
2013; Gausel,
2011; Gerdes & Segal,
2011; Grant,
2014; Hen & Goroshit,
2011; Napoli & Bonifas,
2011). There is a good reason to claim that empathy is an advantage in the anti-oppressive practice of social work, which is intended to help people in various situations of distress, dysfunction or deadlock. There is already some empirical support for this assumption based on observations of communication (Forrester, McCambridge, Waissbein, & Rollnick,
2008; Nijnatten, Hoogsteder, & Suurmond,
2001) and care provision (Barlow & Hall,
2007; Buckley,
1986).
Nonetheless, a question remains on what role empathy might play in the execution of other social work tasks, such as case management. Interpersonal skills are after all but one vital part of a professional’s overall competence. Of equal importance are analytic ability, evaluation and strategic planning (Galuske,
2011; Maus, Nodes, & Röh,
2008; Morrison,
2007) and, more importantly, the ability to solve problems while dealing with complexity, ambiguity and uncertainty (Lymbery,
2003). It seems obvious that the social worker has to pit the requirement of being receptive to the feelings and motives of others against that of maintaining some degree of objectivity.
The present article briefly reviews the concept of empathy on the basis of psychological theory and research. It further reports the findings of a pilot study exploring the interplay between empathy and the skill that practitioners draw upon when prioritizing different steps of an intervention in a ...
Introduction to Leadership Concepts and Practice.docxdoetphipgoattuynh
New chapter on Destructive Leadership! The Fifth Edition of Peter G. Northouse’s best-selling Introduction to Leadership: Concepts and Practice provides readers with a clear, concise overview of the complexities of practicing leadership and concrete strategies for becoming better leaders. The text is organized around key leader responsibilities such as creating a vision, establishing a constructive climate, listening to outgroup members, and overcoming obstacles. Case studies, self-assessment questionnaires, observational exercises, and reflection and action worksheets engage readers to apply leadership concepts to their own lives. Grounded in leadership theory and the latest research, the fully updated, highly practical Fifth Edition includes a new chapter on destructive leadership, 18 new cases, and 5 new Leadership Snapshots. This title is accompanied by a complete teaching and learning package. Contact your SAGE representative to request a demo. Digital Option / Courseware SAGE Vantage is an intuitive digital platform that delivers this text’s content and course materials in a learning experience that offers auto-graded assignments and interactive multimedia tools, all carefully designed to ignite student engagement and drive critical thinking. Built with you and your students in mind, it offers simple course set-up and enables students to better prepare for class.
Homework assignmentPlease annotate one artwork you like from this.docxAbramMartino96
Homework assignment:
Please annotate one artwork you like from this week’s textbook
reading or Smarthistory. Whenever I am writing for research
presentation or publication, this is how I begin. The point is to make
sure you’re not missing anything in terms of basic data or
interpretive frameworks. When I take notes on a lecture at a
conference, this is the way I like to organize my notes, as well.
Format
Identify the artwork
Identify Period Style
Identify Subject Matter
Discuss Historical Context
Discuss Visual Elements (Line, Color, Texture, Composition etc.)
Discuss Its Place in Ideas or Culture of the Time
.
Homeland Security efforts are ably reinforced by Homeland Defense an.docxAbramMartino96
Homeland Security efforts are ably reinforced by Homeland Defense and Defense Support of Civil Authorities (DSCA), which are missions executed by the Department of Defense (DOD), most specifically by the Combatant Command, United States Northern Command (USNORTHCOM). In supporting the nation when requested by DHS, FEMA, or other lead federal agencies, or as directed by the president or the secretary of defense, DOD provides many unique capabilities for crisis response. One specific function used most notably during the post-Hurricane Katrina period was the use of airborne assets to provide damage assessments and to gauge the extent of the sea surge at various times during the recovery.
The function of deploying such assets is traditionally called
intelligence, surveillance, and reconnaissance
(ISR). Yet the U.S. military cannot legally collect intelligence on U.S. citizens. Consequently, the action, as performed during the hurricane recovery operations described here, is known as
incident awareness and assessments
(IAA). For some, the difference between these terms is merely semantics; for many, IAA differs both symbolically and practically from ISR, if not in how information is collected, then in how it is used and the motivation behind the collection. (The Web site for IAA reference is under Web sites references below.)
Assignment Guidelines
Address the following in 5–7 paragraphs:
Do you believe the distinction between ISR and IAA lies simply with terminology (and therefore there is little or no difference) or that there is a separation between the concepts? Explain and defend your answer fully. You may choose to research the topic more fully.
Contemplating the ethics of using IAA in the homeland, list at least 3 benefits of its use where ethics might potentially be secondary.
List at least 2–3 costs or opposing views to its use and how IAA—or the information gathered—might be misused or abused.
What if criminal activity (like acres of tended marijuana) was observed during IAA missions intended to conduct damage assessments? How should such information be handled?
Do you believe converting the term
intelligence, surveillance, and reconnaissance
to
incident awareness and assessments
for operations conducted in the homeland was wise or frivolous (or described otherwise)? Explain and defend your answer fully.
What is the value of using carefully selected terminology for operations in the homeland?
How does the symbolism of IAA potentially aid homeland security professionals in performing their jobs?
How does the symbolism of ISR potentially hinder homeland security professionals in performing their jobs?
Among the Web sites listed for this unit, you will find the Air Forces North (AFNORTH) Incident Awareness and Assessment Handbook, June 2010.
Why do you think this manual on IAA is available from open-source sites?
Do you think there might be ethical considerations to publicizing the use and purposes of IAA? Name and discuss at least 1.
More Related Content
Similar to Mechanisms of Mindfulness inCommunication TrainingDaniel C
RUNNING HEAD THE ART OF LISTENING as a THERAPUTIC TECHNIQUE .docxagnesdcarey33086
RUNNING HEAD: THE ART OF LISTENING as a THERAPUTIC TECHNIQUE 1
The Art of Listening as a Therapeutic Technique. 5
The Art of Listening as a Therapeutic Technique
Cheri Cable
HHS307: Comm Skills for Health & Human Service Personnel
Instructor: Beth Delaney
August 24, 2015
In the very beginning of everyone’s lives we are taught to speak but not necessarily to listen. Throughout history listening has been studied and a conclusion has been made that in fact being a good listener can allow one to challenge the information that is heard. Studies have shown that effective listening is a critical tool that is so often not used. “In the health care setting the communication technique such as the quality of listening provides both therapeutic value in the patient and the provider,” Banar, M. (2011). There are many different ways to be an active and effective listener, one of which is the therapeutic technique. “Therapeutic listening is an interpersonal confirmation process, involving all the senses, in which the therapist attends with empathy to the client's verbal and nonverbal messages to facilitate the understanding, synthesis, and interpretation of the client's situation,” according to the NCBI website. This paper will be taking an exploratory view of communication as a whole, effective health communication and focusing on the therapeutic technique of listening.
Let’s begin by examining what interpersonal communication can bring to the health care setting. Interpersonal communication consists of four principles which describes that interpersonal communication is irreversible, contextual, inescapable and complicated, thus meaning that communication cannot be avoided nor taken back once begun. Interpersonal communication is up close and personal and consists of verbal and nonverbal communication as well as listening. In order to have effective interpersonal communication one needs to consider these key areas, emotions, habits, needs, personalities and values of others. “Effective interpersonal communication skills are said to be the gateway to the development of other important life skills,” (Servellen 1).
Clear and effective communication is of great importance in order for patients to be enabled to properly and completely understand health information, without this ability adequate healthcare cannot be achieved. “Research evidence indicates that there are strong positive relationships between a healthcare team member’s communication skills and a patient’s capacity to follow through with medical recommendations, self-manage a chronic medical condition, and adopt preventive health behaviors” according to the Institute for Healthcare Communication web site. A client that feels as though the provider is truly interested in their total care and well-being is more likely to follow the treatment .
BRIEF COMMUNICATIONInformational, Interpersonal, and Intra.docxAASTHA76
BRIEF COMMUNICATION
Informational, Interpersonal, and Intrapersonal
Communication in a Family Practice Resident
Support Group
GARY L. ARTHUR1, J. LEBRON MCBRIDE2 &
SHELLEY JACKSON3
1Georgia State University, Atlanta, GA, USA; 2Floyd Medical Center
Family Practice Residency Program, Rome, GA, USA; and 3Texas A &
M University , Corpus Christi, TX, USA
ABSTRACT Context: This prospective study compared group process literature to
topics utilized in a yearlong family practice resident support group.
Objectives: The basic hypothesis was that resident support groups function in ways that
are similar to other groups to the extent that the literature on group process could
contribute to our understanding of support groups for residents.
Method: Ten possible discussion topics were grouped along a continuum from
informational to interpersonal to intrapersonal.
Analysis: Data were subjected to three repeated measures of analysis of variance
(ANOVA).
Findings: Results re�ected that informational topics did not decrease, interpersonal
topics did increase signi�cantly, yet intrapersonal topics did not re�ect any signi�cant
changes over the course of study.
Discussion and Conclusions: The preliminary �ndings indicated the research literature
on group process may have application to resident support groups. When more
formalized groups like Balint groups are not available , support groups may offer a forum
to facilitate the interpersonal and intrapersonal discussions and communications of
residents. Recommendations derived from the support group experience and the research
are given.
KEYWORDS Medical education support group, resident education, resident
communication.
Author for correspondence: Gary L. Arthur, EdD, Georgia State University, Department of
Counseling and Psychological Services, University Plaza, Atlanta, GA 30303-308 , USA.
Tel: +1-404-651-3426 . Fax: +1-404-651-1160 . E-mail: [email protected] u
Education for Health, Vol. 15, No. 3, 2002, 376 – 380
Education for Healt h ISSN 1357–6283 print/ISSN 1469–5804 online # 2002 Taylor & Francis Ltd
http://www.tandf.co.uk/journals
DOI: 10.1080 /135762802100001272 3
Various didactic and experiential methods have been used in medical education
to promote physician interpersonal and intrapersonal awareness (Novack et al.,
1997). One of the major approaches for enhancing self- and other awareness
and for training medical students and residents to respond empathetically to
patients is participation in a group. This brief communication reports on one
such resident support group. The basic hypothesis was that resident support
groups function in ways that are similar to other groups to the extent that the
literature on group process could contribute to our understanding and
facilitating of support groups for medical residents.
Methods
Six interns in a family practice residency and a group leader participated in a
support group and served as participants in this study. For the research, 10
discu ...
·Response GuidelinesReply to the posts of two peers in thi.docxlanagore871
·
Response Guidelines
Reply to the posts of two peers in this discussion. Share any professional or personal insights you may have that are related to your peer's research problem. Comment on how it might benefit you as a counselor if research on your peer's research problem were conducted.
First Peer’s Post
Since, Trauma Focused- Cognitive Behavioral Therapy or TF-CBT has been found to be very successful with children and adolescents why hasn't there been much if any research done to see if it would be effective for adults as well? TF-CBT is an evidence based program that addresses childhood symptoms of PTSD
(
Sigel
, Benton, Lynch, & Kramer, 2013)
. Research has shown that TF-CBT it has as "well-established" efficacy and in a recent study it was the only treatment to be given the highest rating in all reviews
(Sigel, Benton, Lynch, & Kramer, 2013)
. Having used the treatment method myself with a client during my internship I've seen the effectiveness first hand on how it can impact a client in a positive manner. While the treatment was made with children in mind, it brings up the question of why it hasn't been tweaked in a way that it might benefit an adult as well.
What's great about TF-CBT is it's almost like a bunch of different treatments all wrapped up into one. Each treatment is essentially put into a unit or section that the counselor and client will work on. Some of the sections include psycho education, stress management, cognitive coping, etc.. Stress management, in my opinion, is probably one of the most important sections to go over with the client. If the client doesn't know how to deal with their stress than the rest of the treatment will be for naught because the client won't be able to control their stress. The stress management section focuses on teaching the cl controlled breathing, thought stopping and relaxation techniques.
A mind-body skills program was made in Gaza to essentially determine how effective these things were for people's overall quality of life in people with PTSD, depression, and anxiety
(Gordon, Staples, He, & Atti, 2016)
. They did a 10 session mind-body skills group that included meditation, guided imagery, breathing techniques, autogenic training, biofeedback, genograms, and self-expression through words, drawings, and movement
(Gordon, Staples, He, & Atti, 2016)
.
At the end of the program they found a significant improvement in overall quality of life in the clients that participated in the program, and at a 10 month follow-up the improvements were fully maintained
(Gordon, Staples, He, & Atti, 2016)
. This shows that one of the major parts of treatment in TF-CBT can be effective and makes me wonder even more if more research was done could an adult-version of TF-CBT be made and implemented while still be as effective and successful as the child/adolescent version
Resources:
Gordon, J. S., Staples, J. K., He, D. Y., & Atti, J. A. (2016). Mind–body skills groups for posttr.
Model of TreatmentEducation and its EvaluationProblem.docxhelzerpatrina
Model of Treatment/Education and its Evaluation
Problem(s)
Will Power +
Common Factors +
Any Specific Factor (any treatment model EBP or other) +
Feedback Informed Treatment + Deliberate Practice =
Effective Outcome
SPECIAL ARTICLE
How important are the common factors in
psychotherapy? An update
BRUCE E. WAMPOLD
Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA; Modum Bad Psychiatric Center, Vikersund, Norway
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting
them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-
analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differ-
ences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and compe-
tence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Key words: Common factors, contextual model, psychotherapy, alliance, empathy, expectations, cultural adaptation, therapist differences,
specific ingredients
(World Psychiatry 2015;14:270–277)
The so-called common factors have a long history in psy-
chiatry, originating with a seminal article by S. Rosenzweig
in 1936 (1) and popularized by J. Frank in the various
editions of his book Persuasion and Healing (2-4). During
this period, the common factors have been both embraced
and dismissed, creating some tension (5-9). The purpose of
this paper is not to review or discuss the debate, but to pro-
vide an update, summarizing the evidence related to these
factors.
To understand the evidence for the common factors, it is
important to keep in mind that these factors are more than a
set of therapeutic elements that are common to all or most
psychotherapies. They collectively shape a theoretical mod-
el about the mechanisms of change in psychotherapy.
A particular common factor model, called the contextual
model, has been recently proposed (8,10). Although there
are other common factor models (e.g., 4,11), based on differ-
ent theoretical propositions, the predictions made about the
importance of various common factors are similar and the
choice of the model does not affect conclusions about the
impact of these factors. The contextual model is presented
below, followed by a review of the evidence for the common
factors imbedded in the model.
THE CONTEXTUAL MODEL
The contextual model posits that there are three path-
ways through which psychotherapy produces benefits. That
is, psychotherapy does not have a unitary influence on
patients, but rather works through various mechanisms.
The mechanisms underlying the three pathways entail
evolved characteristics of humans as the ultimate social spe-
cies; as such.
Model of TreatmentEducation and its EvaluationProblem.docxroushhsiu
Model of Treatment/Education and its Evaluation
Problem(s)
Will Power +
Common Factors +
Any Specific Factor (any treatment model EBP or other) +
Feedback Informed Treatment + Deliberate Practice =
Effective Outcome
SPECIAL ARTICLE
How important are the common factors in
psychotherapy? An update
BRUCE E. WAMPOLD
Department of Counseling Psychology, University of Wisconsin, Madison, WI, USA; Modum Bad Psychiatric Center, Vikersund, Norway
The common factors have a long history in the field of psychotherapy theory, research and practice. To understand the evidence supporting
them as important therapeutic elements, the contextual model of psychotherapy is outlined. Then the evidence, primarily from meta-
analyses, is presented for particular common factors, including alliance, empathy, expectations, cultural adaptation, and therapist differ-
ences. Then the evidence for four factors related to specificity, including treatment differences, specific ingredients, adherence, and compe-
tence, is presented. The evidence supports the conclusion that the common factors are important for producing the benefits of psychotherapy.
Key words: Common factors, contextual model, psychotherapy, alliance, empathy, expectations, cultural adaptation, therapist differences,
specific ingredients
(World Psychiatry 2015;14:270–277)
The so-called common factors have a long history in psy-
chiatry, originating with a seminal article by S. Rosenzweig
in 1936 (1) and popularized by J. Frank in the various
editions of his book Persuasion and Healing (2-4). During
this period, the common factors have been both embraced
and dismissed, creating some tension (5-9). The purpose of
this paper is not to review or discuss the debate, but to pro-
vide an update, summarizing the evidence related to these
factors.
To understand the evidence for the common factors, it is
important to keep in mind that these factors are more than a
set of therapeutic elements that are common to all or most
psychotherapies. They collectively shape a theoretical mod-
el about the mechanisms of change in psychotherapy.
A particular common factor model, called the contextual
model, has been recently proposed (8,10). Although there
are other common factor models (e.g., 4,11), based on differ-
ent theoretical propositions, the predictions made about the
importance of various common factors are similar and the
choice of the model does not affect conclusions about the
impact of these factors. The contextual model is presented
below, followed by a review of the evidence for the common
factors imbedded in the model.
THE CONTEXTUAL MODEL
The contextual model posits that there are three path-
ways through which psychotherapy produces benefits. That
is, psychotherapy does not have a unitary influence on
patients, but rather works through various mechanisms.
The mechanisms underlying the three pathways entail
evolved characteristics of humans as the ultimate social spe-
cies; as such.
Little research has been done on the benefit of empathy for socialMerrileeDelvalle969
Little research has been done on the benefit of empathy for social workers in the actual practice of their profession. This prompted an exploration of the interplay between empathic ability and the skills practitioners draw on for case management. Two cohorts of social work students, in their final semester, reflected on an authentic social work scenario and suggested a plan for intervention before completing a scale measuring empathy. The results revealed that different dimensions of empathy, to a varying degree, underpin the process through which students come to a decision on how to intervene. The findings provide empirical support for the assumption that empathy plays an essential role in the practice of social work. They also suggest the need for further investigation, particularly given the potential use of increased knowledge on what determines the skills needed to take on the oftentimes complex and demanding reality of social work.
Keywords:
·
Empathy
·
competency
·
curriculum development
Previous articleView issue table of contentsNext article
In recent studies, researchers have called for closer attention to be paid to empathy in the education of social workers and in the practice of social work (Gair,
2013; Gausel,
2011; Gerdes & Segal,
2011; Grant,
2014; Hen & Goroshit,
2011; Napoli & Bonifas,
2011). There is a good reason to claim that empathy is an advantage in the anti-oppressive practice of social work, which is intended to help people in various situations of distress, dysfunction or deadlock. There is already some empirical support for this assumption based on observations of communication (Forrester, McCambridge, Waissbein, & Rollnick,
2008; Nijnatten, Hoogsteder, & Suurmond,
2001) and care provision (Barlow & Hall,
2007; Buckley,
1986).
Nonetheless, a question remains on what role empathy might play in the execution of other social work tasks, such as case management. Interpersonal skills are after all but one vital part of a professional’s overall competence. Of equal importance are analytic ability, evaluation and strategic planning (Galuske,
2011; Maus, Nodes, & Röh,
2008; Morrison,
2007) and, more importantly, the ability to solve problems while dealing with complexity, ambiguity and uncertainty (Lymbery,
2003). It seems obvious that the social worker has to pit the requirement of being receptive to the feelings and motives of others against that of maintaining some degree of objectivity.
The present article briefly reviews the concept of empathy on the basis of psychological theory and research. It further reports the findings of a pilot study exploring the interplay between empathy and the skill that practitioners draw upon when prioritizing different steps of an intervention in a ...
Introduction to Leadership Concepts and Practice.docxdoetphipgoattuynh
New chapter on Destructive Leadership! The Fifth Edition of Peter G. Northouse’s best-selling Introduction to Leadership: Concepts and Practice provides readers with a clear, concise overview of the complexities of practicing leadership and concrete strategies for becoming better leaders. The text is organized around key leader responsibilities such as creating a vision, establishing a constructive climate, listening to outgroup members, and overcoming obstacles. Case studies, self-assessment questionnaires, observational exercises, and reflection and action worksheets engage readers to apply leadership concepts to their own lives. Grounded in leadership theory and the latest research, the fully updated, highly practical Fifth Edition includes a new chapter on destructive leadership, 18 new cases, and 5 new Leadership Snapshots. This title is accompanied by a complete teaching and learning package. Contact your SAGE representative to request a demo. Digital Option / Courseware SAGE Vantage is an intuitive digital platform that delivers this text’s content and course materials in a learning experience that offers auto-graded assignments and interactive multimedia tools, all carefully designed to ignite student engagement and drive critical thinking. Built with you and your students in mind, it offers simple course set-up and enables students to better prepare for class.
Similar to Mechanisms of Mindfulness inCommunication TrainingDaniel C (20)
Homework assignmentPlease annotate one artwork you like from this.docxAbramMartino96
Homework assignment:
Please annotate one artwork you like from this week’s textbook
reading or Smarthistory. Whenever I am writing for research
presentation or publication, this is how I begin. The point is to make
sure you’re not missing anything in terms of basic data or
interpretive frameworks. When I take notes on a lecture at a
conference, this is the way I like to organize my notes, as well.
Format
Identify the artwork
Identify Period Style
Identify Subject Matter
Discuss Historical Context
Discuss Visual Elements (Line, Color, Texture, Composition etc.)
Discuss Its Place in Ideas or Culture of the Time
.
Homeland Security efforts are ably reinforced by Homeland Defense an.docxAbramMartino96
Homeland Security efforts are ably reinforced by Homeland Defense and Defense Support of Civil Authorities (DSCA), which are missions executed by the Department of Defense (DOD), most specifically by the Combatant Command, United States Northern Command (USNORTHCOM). In supporting the nation when requested by DHS, FEMA, or other lead federal agencies, or as directed by the president or the secretary of defense, DOD provides many unique capabilities for crisis response. One specific function used most notably during the post-Hurricane Katrina period was the use of airborne assets to provide damage assessments and to gauge the extent of the sea surge at various times during the recovery.
The function of deploying such assets is traditionally called
intelligence, surveillance, and reconnaissance
(ISR). Yet the U.S. military cannot legally collect intelligence on U.S. citizens. Consequently, the action, as performed during the hurricane recovery operations described here, is known as
incident awareness and assessments
(IAA). For some, the difference between these terms is merely semantics; for many, IAA differs both symbolically and practically from ISR, if not in how information is collected, then in how it is used and the motivation behind the collection. (The Web site for IAA reference is under Web sites references below.)
Assignment Guidelines
Address the following in 5–7 paragraphs:
Do you believe the distinction between ISR and IAA lies simply with terminology (and therefore there is little or no difference) or that there is a separation between the concepts? Explain and defend your answer fully. You may choose to research the topic more fully.
Contemplating the ethics of using IAA in the homeland, list at least 3 benefits of its use where ethics might potentially be secondary.
List at least 2–3 costs or opposing views to its use and how IAA—or the information gathered—might be misused or abused.
What if criminal activity (like acres of tended marijuana) was observed during IAA missions intended to conduct damage assessments? How should such information be handled?
Do you believe converting the term
intelligence, surveillance, and reconnaissance
to
incident awareness and assessments
for operations conducted in the homeland was wise or frivolous (or described otherwise)? Explain and defend your answer fully.
What is the value of using carefully selected terminology for operations in the homeland?
How does the symbolism of IAA potentially aid homeland security professionals in performing their jobs?
How does the symbolism of ISR potentially hinder homeland security professionals in performing their jobs?
Among the Web sites listed for this unit, you will find the Air Forces North (AFNORTH) Incident Awareness and Assessment Handbook, June 2010.
Why do you think this manual on IAA is available from open-source sites?
Do you think there might be ethical considerations to publicizing the use and purposes of IAA? Name and discuss at least 1.
Homecoming is an annual tradition in the United States. In this repo.docxAbramMartino96
Homecoming is an annual tradition in the United States. In this report you are going to provide a background information about Homecoming (for example, what is homecoming, what type of activities do people do, why it is celebrated in the U.S….) You must report your findings in an essay format (at least two long paragraphs) and cite any resources that you use.
.
Homer
Assignment
II
Read
three
of
the
books
from
The
Odyssey
including
Book
I.
Choose
one
character
and
trace
that
character’s
traits
throughout
your
reading
assignment.
Write
a
five-‐paragraph
character
analysis-‐interesting
insights
about
the
character-‐of
the
character
of
your
choice.
Choose
from
the
books
listed
below:
Book
I:
You
MUST
read
Book
I.
Invocation
and
part
summary
–council
of
the
gods-‐
Athena
visits
Telemachos
in
Ithaka
and
urges
him
to
go
in
search
of
his
father-‐the
suitors
feast
in
the
house
of
Telemachos.
Book
VIII:
Odysseus
at
the
games
of
the
Phaiakians-‐
he
is
asked
top
tell
his
name
and
his
story.
Book
XIII:
Return
of
Odysseus
to
Ithaka-‐
hi
is
landed,
alone-‐
strange
return
of
the
Phaiakian
ship-‐Athena
comes
to
Odysseus
and
advises
him.
Book
XVI:
Telemachos
visits
Eumaios-‐Odyssues
reveals
himself
to
Telemachos-‐Penelope
and
suitors
learn
that
Telemachos
has
returned-‐
night
at
the
house
of
Eumaios.
Book
XXI:
The
test
of
the
bow-‐the
suitors
fail-‐Odysseus
succeeds.
Book
XXII:
The
killing
of
the
suitors-‐punishment
of
the
faithless
maids
and
thrall.
Book
XXIII:
Recognition
of
Odysseus
by
Penelope-‐reunion-‐Odysseus
goes
to
Laertes’
farm.
.
Homelessness in America has been a problem since the settlement of t.docxAbramMartino96
Homelessness in America has been a problem since the settlement of the country.
How has society’s response to that population changed over time? Consider the following in your response: Cite references. Min 200 words
·
How has society’s response to that group changed over the past 300 years?
·
How has it changed in your lifetime?
·
What changes do you anticipate in society’s response in the next 50 years?
·
What factors have influenced those changes?
.
Homework Assignments One pagewhat the functional currency .docxAbramMartino96
Homework Assignments One page
what the functional currency for Johnson& Johnson
Research your JOHNSON&JOHNSON and report on any major issue(s) of international taxation that is (are) addressed in this chapter.
Post this assignment in the chapter conference.
Discuss how your JOHNSON&JOHNSON handles transfer pricing.
Topics of discussion can include but are not limited to:
Are transfers from a subsidiary to its parent (upstream)? From the parent to a subsidiary (downstream)?
Or from one subsidiary to another of the same parent?
Transfer pricing methods?
What are the objectives of your JOHNSON&JOHNSONs transfer pricing practices?
What law(s) govern your JOHNSON&JOHNSONs practices?
What method is used?
The enforcement of transfer pricing regulations in the country where you JOHNSON&JOHNSON is located?
.
Homework Assignment Company Research This assignment req.docxAbramMartino96
Homework Assignment: Company Research
This assignment requires you to research a company which is (
The Union Pacific Railroad
)
. You are to assume that you will be interviewing with this company for a job right after graduation. As such, you want to perform in-depth research about your company so you will be the best prepared candidate to be interviewed. Your goal is to learn as much as you can about the company including their strengths and weaknesses. Your research should include
Marketing issues due
·
Product market (major products)
·
Geographic market (where it operates –
local, regional, national, international)
·
Competitors
·
Brands
Current issues
·
Effect of current economic recession
·
Opportunities for and threats to the company based on current and projected events
·
Strengths and Weaknesses
·
Career opportunities
Financial issues
·
Trend analysis (e.g. trends in income, stock price, dividends)
·
Financial stability
Management issues
·
Core competency
·
Innovation (evidence that the company is or is not innovative)
·
Ethics and social responsibility (evidence of the company’s values and how those values have been reflected in its conduct)
·
Sustainability
Overview of the company
·
History
·
Mission
·
Vision
·
Organizational Structure
·
Primary industry(ies) in which it operates
Written Summary and Reference List
·
A five to eight page well organized executive summary of your company as well as a list of the references used. The reference list should be formatted according to APA style. Additionally, your team must provide evidence of “collaborative effort”, (Meeting Agendas, Minutes, etc.)
.
Homework Assignment #1Directions Please answer each of the foll.docxAbramMartino96
Homework Assignment #1
Directions: Please answer each of the following questions in as detailed a manner as possible, and be sure to include all appropriate material discussed in the lectures and the assigned reading material.
1) Define what we mean by money and how it is used in the day to day functioning of the U.S. economy. Be sure to include the major components that make up what is defined as money and which of these components is used most widely to identify what money is. Also, include the major functions that money serves as a part of the overall economy and how banks act to create and maintain money.
2) Name and discuss the four major theories that address the term structure of interest rates. In your discussion, indicate the strengths and weaknesses of each of the theories and which theory or theories appear to be the most well accepted as explanations of term structure.
3) Explain the role that money plays under the Classical Macroeconomic Model. As a part of your discussion, include the impact the Quantity Theory of Money and Say’s Law have on this model and state in algebraic terms how the money supply relates to prices.
4) Compare and contrast pure discount bonds with coupon bonds and provide at least one example of such government or corporate bonds that can be bought and sold by investors. Describe the way interest rates are determined for these bonds by using the appropriate formula or formulas and explain the overall relationship between bond prices and interest rates.
.
Homework Assignment 9Due in week 10 and worth 30 pointsSuppose t.docxAbramMartino96
Homework Assignment 9
Due in week 10 and worth 30 points
Suppose that there are two (2) candidates (i.e., Jones and Johns) in the upcoming presidential election. Sara notes that she has discussed the presidential election candidates with 15 friends, and 10 said that they are voting for candidate Jones. Sara is therefore convinced that candidate Jones will win the election because Jones gets more than 50% of votes.
Answer the following questions in the space provided below:
Based on what you now know about statistical inference, is Sara’s conclusion a logical conclusion? Why or why not?
How many friend samples Sara should have in order to draw the conclusion with 95% confidence interval? Why?
How would you explain your conclusion to Sara without using any statistical jargon? Why?
.
Homework Assignment 4 Guidelines1. Write the paper in Microsoft Wo.docxAbramMartino96
Homework Assignment 4 Guidelines
1. Write the paper in Microsoft Word or in a comparable program saved as a Word document.
2. The text should be in 12 point CG Times, Times Roman, or New Times Roman.
3. Single spacing is fine but skip a line between questions.
4. Use a spell checker!
5. Include the corresponding question before each answer in your document.
6. Use Chicago or Turabian style citations to inform me of exactly where you found the information to answer the questions. The citation formatting does not need to be perfect, but do your best. For citation guides please see http://hub.miracosta.edu/library/ResearchGuides/Chicago.pdf
7. The title of the assignment in the Bb Section Folder is a hyperlink that opens the Assignment Submission window. Click to open. Upload your file. Copy the text of your assignment into the Assignment Materials text box on the assignment upload page. Make sure the formatting is cool by previewing before you submit.
8. Submit the assignment before the deadline.
Part A) A Reaction to Racism in American Literature, Art, and Music In the latter part of the 19th century, "Realism" became the dominant feature in American literature and influenced the Progressive Era writers of the early 20th century. In the years immediately following World War I, a number of American authors of the realist school began to explore race relations. Dramatists such as Eugene O'Neill and Paul Green wrote plays based on African American themes. O'Neill's The Emperor Jones (1920) and All God's Chillun Got Wings (1924) were immensely popular. Green won the Pulitzer Prize for In Abraham's Bosom, a play performed by a predominately African American cast in a period when few African American artists were able to find work outside vaudeville or minstrel shows. At the same time, a number of African American writers came to prominence writing novels and poetry based on their experiences as African Americans. This literary movement, originally centered in Harlem, New York, became known as the "Harlem Renaissance" (1920s-1930s). It was the outgrowth of a number of factors including the Great Migration to northern cities and the growing anger over both overt and covert racism. Authors, musicians, and painters gathered in Harlem and in other large urban areas throughout the North and developed a distinctly African American cultural movement cognizant of the political, economic, and social issues of prejudice and discrimination that were part of the Black experience in America. Historians have described the Harlem Renaissance as a period in which the African American writer ". . . had achieved a degree and kind of articulation that make it possible for him to transform his feelings into a variety of literary forms. Despite his intense feelings of hate and hurt, he possessed sufficient restraint and objectivity to use his materials artistically, but no less effectively." (John Hope Franklin, From Slavery to Freedom: A History of African Americans, .
Hi we are a group doing a research and we split up the work ev.docxAbramMartino96
Hi
we are a group doing a research and we split up the work every one took apart and my part is to do
the Value Chain Analysis only
FOR the
company in question
(
company info you will find it in the attachment
)
so
there is no need to do introduction or anything
else just go directly to the topic and start doing the Value Chain Analysis
instruction in general
1-
12 font Double space
2-
2-3 pages maximum
3-
Add appendix
4-
Reliable sources important
I will check plagiarism just in case
Specific
my part is to do the value chain analysis only again do not write introduction or any thing just start with the analysis
please do not waste my and your time
read the attachment carefully first then start do the reaserch
if you have any regards
contact me
.
hi I need research paper about any topics in Manufacturing Proc.docxAbramMartino96
hi
I need research paper about any topics in
Manufacturing Processes
a.
To introduce students to some of the fundamentals of materials (behavior and manufacturing properties)
b.
To give students a working knowledge of production processes of casting, forming and shaping, machining and machine tools, sheet metal, and joining processes
c.
To introduce students computer integrated manufacturing, flexible manufacturing systems and other modern technologies in manufacturing
d.
To give students common aspects of manufacturing including statistical control and life expectancy of some products.
e.
Students will design a simple artifact, present case studies or designs, and write reports
.
HMIS Standards Please respond to the followingFrom the e-A.docxAbramMartino96
"HMIS Standards"
Please respond to the following:
From the e-Activity, determine a key factor that has delayed the widespread implementation of electronic health records in health care organizations. Provide an example of the effects of each factor to support your rationale.
Determine two areas where HIPPA has influenced the development of HIMS standards. Justify your response.
.
Hi i need a paper about (Head On )German film ( Turkey part)3 to.docxAbramMartino96
Hi
i need a paper about (Head On )German film ( Turkey part)
3 to 5 sentences each
Summary:
Time context:
Details about the film:
Thesis: explain
Characters:
Camera technique:
Light:
Music:
Situation effects:
Power struggle:
Sources: 3 academic
.
Hi i have new work can you do it, its due in 6 hours Boyd, Ga.docxAbramMartino96
Hi
i have new work can you do it, it's due in 6 hours
Boyd,
Gayle M.,
Jan Howard,
and
Robert A. Zucker
.
Alcohol Problems among Adolescents: Current Directions in Prevention Research.
Psychology Press
, 2013.
Lowe, Geoff
,
David R. Foxcroft,
and
David Sibley
.
Adolescent Drinking and Family Life
.
Taylor & Francis, 1993
.
National Institute on Alcohol Abuse and Alcoholism.
Underage Drinking: A Major Public Health Challenge
. Apr. 2003. Web. 10 Oct. 2016.
Office of Juvenile Jus
tice and Delinquency Prevention.
Effects and Consequences of Underage Drinking
. Sept.
2012
. Web. 10 Oct. 2016.
I want you to chose any two of these sources and write two pergraph for each, total 4 pergraghs. Can you do it?
.
HIT Management and Implementation Please respond to the followi.docxAbramMartino96
"HIT Management and Implementation"
Please respond to the following:
Determine a key process in the delivery of health care services that would be more efficient and effective through the application of a specific model of HIT. Support your response.
Analyze the barriers to the implementation of HIMS in a complex adaptive system (CAS). Propose a strategy to help reduce the level of resistance from the clinical staff during a transition from CAS to HIMS innovations. Provide a rationale to support your response
"Innovationin HIMS"
Please respond to the following:
•Compare and contrast the functionality and efficiency of the complaint-push model and data-pull model within the process of health care service delivery. Recommend a strategy improving the effectiveness of each method for delivering patient care.
•Determine a significant aspect of a complex health care system that represents barriers to a more rapid diffusion of HIT. Next, suggest how these barriers can be removed or minimized. Support your rationale.
.
History and TheoryConsiderthe eras, life histories.docxAbramMartino96
History and Theory
Consider
the eras, life histories, and personalities of Freud and Rogers.
Identify
two research articles published in the last 5 years: one that investigates a psychoanalytic or Freudian construct and one that investigates a client-centered, humanistic, or Rogerian construct.
Write
a 700- to 1,050-word paper about Freud and Rogers that addresses the following:
Provide a summary of each article, highlighting the processes that contemporary psychologists use to develop the theories of Freud and Rogers.
Explain their views of human nature and their worldviews as expressed in their respective theories.
Which aspect of their theory do you think would be different if they were alive and working today?
Explain how social and cultural factors influenced the development of Freud's and Rogers' respective theories of personality.
Do
NOT
use about.com, psychology.about.com, ask.com, simplypsychology.org, AllPsych.com, SparkNotes.com, wikipedia, or other sources that are not scholarly in nature.
You
MUST
have a minimum of 2 scholarly sources as references. You may use your textbook but it does not count as one of these sources.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Read the Case of Jim in Chapter 6
Each team member should discuss the case using the humanistic theory as a model. Then use the humanistic theory to discuss how you would use it to assess the client.
Post an initial response
to this case analysis (approximately 350 words with at least 1 scholarly source).
THE CASE OF JIM
SEMANTIC DIFFERENTIAL: PHENOMENOLOGICAL THEORY
Jim completed ratings of the concepts self, ideal self, father, and mother using the semantic differential (
Chapter 5
), a simple rating scale. Although the semantic differential is not the exact measure recommended by Rogers, its results can be related to Rogerian theory since its procedures have a phenomenological quality and assess perceptions of self and ideal self.
First, consider how Jim perceives his self. Based on the semantic differential, Jim sees himself as intelligent, friendly, sincere, kind, and basically good—as a wise person who is humane and interested in people. At the same time, other ratings suggest that he does not feel free to be expressive and uninhibited. Thus, he rates himself as reserved, introverted, inhibited, tense, moral, and conforming. There is a curious mixture of perceptions: being involved, deep, sensitive, and kind while also being competitive, selfish, and disapproving. There is also the interesting combination of perceiving himself as being good and masculine but simultaneously weak and insecure. One gets the impression of an individual who would like to believe that he is basically good and capable of.
History of an argument Are there too many people There h.docxAbramMartino96
History of an argument: Are there too many people?
There have been several points in history at which someone has argued that we have too many people, and that this will be a problem.
Please do some research and choose at least one of these arguments to discuss in some detail in a paper of about 2-3 pages.
Who was making the argument?
Which people were identified as being too many?
Was a solution proposed, and if so, what was it?
Did the predicted overpopulation crisis come to pass, and why or why not?
How many people would be about right?
How many are too many?
Who decides?
What are the criteria for the decision?
The usual formatting and proper mechanics of good writing apply.
.
history essays- 1000 words each essay- mla and 2 works cited. every .docxAbramMartino96
history essays- 1000 words each essay- mla and 2 works cited. every question should be submitted in its own sheet.
1.Trace the patterns of international migration since 1970, with reference to at least two examples. How do these differ from migration patterns of a century earlier?
2.
Discuss advantages and disadvantages of globalization in contemporary world. Who has benefited and who has not? Has globalization brought the world together or driven it further apart?
.
Historical Background of Housing PolicyHousing is one of the requi.docxAbramMartino96
Historical Background of Housing Policy
Housing is one of the requirements in human life
(not true!)
. Therefore,
it
greatly influences the day to day life of citizens in a country as well as the country's economy. As a result of
its
importance, there
should be
secure policies in the state that protect citizens against exploitation and the economy of the nation
This is not a neutral statement of the evidence
(Turis, 2011).
Good
housing provided with essential social amenities means healthy lives for the citizens since
they will be enjoying all the services
. Poor housing, for instance, can result in health issues for the individuals of a given society. Crime rates are also found to be higher in places with inadequate housing and this
becomes a threat
may be a threat
to the security of the community.
The housing policy
,
??????
therefore, was formed
so as to
address the housing challenges facing the nation and its citizens (Turis, 2011).
indent
To deal with the housing problems
(what housing problems?)
the Section 8 Housing Choice Voucher program
(The correct name is Section 8 of the Housing Act of 1937 (42 U.S.C. § 1437f)
was established in 1974 as the Housing Act (Turis, 2011). This housing policy enables low income earners
to pay for houses of their choice
in the private market. The state funds the program and as a result, it benefits over five million low-income families as it enables them to pay for the housing
with ease
. Provision of
the
vouchers is one of the
policies
ways
in which
the state addresses the housing problem for its citizens (Turis, 2011). Compared to other policies
such as….
, vouchers provide a wider range of shelter and they are less expensive. For the low-income earners to use the vouchers, the kind of houses they find
should not
exceed the maximum allowable rent by the vouchers and must be in line with the program policies. The program also
covers a wide variety of houses
which include single family home; this was aimed at small families. Apartments and houses in towns are also covered by the program.
This description of the HCV is not clear.
indent
The housing voucher programs is managed by the Department of Housing and Urban Development (Kotz, 2012)
.
Public Housing Agencies (PHAs) are
the ones
responsible for carrying out the local programs outlines
(Kotz, 2012)
.
The mode of operation of this program is that an individual finds a suitable house for them to live and they pay rent to the landlords. The subsidy for the rent is paid by the PHAs to the owners of the house directly, and the person receiving such voucher will have to pay the remaining amount of money to the landlord (Kotz, 2012)
.
Therefore, in this program, the kind of benefits the citizens receive is subsidies on the rent they pay to the owners. A Certain amount is paid by the PHAs on the behalf of the low-income families, which makes houses relatively cheaper for citizens to choose where they want to li.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Mechanisms of Mindfulness inCommunication TrainingDaniel C
1. Mechanisms of Mindfulness in
Communication Training
Daniel C. Huston, Eric L. Garland & Norman A.S. Farb
Mindfulness, an ancient spiritual practice, is becoming an
increasingly popular
component of communication courses, training individuals to
reserve judgment in their
dealings with others. However, the effects of mindfulness in
communication courses are
not well researched. We compared students taking an
introductory communication
course that included a mindfulness component (N �20) against
a control group of
students taking an equivalent course without mindfulness
content (N �24). Both groups
improved in their positive reappraisal tendencies following
communication training;
however, the groups appeared to differ in how they positively
reappraised situations.
Only the mindfulness group demonstrated improved mindfulness
scores following
training, accounting for that group’s increases in positive
reappraisal, and providing
2. evidence for mindfulness training as one mechanism for
reducing negative reactivity in
communication.
Keywords: Mindfulness; Positive Reappraisal; Blame; Mindful
Coping Model; Spirituality
Mindfulness meditation is an ancient spiritual practice
introduced over 2,500 years
ago as a means of calming the mind and gaining insight into the
impermanent and
interdependent nature of the self. Over the last few decades,
scholars and clinicians in
the West have begun to explore secular applications of
mindfulness, and have noted
the practical benefits of observing thoughts, impulses, and
emotions. This ability,
nurtured through the practice of mindfulness meditation,
appears to help people lead
happier, more productive, and fulfilling lives through the
process of coming to know
Daniel C. Huston is a Professor in the Departme nt of English,
Fine Arts, and Foreign Languages at NHTI,
Concord’s Community College, Eric L. Garland is an Assistant
Professor in the College of Social Work at Florida
State University and a Research Affiliate for Trinity Institute
3. for the Addictions, Norman A.S. Farb is a
postdoctoral fellow at the Rotman Research Institute. The
authors would like to thank Beth Blankenstein,
Susanne O’Brien, Diana Levine, members of the NHTI Institute
Leadership Team, and the students
who voluntarily participated in the study for their contributions.
Correspondence to: Daniel C. Huston,
Grappone Hall, NHTI, Concord’s Community College, 31
College Drive, Concord, NH 03301, USA. E-mail:
[email protected]
ISSN 0090-9882 (print)/ISSN 1479-5752 (online) # 2011
National Communication Association
http://dx.doi.org/10.1080/00909882.2011.608696
Journal of Applied Communication Research
Vol. 39, No. 4, November 2011, pp. 406�421
http://dx.doi.org/10.1080/00909882.2011.608696
themselves and realizing they are more than the self-talk they
experience, more than
the habitual patterns of behavior they have formed over the
years. They come to
realize they can ‘‘let go’’ of that ‘‘chatter’’ and those ‘‘habits’’
and open to a richer,
4. more complete experience of themselves and the world around
them. As a result, they
transcend the narrow perspective that had been defining how
they perceived
themselves and others; they connect to other human beings and
more fully
experience the world in which they live. This transformation,
which some might
describe as a spiritual experience, is thought to influence how
people communicate:
improving accurate expression, increasing understanding, and
reducing conflict.
King and Sawyer (1998) advocated the inclusion of mindfulness
instruction in the
teaching of communication. Since then, interest in mindfulness
in education has
increased with the development of organizations such as the
Association for
Contemplative Mind in Higher Education; the Mindfulness in
Education Network;
and the Collaborative for Academic, Social, and Emotional
Learning. However, to
date few quantitative studies have examined the impact of
mindfulness content in
5. communication training.
Mindfulness in the field of communication has mainly been
considered in terms of
how consciously people plan their approach to a communication
exchange or the
extent to which they identify and respond to relevant or
irrelevant information in a
given situation (Burgoon, Berger, & Waldron, 2000; Folkes,
1985; Langer, Blank, &
Chanowitz, 1978). Stroud (2010) describes these early studies
as equating mindful
communication with ‘‘effortful, cognitive processing,’’ which
differs substantially
from the operationalization of the construct of mindfulness
within the fields of
psychology and medicine. Scholars in these fields highlight
elements of mindfulness
that have been passed down from eastern traditions such as
Buddhist meditation
practices, emphasizing for instance, the cultivation of an open
awareness to present-
moment experience without interpretation or attachment to a
particular outcome
(Kabat-Zinn, 1982). The view of mindfulness that has emerged
6. in these fields
recognizes mindfulness as a means of expanding one’s
experience of each moment by
nurturing qualities such as acceptance and patience (Shapiro &
Schwartz, 2000) that
allow for observation ‘‘of what is occurring both internally and
externally’’ (Brown &
Ryan, 2003) and therefore results in increased emotional
awareness and increased
self-regulation abilities (Brown & Ryan, 2003; Shapiro &
Schwartz, 2000; Shapiro,
Carlson, & Astin, 2006). Communication scholars are beginning
to use the term
mindfulness to refer to this kind of expanded awareness and its
function in adaptive
communication (e.g., Adelman, 2010; Chinn Swartz, 2008;
Stroud, 2010; Ucok,
2007). In the present study, we directly tested the hypothesis
that this open, non-
evaluative form of mindfulness may promote cognitive
strategies associated with
adaptive communication.
While ‘‘adaptive communication’’ may be a broad construct,
communication
7. efficacy can be measured by the types of cognitive strategies
employed by individuals in
their communication efforts. One adaptive strategy is positive
reappraisal, which is the
cognitive process through which stressful events are re-
construed as benign, beneficial,
and/or meaningful. This strategy (alternately conceptualized as
benefit-finding) is
Mechanisms of Mindfulness 407
associated with decreased distress and enhanced mental health
(Helgeson, Reynolds, &
Tomich, 2006), and also appears to modulate physiological
parameters associated
with stress (Bower, Low, Moskowitz, Sepah, & Epel, 2008;
Tugade & Fredrickson,
2004). Positive reappraisal is an active, emotion-focused coping
strategy (Folkman,
1997) that is often the first step towards a productive
reengagement with a stressful
situation. For example, in a conflictual interaction, one may
first appraise a given
communication as a personal attack stemming from disrespect,
8. and then positively
reappraise that communication as a brusque expression of
concern and care. In
reappraising the communication this way, the dyad may be more
willing to engage in
constructive dialogue around how best to give and receive
feedback. Positive
reappraisal has been associated with increased communication
satisfaction (Corbeil,
Quayhagen, & Quayhagen, 1999), and employing a positive
reappraisal strategy to cope
with an interpersonal offense decreased negative emotion and
physiological arousal
while exerting salutary effects on heart rate variability and
increasing positively-toned
communication (Witvliet, Knoll, Hinman, & DeYoung, 2010).
A second candidate measure of communication efficacy is a
person’s ability to
refrain from blaming others for communication difficulty, a
form of negative external
attribution that has negative impacts on communication (Burr,
1990; Cleaver, 1987;
Ford & Ford, 1995). Furthermore, blaming others is a
maladaptive strategy that has
9. deleterious effects on mood: compared to participants high in
positive reappraisal,
participants who frequently blamed others for communication
problems demon-
strated greater dysphoric symptoms (Schroevers, Kraaij, &
Garnefski, 2007). It is
theorized that blame often gives rise to anger and interferes
with awareness of
personal needs during moments of conflict, resulting in
communication that is
unlikely to help one meet his or her needs (Rosenberg, 2003).
Consequently,
developing an increased awareness of difficult emotions during
interpersonal conflict
is key to productive communication. As Goldstein (1993)
asserts, the increased
awareness afforded by mindfulness makes it possible not only to
‘‘initiate effective
communication,’’ but to do so ‘‘without getting caught in
reactive judgments’’
(p. 152). This emphasis is consistent with a form of
communication training called
Insight Dialogue (Kramer, 2007) that integrates Buddhist
mindfulness practices into
10. interpersonal communication. Key to this training is the notion
that human beings
are plagued by distorted, automatic thoughts that filter the way
we interpret
information, often leading to blame, misunderstanding, and
suffering.
The present study investigated whether mindfulness strategies
acquired through a
communication class could account for training-related changes
in positive
reappraisal and blaming others. According to the mindful
coping model (Garland,
Gaylord, & Park, 2009; Garland et al., 2010), positive
reappraisal can occur when one
disengages from automatic negative appraisal (e.g., blaming
another for a conflictual
interaction) into the state of mindfulness, a state of broadened,
metacognitive
awareness wherein evaluations of the interaction are suspended.
On the other hand,
negative emotions induced by relational conflict often linger
during a ‘‘refractory
period’’ (Ekman, 2003), a period of time during which one is
biased towards mood-
11. congruent information and making emotion-consistent
appraisals. Mindfulness may
408 D. C. Huston et al.
suspend blame-laden appraisals of challenging situations,
allowing individuals the
cognitive flexibility to more easily attend to the benign or
benevolent features of the
relationship and the ability to reappraise the interaction as
meaningful or even
beneficial. Repeated engagement of the state of mindfulness
may result in the
establishment of mindful dispositionality, which, in turn, could
lead to a heightened
propensity toward making positive reappraisals of interpersonal
communication.
Indeed, a recent study found that the stress-reductive effects of
increases in
dispositional mindfulness were mediated by growth in positive
reappraisal over an
eight week course of mindfulness training (Garland, Gaylord, &
Fredrickson, 2011).
Further evidence for the model may be drawn from social
12. psychological research to
broaden and build theory (Fredrickson, 2004), which has
identified reciprocal
relationships between broadened cognition and positive
emotions (Burns et al., 2008;
Fredrickson & Joiner, 2002). Insofar as mindfulness practice
augments positive
reappraisal, it may prevent communication difficulties that arise
as a result of
unconscious, maladaptive patterns of behavior.
Identifying habitual patterns of thought and reactivity is
particularly challenging
given the extent to which individuals appear to be influenced by
stimuli unconsciously
and react to them habitually (Motley, 1986a, b, 1990). At least
one study suggests that
mindfulness reduces the automatic allocation of attention,
reducing automatic
response tendencies (Wenk-Sormaz, 2005). The curriculum
being examined in this
study is designed to help students recognize and modify
unproductive, habitual
patterns of behavior through the study of mindfulness and
communication theory.
13. (For a detailed description of this curriculum see Huston,
2010a, b.) Students learn to
‘‘wake up’’ to the present moment and, as a result, notice how
communication
concepts such as self-talk and nonverbal behavior act as internal
and external
influences on their thoughts and emotional reactions. With this
awareness, they can
then make informed decisions about how to appraise and
respond to challenging
situations. Through mindfulness students learn to ‘‘reenter’’
difficult situations ‘‘from
a gathered, deliberate, more spacious and less self-centered
perspective’’ (Williams,
Teasdale, Segal, & Kabat-Zinn, 2007, p. 197) that may help
them to choose ways of
communicating and interacting which allow growth and learning
to materialize
(Bstan-dzin-rgya-mtsho & Cutler, 1998).
Hence, both Eastern traditions and contemporary secular
applications of mind-
fulness emphasize the role nonjudgment plays in opening one’s
awareness and letting
14. go of the initial tendency to blame others that often arises
during difficult interactions.
Recognizing emotional reactions and positively reappraising the
conflict appear to be
central to choosing a productive, satisfying response.
Mindfulness training may foster
awareness of the emotional impulse to react and blame others,
promote a positive
reappraisal of the situation, and ultimately result in more
effective communication.
The aim of the present study is to examine the effects of
teaching mindfulness on
positive reappraisal among students in an introductory
communication course. We
hypothesize that, compared to a standard communication
curriculum, mindful
communication training would result in increased dispositional
mindfulness, which
Mechanisms of Mindfulness 409
would account for increased use of positive reappraisal and
decreased use of blaming
strategies in daily communication.
15. Method
Participants and Study Design
Students enrolled in five sections of a college communication
course offered in
the spring semester of 2010 were invited to participate in the
study at NHTI,
a comprehensive community college in Concord New
Hampshire. The study
obtained prior review and approval by the Institutional
Leadership Team, the IRB
for the college, in accordance with the Human Subject Research
Protocols established
by the college and the Community College System of New
Hampshire. Class sections
selected to be a part of the study were taught by different
instructors. The comparison
group for this study was comprised of students from two class
sections who received
a traditional communication curriculum without mindfulness
elements, while the
experimental group consisted of students enrolled in three class
sections that
incorporated mindfulness concepts and practices. From these
classes we obtained
16. complete participation from 24 students in the comparison
group and 20 students in
the mindfulness group. The mindfulness and comparison groups
did not differ with
respect to age (18.891.0 years vs. 19.692.2 years respectively),
gender (12 female vs.
10 female), ethnicity, or years of post-secondary education
(1.490.9 years vs.
1.291.1 years).
The data consisted of three brief paper assessments which were
administered
during the first half hour of the first day of class and the last
scheduled class
session of the semester. In an effort to reduce the potential
problem of demand
characteristics, i.e., students attempting to predict what was
being measured and
deliberately skew the results, these instruments were
administered by personnel of the
Office of Institutional Research and Grants, Academic Affairs,
distancing the study
from the professors and consequently the course material itself.
Students were sent a
17. letter from the associate vice president of academic affairs in
advance of the start of
the semester, inviting them to participate in the study without
mentioning what was
specifically being measured, other than that the results of the
study may be used to
improve teaching methodology in college communication
classes. Students were
assured that their participation was voluntary and confidential,
and the human
subject research protocols of the college were followed.
Participants were advised that
their participation would have no impact on their grading
performance for the
course. Furthermore, students took the pre-test before having
met their professors in
order to limit their influence. During the management of the
post-test, participating
professors were careful to treat it as they would any other study
being done at the
college. It is not uncommon, for instance, for students to
complete studies in a class
that have nothing to do with the course itself, e.g., studies that
measure recreational
18. drug use, use of library resources, or other general-information.
The assessment
instruments administered at the beginning of the semester
included a general
410 D. C. Huston et al.
information form which assessed prior meditation experiences
and other relevant
demographic information, the Five Factor Mindfulness
Questionnaire, and relevant
items selected from the Cognitive Emotion Regulation
Questionnaire. At the
conclusion of the semester, the latter two instruments were
administered.
Communication Curricula
Course work in both the mindfulness and comparison groups
consisted mainly of
writing assignments, speeches, and small group work. The
number of assignments
was nearly identical in both groups.
The mindfulness curriculum includes seven units focused on
introducing students
to particular communication concepts, guiding them through
19. mindfulness medita-
tion exercises, and assigning Application Journals that ask
students to reflect on
communication concepts in their lives. The order in which the
mindfulness exercises
and communication concepts are introduced is designed to
scaffold students’
understanding and application of key ideas.
Students in the mindfulness group were led through these units
each week for seven
weeks during the 15-week term and were encouraged to think of
the related
communication concepts as internal and external influences on
their behavior (e.g.,
‘‘self-talk’’ is an internal influence; the amount of eye contact
someone is or isn’t giving
is an external influence). Students were encouraged to
participate in the in-class
guided meditations, and the teachers of these classes
recommended that students
practice these same meditations, which were available online, as
much as possible,
ideally daily. No effort was made to determine how often
students meditated on their
20. own.
Students in the mindfulness classes were also encouraged to
apply the abilities
mentioned above to their public speaking and group work, e.g.,
thinking about
symptoms of nervousness (such as blushing cheeks or sweaty
palms) as an indication
that they may be reacting emotionally to the situation at hand in
a way that is not
necessarily accurate or productive. Students could then use the
recognition of such
physiological symptoms as an opportunity to reappraise the
situation before they
reacted in a manner that might lead to poor communication or
performance in the
class activity.
Measures
Mindfulness. The Five Facet Mindfulness Questionnaire
(FFMQ; in this sample, total
a�.81), comprised of 39 Likert-type items rated on a five-point
scale (1 �never or
very rarely true, 5 �very often or always true), was used to
measure trait mindfulness.
The FFMQ yields a total score (computed by summing
21. responses across all 39 items)
and scores for five internally consistent mindfulness factors
each with their own
convergent and predictive validity: nonreactivity to inner
experience (tapped by items
such as ‘‘I watch my feelings without getting lost in them’’; 7
items, subscale a �.76),
observing and attending to experience (‘‘I pay attention to
sensations, such as the wind
Mechanisms of Mindfulness 411
in my hair or the sun on my face’’; 8 items, subscale a�.83),
describing and
discriminating emotional experiences (‘‘I’m good at finding
words to describe my
feelings’’; 7 items, subscale a�.87), nonjudging of experience
(reverse coded item:
‘‘I tell myself I shouldn’t be feeling the way that I am feeling’’;
8 items, subscale
a�.83), and acting with awareness (reverse coded item: ‘‘I find
myself doing things
without paying attention’’; 7 items, subscale a�.91) (Baer,
Smith, Hopkins,
Krietemeyer, & Toney, 2006).
Cognitive coping strategies. The positive reappraisal, refocus on
planning,
22. catastrophizing, and blame others subscales of the Cognitive
Emotion Regulation
Questionnaire (CERQ; Garnefski, Kraaij, & Spinhoven, 2001)
were administered to
evaluate cognitive coping. The full CERQ consists of 36 Likert-
type items that assess
how often certain cognitive strategies are employed to cope
with stressful life events.
The positive reappraisal subscale (4 items, subscale a�.80)
includes items such as
‘‘I think I can learn somethi ng from the situation,’’ and ‘‘I
think I can become a
stronger person as a result of what happened.’’ The refocus on
planning subscale
(4 items, subscale a�.73) is comprised of items such as, ‘‘I
think about a plan of
what I can do best’’ and ‘‘I think about how to change the
situation.’’ Items assessing
catastrophizing (4 items, subscale a �.77) include ‘‘I keep
thinking how terrible it is
what I have experienced’’ and ‘‘I often think what I have
experienced is the worst that
can happen to a person.’’ The blame others subscale (4 items,
subscale a�.73) includes
items like ‘‘I feel that others are responsible for what has
happened’’ and ‘‘I feel that
basically the cause lies with others.’’ The CERQ has been
23. shown to have good internal
consistency and convergent validity with subscales of the SCL-
90 (Garnefski & Kraaij,
2007; Garnefski et al., 2001).
Analytic Strategy
Descriptive statistics, paired t-tests, and repeated measures
analyses of variance
(ANOVA) were used to assess between- and within-groups
differences. Pearson
correlations were utilized to examine associations between pre -
post changes in
dispositional mindfulness, positive reappraisal, refocus on
planning, catastrophizing,
and blaming others.
Path analysis via structural equation modeling software (AMOS
17.0) was used to
test a hypothetical model in which participation in mindful
communication training
could lead to change in dispositional mindfulness which in turn
could exert direct
effects on change in blaming others or indirect effects through
increases in positive
reappraisal coping. The overall model fit was assessed by
24. examining the chi-square
statistic and the Comparative Fit Index (CFI; Bentler, 1990), as
well as the Root Mean
Squared Error of Approximation (RMSEA) Index (Hu &
Bentler, 1998). According to
statistical convention (Bentler, 1990; Hu & Bentler, 1998), the
CFI has typical values
between 0 and 1, with a value close to 1 indicating a good
model fit, and RMSEA
scores closer to 0 indicate a better model fit. Maximum
likelihood estimation (MLE)
was used to handle missing data in structural equation models.
412 D. C. Huston et al.
Results
Main Effect of Training
An initial analysis of within-group training effects for each of
the subscales was
performed (see Table 1). Both groups reported significant
increases in positive
reappraisal. In contrast, while the comparison group
demonstrated a significant
25. increase in refocusing, the mindfulness group evidenced
significant increases in total
mindfulness and the observing subscale of the FFMQ.
To look for differential effects of training group on training
effects, all subscales and
the FFMQ total scores were subjected to 2 (group) �2 (pre- and
post-training)
repeated-measures ANOVA. Main effects of training were found
for the refocusing
(F(1,42) �8.94, p �.005) and positive reappraisal (F(1,42)
�23.50, p B.001) subscales of
the CERQ, as well as for the observe subscale of the FFMQ
(F(1,43) �8.287, pB.01).
However, only the mindfulness group demonstrated significant
increases in total
FFMQ scores, as evidenced by a significant group by training
interaction
(F(1,42) �6.885, pB.01). The mindfulness group also reported a
marginally significant
increase in acting with awareness compared to the control
group’s marginal decrease
(F(1,42) �3.92, p �.054).
Individual Difference Analysis
To examine whether changes on the CERQ and FFMQ subscales
were related, we
performed an individual difference analysis on the change
26. scores (post � pre training)
for each of the subscales and total FFMQ with Pearson
correlations. Correlations
in FFMQ and the CERQ change scores are presented for each of
the two groups in
Table 2.
Table 1 Changes in mindfulness and communication-related
variables pre- and post-
participation in a mindful communication curricula and standard
communication course
(comparison group)
Comparison group (N �24) Mindfulness group (N �20)
Pre Post Pre Post
Refocus 13.8 (0.5) 15.3 (0.6)* 13.7 (0.6) 15.1 (0.6)
Reappraise 13.9 (0.5) 15.9 (0.5)* 14.1 (0.7) 16.2 (0.6)*
Catastrophize 7.0 (0.5) 7.7 (0.6) 7.2 (0.5) 6.9 (0.5)
Blame 6.5 (0.4) 6.8 (0.4) 6.8 (0.4) 6.9 (0.4)
FFMQ total 127.3 (2.8) 127.3 (2.9) 126.9 (3.9) 134.0 (3.5)*
Nonreacting 22 (0.6) 21.5 (0.8) 20.9 (0.8) 22.2 (1.0)
Describing 25.7 (1.2) 27 (1.2) 28.9 (1.2) 29.9 (0.9)
Observing 23.1 (1.1) 24.2 (1.0) 25.0 (1.3) 28.5 (1.1)*
Nonjudging 25.6 (1.0) 24.8 (0.9) 23.1 (1.1) 23.7 (1.2)
Act with awareness 27 (1.1) 25.9 (1.1) 25.5 (1.6) 26.2 (1.3)
Note: For each scale, means are presented with standard errors
in parentheses.
*pB.05.
27. Mechanisms of Mindfulness 413
Correlations observed among comparison-group participants. In
the comparison group,
the FFMQ observing subscale (e.g., ‘‘I pay attention to how my
emotions affect my
thoughts and behavior’’) was positively associated with CERQ
reappraisal and
negatively associated with blaming others, suggesting that the
tendency to observe
present-moment experience is associated with cognitive
strategies characteristic of
adaptive communication. Also in the control group, nonjudging
(a reverse scored
subscale, e.g.,‘‘I tend to evaluate whether my perceptions are
right or wrong’’) was
negatively correlated with reappraisal but positively associated
with blaming others.
This pattern suggests that comparison-group participants who
decreased their
evaluative tendencies may have simply defaulted to blaming
others for events rather
than attempting to reappraise their interpretation of these
events. In other words,
28. rather than be self-critical of their own maladaptive
communication tendencies,
participants in the comparison group who became less
judgmental of their own
thoughts and feelings may have simply allowed themselves to
negatively appraise
interactions and place blame on others.
Correlations observed among mindfulness-group participants.
The mindfulness group,
who showed a specific increase in FFMQ total scores,
demonstrated a strong
correlation between such FFMQ increases and CERQ refocus
and reappraisal. Among
mindfulness-group participants, the strongest associations
observed between FFMQ
and CERQ subscales were non-reacting (e.g., ‘‘I perceive my
feelings and emotions
without having to react to them’’) and describing (e.g., ‘‘I’m
good at finding the
words to describe my feelings’’) rather than the observing
subscale found in controls,
suggesting that one mechanism for the mindfulness training
effect may lie in
29. refraining from reacting and articulating one’s feelings instead
rather than just
Table 2 Individual difference analysis of associations between
changes in mindfulness
facets and communication-related variables observed among
students participating in a
mindful communication curricula and standard communication
course (comparison
group)
DRefocus DReappraise DCatastrophize DBlame-Others
Comparison group (N �24)
DFFMQ total �.01 .01 �.03 .00
DNonreacting .09 .26 �.19 �.20
DDescribing �.05 .00 �.17 �.02
DObserving .03 .52* �.33 �.46*
DNonjudging �.14 �.53* .32 .56*
DAct w/Awareness .06 �.10 .28 .03
Mindfulness group (N �20)
DFFMQ total .52* .50* .33 .34
DNonreacting .54* .52* �.22 .04
DDescribing .61* .51* .16 .16
DObserving .21 .29 .20 .02
DNonjudging �.14 .06 .27 .14
DAct with Awareness .13 �.04 .48* .54*
*pB.05.
414 D. C. Huston et al.
30. observing emotional reactions. Unexpectedly, increases in
acting with awareness
(a reverse-scored subscale, e.g., ‘‘I rush through activities
without being really
attentive to them’’) was associated with higher catastrophizing
and blaming others in
the mindfulness group, suggesting that as participants became
more mindful, they
became increasingly aware of their faults and weaknesses,
including catastrophizing
and blaming others.
A Fisher’s Z transformation was used to determine between-
groups differences in
the association between reappraisal and nonjudgment, r �.59,
pB.05. This finding
suggests that the pattern of high nonjudgment predicting low
reappraisal found in
controls was not apparent in the mindfulness group.
Path Analysis Results
Next, we conducted a multivariate path analysis of the role of
cognitive strategies in
mindful communication, where participation in the mindful
communication course
31. predicted change in dispositional mindfulness which in turn
could exert both direct
and indirect effects on change in blaming others through change
in positive
reappraisal coping. This model exhibited good fit: x2/df �1.34,
p �.26; RMSEA �.05
(.00, .20), CFI �.99, AIC � 26.68. Results indicated that,
relative to the comparison
group, mindful communication participants experienced
significantly larger increases
in dispositional mindfulness over the course, and such increases
in dispositional
mindfulness were associated with increases in positive
reappraisal, which were, in
turn, associated with decreases in blaming others (see Figure 1).
Overall, the model
explained 41% of the variance in changes in positive reappraisal
and 57% of the
variance in changes in blaming others.
Discussion
We examined whether the promotion of mindfulness as a
foundational component of
communication curriculum would improve cognitive strategies
associated with
32. adaptive communication. We compared two groups of students
participating in
communication skills courses: a mindfulness group, who
received instruction in
mindfulness techniques as explicit means of changing
communication strategies, and
Figure 1. Path analysis of training-related changes in cognitive
strategies implicated in
mindful communication. *pB05; ***pB001.
Mechanisms of Mindfulness 415
a comparison group, who received conventional communication
skills training.
Results indicate that incorporating mindfulness into
communication instruction
significantly increases students’ dispositional mindfulness.
Furthermore, training-
related increases in dispositional mindfulness are associated
with improved use of
positive reappraisal that precludes concurrent increases in
blaming others.
To the best of our knowledge, the finding of a significant
correlation between
33. dispositional mindfulness and positive reappraisal is one of the
first to be presented
in the literature (cf. Garland et al., 2011). Given that the
wording of the FFMQ items
does not imply making positive construals of stressful
situations, nor does it
implicate positive affective processes in general, this finding
may help to dispel
misconceptions about mindfulness as a blank or neutral state of
‘‘nondoing’’ and
relaxation. While mindfulness does appear to nurture what is
often referred to as
‘‘beginner’s mind,’’ by virtue of the reciprocal links between
broadened cognition and
positive emotion as outlined in the broaden and build theory
(Fredrickson, 2004),
the state of mindfulness appears to exert a positively-valenced
effect on how we
interpret and respond to events in our lives (Garland et al.,
2009). Furthermore, the
positive appraisal experienced by students in the mindfulness
group appears to differ
significantly from that of the controls. The mindfulness group’s
ability for increased
34. positive reappraisal was associated with the nonreacting and
describing subscales of
the FFMQ, suggesting that mindfulness training nurtures
positive reappraisal based
on increased awareness of emotional impulses which reduces
the tendency toward
reactivity and an increased ability to describe one’s emotions.
Such associations were
not found in the comparison group, suggesting that mindful
communication training
may be unique in its integration of nonreactivity and emotional
awareness skills into
reappraisal strategies.
While both groups demonstrated enhanced reappraisal
tendencies consequent to
communication training, participants in the comparison group
who evidenced
increases in reappraisal seemed to judge their thoughts and
feelings more harshly.
The comparison group may have learned to reappraise situations
by scrutinizing their
own reactions, rather than constructively focusing on the
positive features of the
interaction in order to reappraise its meaning. Indeed,
35. judgmental reappraisal may
serve to be less productive as a communication strategy, for it
appears to illustrate
what amounts to a shift in blame from self to others, rather than
resulting in
increased engagement with others during interactions.
In contrast, participants in the mindfulness group who
increasingly engaged in
positive reappraisal did so without turning to judgment or
blame. The strong fit of
the path analysis of training-related changes in factors
implicated in mindful
communication suggests that mindfulness promotes an adaptive
tradeoff between
cognitive strategies, promoting positive reappraisal while
reducing the tendency to
engage in blaming others. While students in both types of
communication courses
demonstrated improved positive reappraisal tendencies, it seems
as though increased
mindfulness is one powerful explanatory source of this change.
These findings are
consistent with Ekman’s (2003) emphasis on the importance of
observing impulses to
36. react prior to the emotional refractory period so that adaptive
reappraisals of stressful
416 D. C. Huston et al.
interactions are possible. Our data suggest that mindfulness can
be useful not only in
observing the impulse to react, but also in reappraising the
situation that gave rise to
the emotional reactivity. Similarly, the results of our path
analysis are congruent with
findings from recent path analytic investigations of the role of
positive reappraisal as
a mediator of the stress-reductive effects of increasing
dispositional mindfulness
(Garland et al., 2011), and lend further support to the mindful
coping model
(Garland et al., 2009, 2010).
While the associated changes mentioned above were observed
across the fifteen
weeks of a mindful communication course, hypothetically these
same relationships
may hold within micro-analytic analyses of the unfolding of
communication
37. processes within a single interaction. For example, a student
who took the mindful
communication course wrote an Application Journal entry
(direct quotations from
this entry are quoted below) that exemplifies many of the
cognitive strategies
described above. She had loaned money to a friend during
spring break. After a
month had gone by, her friend had only repaid a portion of the
debt, yet the student
observed her friend spending money on herself while claiming
she was broke. On a
later occasion when the student observed her friend wearing
some new clothes, she
noticed herself becoming upset by an increasing awareness of
muscular tension in her
body. Subsequently, she felt a strong urge to lash out at her
friend in accusatory
manner; however, realizing that ‘‘a situation is more than the
emotions you
experience first when confronted with a stimulus,’’ she was able
to remain nonreactive
as she ‘‘looked past the anger.’’ In so doing, she was able to
refrain from blaming her
38. friend for the problem at hand. The student realized that she had
never spoken with
her friend about how her previous purchases had upset her, and
she considered the
possibility that her friend was unaware of how much it bothered
her to see her buying
clothes for herself before repaying the debt. Once she was able
to positively reappraise
the situation in this manner, she chose to respond assertively
rather than aggressively
by ‘‘speaking [her] emotions instead of bursting out in anger.’’
This example
illustrates one role mindfulness can play in adaptive
communication as evidenced by
the results of our study.
Limitations and Suggestions for Future Research
There are several limitations to this study. First, the relatively
small sample size may
have resulted in a lack of statistical power to detect between-
groups differences of
smaller magnitude effect sizes. Nonetheless, significant effects
of training were
identified. Second, the lack of random assignment to mindful
39. communication and
standard communication curricula leaves the present findings
vulnerable to selection
threats to internal validity. Although participants did not
significantly differ at baseline
on dispositional mindfulness and the other cognitive strategy
variables assessed in the
present investigation, it is possible that there were systematic
differences on
unmeasured variables that may have led to the observed
between-groups differences.
Hence, future studies aimed to evaluate mindfulness as a
mechanism for improved
communication skills in communication curricula should
employ randomized
Mechanisms of Mindfulness 417
controlled designs with larger sample sizes. Furthermore, future
studies should
examine what other factors may be involved in the facilitation
of positive reappraisal,
in light of the fact that the comparison group evidenced
significant improvements in
40. this cognitive strategy. An additional limitation is that the
present investigation did not
attempt to measure communication skills directly. However,
given that the pedagogy of
the mindful communication course being studied defines
mindful communicators as
those who communicate productively as a result of recognizing
and responding to the
uniqueness of each situation such that responses that are
unproductive in one instance
may be precisely what is needed in another, designing an
instrument that would
measure such an ability is a difficult task. A more meaningful
assessment methodology
may be to observe mindful communication as it occurs (Ucok,
2007). One approach
for conducting such analysis may be to measure students’
cognitive, emotional, and
psychophysiological responses during a challenging interaction.
Using micro-analytic
research methodologies to probe the unfolding of online
emotion regulatory processes
over time (for an example of such methods, see Sheppes &
Meiran, 2007), randomized
41. experiments could examine the effects of mindfulness practice
relative to placebo
control on the sequential generation of mindful states and
positive reappraisals in
coping with communication challenges to offer a fuller test of
the mindful coping
model. The present investigation, therefore, paves the way for
controlled, experimental
research.
Practical Applications
The present research suggests that implementing mindfulness
training into curricula
that is geared toward the advance of practical communication
skills may be especially
fruitful, particularly for the development of those skills that
will help students
productively negotiate emotionally charged situations. Given
the stress and demands
often present in higher education, these communication skills
may serve college
students particularly well during their interactions with
teachers, peers, adminis-
trators, and staff as they work toward successful completion of
their degree programs.
42. The ability to identify and express emotions exhibited by the
mindfulness group in
this study is linked with what some researchers refer to as
emotional intelligence
(Mayer & Salovey, 1997), which has been associated with
increased positive affect,
decreased levels of depression, and reduced anxiety (Brown &
Ryan, 2003), all of
which may be useful for achieving satisfying and productive
communication
exchanges. Furthermore, it is important for communication
professors to examine
the extent to which traditional classroom activities and
coursework may promote a
tendency toward students becoming increasingly judgmental of
others and/or
themselves. The results of this study suggest that such
judgments are linked to
decreased positive reappraisal, which can increase conflict and
interfere with
collaboration. Conversely, training in mindful communication
may foster learning
environments characterized by teamwork and cooperation. In
sum, the concept of
43. mindfulness that is beginning to make its way from the health
and psychology fields
into the study of communication may be particularly useful as a
tool for increasing
418 D. C. Huston et al.
students’ awareness of emotional reactions to interactions,
reappraising those
interactions as growth or learning opportunities, and regulating
verbal interchange
in a constructive manner.
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Discussion 1: Mindfulness and Perception Checking
It takes a little bit of mindfulness and a little bit of attention to
others to be a good listener, which helps cultivate emotional
nurturing and engagement.
—Deepak Chopra, Indian-American author, alternative medicine
practitioner, physician, and public speaker
Throughout the day, people experience interactions with others
that may cause misperceptions. Often people react to a situation
before taking the time to clarify misunderstandings. Reacting to
a situation before being fully aware of the meaning behind
another’s behavior or words often leads to additional confusion
and escalating negative feedbacks.
In his quote, Deepak Chopra advocates practicing mindfulness
to create successful interpersonal communication environments.
What does mindfulness mean? How can it help you build your
communication competence? How can you train yourself to be
aware of interaction as it occurs and respond appropriately to
achieve positive results? How can you be sure your perception
of an individual’s behavior is accurate?
In this discussion, consider an interpersonal communication
52. scenario involving confusion on the part of both participants.
You examine how mindfulness and perception checking can
change interpersonal communication outcomes
To prepare for responding to two (2) colleagues discussion, pay
particular attention to the following learning resources
Review this week’s Learning Resources, especially:
· Huston, D. C., Garland, E. L., & Farb, N. A. S. (2011).
Mechanisms of mindfulness in communication training. Journal
of Applied Communication Research, 39(4), 406–421.
· TED. (Producer). (2012). Amy Cuddy: Your body language
may shape who you are [Video file]. Retrieved from
https://www.ted.com/talks/amy_cuddy_your_ body_language_sh
apes_who_you_are
Assignment
Respond to at least two of your peers' postings in one or more
of the following ways:
· Discuss how your interpretation of the interpersonal
communication demonstrated within the video may differ from
that of your peers.
· Share an insight about what you learned from having read your
peer’s post and discuss how and why your peer’s posting
resonated with you professionally and/or personally or how it
will impact your own mindfulness with regards to interpersonal
communication.
· Offer an example, from your experience or observation that
validates what your peer presented.
· Offer specific suggestions that will help your peer build upon
his or her own mindfulness in interpersonal communication and
explain why you think your suggestions will be of benefit based
on what you learned this week and your own experiences.
· Share how something your peer discussed changed the way
you view misperceptions and how you will improve your own
53. mindfulness.
· 3 – 4 paragraph response per each colleagues
· No plagiarism
· APA citing
Bottom of Form
1st Colleague – Natasha
Discussion 1 - Week 2
Top of Form
Natasha Mills
Mindfulness and Perception Checking
Top of Form
Alberto and Kathy’s interpersonal behaviors were significantly
the result of previous experiences witnessed by Alberto, as well
as Kathy’s verbal and non-verbal expressions. After ending the
call, Kathy says that she cannot take it anymore, a statement
that is accompanied by an exasperated face. On the other hand,
in an attempt to comfort Kathy, Alberto states that it is a rite of
passage in the organization to be pressured by Mr. Gregowski
(Laureate Education Producer, 2014). Therefore, factors of
previous experiences on Alberto’s part and verbal and nonverbal
cues on Kathy’s part are evident in the communication behavior
of the two.
Communication is a complex process consisting of various
elements in play every time people communicate (Quintanilla &
Wahl, 2020). For effectiveness and excellence during
communication, individuals ought to consider how these
54. elements interact when they communicate. In Alberto and
Kathy’s situation, these elements are displayed as personal
variables that significantly dictate their interpersonal
communication behaviors. For instance, the personal variables
in Kathy’s case include being new to the job, being female, as
Alberto puts it, and complementing Mr. Gregowski’s power
pose by adopting a less powerful pose (TED Producer, 2012).
The personal variables displayed by Alberto include being
perceptive about situations and the lack of mindfulness during
communication.
One precise instance of misperception in the video is when
Alberto tells Kathy that she should let another guy take over the
account because she is a woman, making her sensitive and
unable to handle a guy like Mr. Gregowski (Laureate Education
Producer, 2014). This is a misperception because Alberto relies
on previous occurrences to make this judgment without giving
Kathy a chance to prove whether or not she can handle Mr.
Gregowski. Therefore, Alberto’s perception is based on Kathy’s
gender, leading him to pass judgment on Kathy’s abilities.
Simply, the misperception crippled Alberto’s objectivity during
the communication process with Kathy.
Mindfulness could have had a significant positive impact on the
verbal and nonverbal communication between Alberto and
Kathy. This is because mindfulness causes people to reserve
judgment when communicating with others, thereby influencing
the outcomes of interactions (Huston et al., 2011). Hence,
mindfulness would have caused Alberto to reserve his
judgments about Kathy until he has fully understood the
situation. “Mindfulness in the field of communication has
mainly been considered in terms of how consciously people plan
their approach to a communication exchange or the extent to
which they identify and respond to relevant or irrelevant
information in a given situation” (Huston et al., 2011, 407).
I once observed an interaction between my colleagues during
55. the compilation of an annual report. The employees of the
company always experienced a lot of pressure during the
completion of this task due to the processes involved, but more
specifically, the tracing and compilation of records. I happened
to be in the breakroom when I heard three colleagues inquiring
about each other’s progress. When one stated that he was still a
bit behind with respect to the deadline, one of the other
colleagues asked him what it was this time that he would
present as an excuse for not finishing on time. However, the
other colleague asked why he was lurking behind, as well as
how he could be of help.
Mindfulness towards the employee that was still behind in
finishing up the annual report was only exercised by one
colleague. The other colleague rushed to pass judgment instead
of assessing to what extent he should respond to the information
that the colleague provided about finishing the report (Huston et
al., 2011). As a result, the colleague felt small, incompetent,
and less powerful, as was displayed by his nonverbal cues (TED
Producer, 2012). The application of mindfulness in this
situation by this one colleague would have reduced the negative
reaction that he had towards the colleague that was experiencing
a challenge in completing his annual report. The outcome of
mindfulness would have been a positive reappraisal of the
situation (Huston et al., 2011).
Huston, D. C., Garland, E. L., & Farb, N. A. S. (2011).
Mechanisms of mindfulness in communication training. Journal
of Applied Communication Research, 39(4), 406–421.
Laureate Education (Producer). (2014). Interpersonal
communication case study: Interpersonal conflict [Video file].
Retrieved from https://class.waldenu.edu. (SEE ATTACHMENT
FOR TRANSCRIPT)
Quintanilla, K. M., & Wahl, S. T. (2020). Business and
professional communication: KEYS for workplace
excellence (4th ed.) Thousand Oaks, CA: SAGE Publications.
56. TED. (Producer). (2012). Amy Cuddy: Your body language may
shape who you are [Video file]. Retrieved
from https://www.ted.com/talks/amy_cuddy_your_body_languag
e_shapes_who_you_are.
Bottom of Form
Bottom of Form
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Top of Form
Bottom of Form
2nd Colleague – Douglas Hayes
Discussion 1 - Week 2Top of Form
Top of Form
Douglas Hayes
Top of Form
The interpersonal communication between Kathy and Alberto
was abysmal. First, Alberto calling her "sweete" in a
professional environment was insulting and demeaning.
Secondly, telling her that she needs to give the account over to
another man was also demining. She is already stressed, and
this only compounded the issue. Thirdly, putting her hands on
anyone without their permission is never a good idea and could
be a sexual harassment issue.
Alberto putting his hands on Kathy's shoulders was a significant
problem that can affect their communication. This can have a
detrimental ripple effect on their communication, not only for
this instance but in future communication. As chapter six
details, "in order to develop professional excellence in the
workplace, you must have clear understanding of the line
between personal and professional relationships, as well as what
constitutes professional versus personal communication"
(Quintanilla, Pg. 133). It does continue that having a personal
relationship with coworkers is essential, but Alberto crossed the
57. line with his advances toward Kathy.
What Alberto should have done was to be mindful of Kathy's
feelings toward what was going on. Mindfulness teaches us that
if we use positive reappraisal, "which is the cognitive process
through which stressful events are re-construed as benign,
beneficial, and/or meaningful." (Huston, 2011) We can initially
take a breath before reacting to the situation impulsively and
flip a stressful situation into a conversation. If Alberto were
using this, he would have asked if Kathy needed to talk about it
and then (using her name) talked to Kathy from a chair or stood
across the room.
I have seen lots of these interactions where one party is
dominant and demeaning over another in my career. It is not
always male dominance over females, but it always ends badly.
I was in a situation like this where a supervisor was doing this
to an employee. The was a female supervisor doing this to a
male employee, but the situation was very similar. They were
having a hard time with a situation, and she was telling him that
he should just quit if it were too hard. They would call him late
at night to do reports and other things. The man eventually did
quit because the stress got too much. All the rest of us could see
how the job was affecting him physically. He started to drink to
cope with the stress, and it was not long after that he quit. It
was more critical for them to get the job done than to see what
they were doing.
Mindfulness is "a means of expanding one's experience of each
moment by nurturing qualities such as acceptance and patience
that allow for observation "of what is occurring both internally
and externally." (Huston, 2011) If the supervisors had used
mindfulness, they would have seen the damage they were doing
to this person. I would have suggested that they evaluate their
times to work after hours. They should evaluate how they are
communicating with people and what time is appropriate to do
that. Sending emails at 1 am and asking questions is
inappropriate, and they should also not call after hours to
demand data. The supervisors should use mindfulness
58. techniques to understand that it is appropriate to communicate
and use patience in all situations.
Refference:
Huston, D. C., Garland, E. L., & Farb, N. A. S. (2011).
Mechanisms of Mindfulness in Communication
Training. Journal of Applied Communication Research, 39(4),
406–421.
Quintanilla, K. M., & Wahl, S. T. (2020). Business and
Professional Communication (4th ed.). Sage publishing Ltd.
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