This document discusses one-tailed and two-tailed hypothesis tests. A one-tailed test has rejection regions in only one tail, while a two-tailed test splits rejection regions equally between both tails. The key difference is how the null and alternative hypotheses are expressed. A one-tailed alternative hypothesis uses "<" or ">" to specify the direction of the expected difference, while a two-tailed alternative uses "≠" to allow for differences in either direction. The appropriate type of test depends on what the researcher aims to prove.
The document discusses the steps to construct a frequency distribution table (FDT):
1. Find the range and number of classes or intervals.
2. Estimate the class width and list the lower and upper class limits.
3. Tally the observations in each interval and record the frequencies.
It also describes how to calculate relative frequencies and cumulative frequencies to vary the FDT.
Chapter 2: Frequency Distribution and GraphsMong Mara
This document discusses different types of graphs and charts that can be used to represent frequency distributions of data, including histograms, frequency polygons, ogives, bar charts, pie charts, and stem-and-leaf plots. It provides examples of how to construct each graph or chart using sample data sets and discusses key aspects of each type such as class intervals, relative frequencies, and ordering of data. Guidelines are given for determining the optimal number of classes and class widths for grouped data. Exercises at the end provide practice applying these techniques to additional data sets.
This document provides summaries of various theories related to family psychology, including attachment theory, family life course theory, family systems theory, role theory, exchange theory, network theory, theory of marital types, feminist theory, social learning theory, attribution/accounts theory, narrative theory, dialectical theory, social construction theory, and symbolic interactionism. It also lists typical courses that may be included in a family psychology program, such as family and marital counseling, family systems, child and adolescent psychology, social psychology, and legal and ethical issues in psychology.
The document discusses several barriers to effective communication, including filtering of information, selective perception, information overload, emotions, language differences, communication apprehension, gender differences, and lack of interest. Filtering refers to manipulating information to be seen favorably by the receiver and is influenced by organizational structure. Selective perception involves personal filtering of what we see and hear to suit our own needs. Information overload occurs when receivers are unable to handle large amounts of data. Emotions and language differences can also impact how messages are interpreted. Communication apprehension causes anxiety in oral or written interactions. Gender differences influence communication styles and reasons for communicating. Lack of interest from senders or receivers can break down communication.
This document provides an overview of hypothesis testing concepts and procedures. It discusses the introduction to hypothesis testing including null and alternative hypotheses. It describes significance levels and types of errors. It covers tests for the mean of a normal population including cases of known and unknown variances. It discusses tests for the equality of means of two normal populations. It also covers paired t-tests, tests concerning the variance of a normal population, and hypothesis tests in binomial populations. Examples are provided to illustrate key concepts and procedures for conducting hypothesis tests.
Self-hypnosis as a Clinical Intervention for Gay Men with Low Self-EsteemNick van Bremen
This is the full synthesis paper I wrote for the final project of PSY 8500-53, Advanced Gay Men's Issues at Alliant International University. It goes in conjunction with the presentation of the same (or similar) title. There is more information here, and it is more detailed. A deeper discussion on clinical implications, such as using this intervention with trauma survivors - all gay men are trauma survivors, e.g., historical, systemic, and insidious trauma. If someone is interested, here it is.
This document discusses theories and risk factors related to intimate partner violence (IPV). It summarizes that IPV is a problem among teens and young adults, and can stem from issues of power, control, and masculinity threats. Key risk factors include witnessing domestic violence as a child, experiencing relationship insecurity, hostility towards women, and psychological problems like anger and substance abuse. The document also evaluates programs like the Duluth Model and Men of Strength Club that aim to reduce IPV by addressing attitudes, beliefs, and behaviors.
This document discusses one-tailed and two-tailed hypothesis tests. A one-tailed test has rejection regions in only one tail, while a two-tailed test splits rejection regions equally between both tails. The key difference is how the null and alternative hypotheses are expressed. A one-tailed alternative hypothesis uses "<" or ">" to specify the direction of the expected difference, while a two-tailed alternative uses "≠" to allow for differences in either direction. The appropriate type of test depends on what the researcher aims to prove.
The document discusses the steps to construct a frequency distribution table (FDT):
1. Find the range and number of classes or intervals.
2. Estimate the class width and list the lower and upper class limits.
3. Tally the observations in each interval and record the frequencies.
It also describes how to calculate relative frequencies and cumulative frequencies to vary the FDT.
Chapter 2: Frequency Distribution and GraphsMong Mara
This document discusses different types of graphs and charts that can be used to represent frequency distributions of data, including histograms, frequency polygons, ogives, bar charts, pie charts, and stem-and-leaf plots. It provides examples of how to construct each graph or chart using sample data sets and discusses key aspects of each type such as class intervals, relative frequencies, and ordering of data. Guidelines are given for determining the optimal number of classes and class widths for grouped data. Exercises at the end provide practice applying these techniques to additional data sets.
This document provides summaries of various theories related to family psychology, including attachment theory, family life course theory, family systems theory, role theory, exchange theory, network theory, theory of marital types, feminist theory, social learning theory, attribution/accounts theory, narrative theory, dialectical theory, social construction theory, and symbolic interactionism. It also lists typical courses that may be included in a family psychology program, such as family and marital counseling, family systems, child and adolescent psychology, social psychology, and legal and ethical issues in psychology.
The document discusses several barriers to effective communication, including filtering of information, selective perception, information overload, emotions, language differences, communication apprehension, gender differences, and lack of interest. Filtering refers to manipulating information to be seen favorably by the receiver and is influenced by organizational structure. Selective perception involves personal filtering of what we see and hear to suit our own needs. Information overload occurs when receivers are unable to handle large amounts of data. Emotions and language differences can also impact how messages are interpreted. Communication apprehension causes anxiety in oral or written interactions. Gender differences influence communication styles and reasons for communicating. Lack of interest from senders or receivers can break down communication.
This document provides an overview of hypothesis testing concepts and procedures. It discusses the introduction to hypothesis testing including null and alternative hypotheses. It describes significance levels and types of errors. It covers tests for the mean of a normal population including cases of known and unknown variances. It discusses tests for the equality of means of two normal populations. It also covers paired t-tests, tests concerning the variance of a normal population, and hypothesis tests in binomial populations. Examples are provided to illustrate key concepts and procedures for conducting hypothesis tests.
Self-hypnosis as a Clinical Intervention for Gay Men with Low Self-EsteemNick van Bremen
This is the full synthesis paper I wrote for the final project of PSY 8500-53, Advanced Gay Men's Issues at Alliant International University. It goes in conjunction with the presentation of the same (or similar) title. There is more information here, and it is more detailed. A deeper discussion on clinical implications, such as using this intervention with trauma survivors - all gay men are trauma survivors, e.g., historical, systemic, and insidious trauma. If someone is interested, here it is.
This document discusses theories and risk factors related to intimate partner violence (IPV). It summarizes that IPV is a problem among teens and young adults, and can stem from issues of power, control, and masculinity threats. Key risk factors include witnessing domestic violence as a child, experiencing relationship insecurity, hostility towards women, and psychological problems like anger and substance abuse. The document also evaluates programs like the Duluth Model and Men of Strength Club that aim to reduce IPV by addressing attitudes, beliefs, and behaviors.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender. It then outlines several key gender differences in areas like emotional expression, social influence, leadership evaluations, aggression, friendship, and mate selection/sexuality. These differences are attributed both to biological factors like prenatal hormone exposure and brain differences, as well as social/environmental factors like gendered parenting, toys, media portrayals, and societal expectations.
Sexual Prejudice and Attitudes toward Same-Sex Parented FamiliesPedro Alexandre Costa
This document summarizes a presentation on sexual prejudice and attitudes toward same-sex parented families. It defines key terms like stereotypes, prejudice, and discrimination. It also outlines individual differences that are related to higher sexual prejudice like social conservatism, religiosity, and beliefs about the origins of homosexuality. Research finds people evaluate same-sex couples less favorably than different-sex couples as parents and anticipate more problems for children with same-sex parents. Finally, the document discusses the social and psychological impacts of sexual prejudice, including minority stress and reduced well-being and family stability.
Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others.
The Development of Antisocial Personality Disorder Over the Lifespan: A Psych...rsiehs
The document discusses the development of antisocial personality disorder from infancy through childhood. It notes that infants who develop insecure attachments with caregivers, especially disorganized attachments, are more likely to exhibit antisocial behaviors later in life. Childhood factors that can contribute to antisocial personality disorder include abusive or neglectful parenting, parental divorce, negative influences from siblings, rejection from peers, and affiliating with deviant peer groups. Early detection and treatment of antisocial behaviors during childhood may help prevent the development of antisocial personality disorder.
Bullying is defined as aggressive behavior that is intentional, repeated over time, and involves an imbalance of power. Bullies bully for several reasons related to their early childhood experiences and family relationships. Children who experience insecure attachments as infants or who have dysfunctional family lives with abusive parents are more likely to bully others. Low socioeconomic status and having siblings who bully at home can also contribute to a child becoming a bully. Witnessing the success of sibling bullying sets an example, and stress from financial problems can reduce parental support and warmth.
Running head LITERATURE REVIEW FIRST DRAFT .docxcowinhelen
Running head: LITERATURE REVIEW FIRST DRAFT 1
LITERATURE REVIEW FIRST DRAFT 12
Literature Review First Draft
Tracey Joseph
Argosy University
Advanced Academic Study and Writing _7000-A03
December/09/2016
Introduction TITLE OG PAPER GOES HERE NOT INTRODUCTION Comment by Owner: Title goes here
The issue of domestic violence continues to pose a major threat to the wellbeing of many individuals and families. Apart from the physical scars that can arise due to assault, victims also end up having to contend with many emotional, psychological, and mental unbalance because of the abuse. Domestic violence counselors from different parts of the world work relentlessly to understand the underlying dynamics of this issue in order to help the affected people lead healthy and fulfilling lives. Examining these counselors’ perceptions, views, perspectives, attitudes and experiences of dealing with the victims and perpetrators of domestic violence can thus shed light into the magnitude and nature of this vice. It can also aid in successful completion of the dissertation project, which aspires to answer the research question: “How do counselors dealing with domestic violence victims perceive and describe their client’s experiences of victimization?” The purpose of this literature review is to identify recurrent themes or patterns within published research dealing with the issue of counselors’ perceptions of domestic violence. Some of the themes to be addressed in the review includesinclude counselors’ perceptions on the role of gender in domestic violence cases, their perceptions on the causes of domestic violence, their views on victim/perpetrator characteristics as well as their perspectives on the challenges they encounter while working with domestic violence cases. The review also addresses the perspectives of counselors on measures that can help in curbing domestic violence while addressing some gaps/weaknesses and strengths of the sources analyzed.
Literature Review
Existing literature supports the fact that domestic violence takes many forms including physical, sexual, emotional, psychological and economic abuse. It can also take the form of isolation, damage of property and threats (Yamawaki, Ochoa-Shipp, Pulsipher, Harlos, & Swindler, 2012). Many theoretical and empirical studies have endeavored to examine the perceptions of counselors as they relate to cases of domestic violence.( CITE NAME OF STUDIES) In a majority of these studies, the issue of the role of gender in perpetrating incidences of intimate partner violence stands out. Banks and& Fedewa (2012) aspired to examine the attitudes, experiences and perceptions of counselors towards domestic violence in opposite-sex versus same-sex marriages. While the focus of many studies is usually in heterosexual relationships, the research ...
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Bullying and depression among transgender youthRachel Watkins
Bullying is a relevant issue for this population and we must find ways to advocate for them in order to increase their safety. This presentation will discuss the negative impacts of bullying as well as clinical applications for this population.
The document discusses several key aspects of social and personality development during adolescence. It covers how teens develop their identity and sense of self through questioning who they are. It also explores how adolescents form self-concepts and self-esteem, and how factors like gender, race, and socioeconomic status can influence these. Erikson's psychosocial theory of identity formation is summarized, along with challenges like depression, suicide, and forming autonomy from family.
The document discusses the common challenges of middle and late adolescence. It identifies several developmental tasks such as developing sexuality and sexual relationships, adjusting to peers, intellectual maturation, and coping with risky behaviors. The challenges adolescents face include drug and alcohol abuse, computer game addiction, running away from home, teenage pregnancy, depression, and suicide. The document provides strategies for coping with these challenges, which involve accepting one's feelings, identifying vulnerabilities, developing interests, seeking social support, and getting help when needed.
- The document discusses developing resilience skills in women who have experienced trauma such as domestic violence, child abuse, or sexual assault.
- It describes how trauma can negatively impact victims' mental health, identity, trust, and problem-solving abilities through feelings of shame, powerlessness, and a loss of self-efficacy. Victims often get trapped in a cycle of abuse.
- Developing resilience involves gaining skills like optimism, self-efficacy, autonomy, and trusting relationships. Programs aim to help victims challenge unhelpful core beliefs formed during trauma and build a new identity through social support and understanding their own capacity for growth.
Multimedia presentationa- Family problemsSarah Cobby
This document discusses two types of family problems - child abuse and intimate partner violence and abuse. Regarding child abuse, it identifies different types including physical, mental, and sexual abuse. Factors that contribute to child abuse include poverty, unemployment, and family violence. Intimate partner violence most commonly affects women ages 15-24 and can be caused by issues like alcohol abuse and poverty. Both forms of abuse can result in short and long-term physical and mental health effects for victims.
This document discusses issues related to gay males and religion, including the history of conversion therapy, internalized shame, and loss of religion. It provides details on how conversion therapy used harmful techniques to try to change sexual orientation, and why some sought it out due to internalized homonegativity and being early in developing a gay identity. The document also explores how internalized shame correlates with relationship status and coming out. Finally, it addresses how some experience a loss of religion or spirituality due to religious condemnation of homosexuality.
This document provides a preview of Chapter 17, which covers several topics related to social behavior and cognition. Module 52 discusses attitude, conformity, and social cognition, including factors that influence attitudes and conformity. Module 53 covers prejudice and discrimination, the foundations of prejudice, and ways to reduce prejudice. Module 54 examines sex and gender differences as well as gender role development and gender identity. Module 55 will discuss human sexuality. Module 56 will address positive social behaviors like love and relationships as well as helping others, and negative behaviors like aggression.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
1. LGBTQ youth face higher risks of mental health issues like depression and suicide due to challenges with identity development and societal stigma. Family rejection and victimization can significantly increase suicide risks.
2. Mental health providers should offer affirming care to LGBTQ youth, being sensitive to their experiences of discrimination and trauma. Creating a supportive environment, asking non-judgmental questions, and providing resources can help address their needs.
3. Promoting family and social support for LGBTQ youth, in addition to developing their coping skills, can help build resiliency against mental health risks.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender. It then outlines several key gender differences in areas like emotional expression, social influence, leadership evaluations, aggression, friendship, and mate selection/sexuality. These differences are attributed both to biological factors like prenatal hormone exposure and brain differences, as well as social/environmental factors like gendered parenting, toys, media portrayals, and societal expectations.
Sexual Prejudice and Attitudes toward Same-Sex Parented FamiliesPedro Alexandre Costa
This document summarizes a presentation on sexual prejudice and attitudes toward same-sex parented families. It defines key terms like stereotypes, prejudice, and discrimination. It also outlines individual differences that are related to higher sexual prejudice like social conservatism, religiosity, and beliefs about the origins of homosexuality. Research finds people evaluate same-sex couples less favorably than different-sex couples as parents and anticipate more problems for children with same-sex parents. Finally, the document discusses the social and psychological impacts of sexual prejudice, including minority stress and reduced well-being and family stability.
Gender refers to the psychological sense of maleness or femaleness related to one's culture or society, whereas sex refers to biological attributes. Gender development involves learning gender roles and stereotypes from a young age through socialization. Gender identity forms between ages 2-3 and involves identifying as male or female, while gender constancy develops at ages 6-7 with the understanding that gender is permanent. Gender stereotyping can be positive or negative, but is inherently harmful as it reduces individuals to narrow roles and leads to making assumptions about people based on their gender.
The document discusses gender differences in social behavior and their underlying sources. It notes that from birth, infants are classified as male or female and treated differently by society based on gender roles. It then outlines several key gender differences in areas like emotional expression, aggression, leadership evaluations, and friendships. These differences arise from both biological factors like prenatal hormone exposure as well as societal factors like gendered socialization and treatment from a young age.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others.
The Development of Antisocial Personality Disorder Over the Lifespan: A Psych...rsiehs
The document discusses the development of antisocial personality disorder from infancy through childhood. It notes that infants who develop insecure attachments with caregivers, especially disorganized attachments, are more likely to exhibit antisocial behaviors later in life. Childhood factors that can contribute to antisocial personality disorder include abusive or neglectful parenting, parental divorce, negative influences from siblings, rejection from peers, and affiliating with deviant peer groups. Early detection and treatment of antisocial behaviors during childhood may help prevent the development of antisocial personality disorder.
Bullying is defined as aggressive behavior that is intentional, repeated over time, and involves an imbalance of power. Bullies bully for several reasons related to their early childhood experiences and family relationships. Children who experience insecure attachments as infants or who have dysfunctional family lives with abusive parents are more likely to bully others. Low socioeconomic status and having siblings who bully at home can also contribute to a child becoming a bully. Witnessing the success of sibling bullying sets an example, and stress from financial problems can reduce parental support and warmth.
Running head LITERATURE REVIEW FIRST DRAFT .docxcowinhelen
Running head: LITERATURE REVIEW FIRST DRAFT 1
LITERATURE REVIEW FIRST DRAFT 12
Literature Review First Draft
Tracey Joseph
Argosy University
Advanced Academic Study and Writing _7000-A03
December/09/2016
Introduction TITLE OG PAPER GOES HERE NOT INTRODUCTION Comment by Owner: Title goes here
The issue of domestic violence continues to pose a major threat to the wellbeing of many individuals and families. Apart from the physical scars that can arise due to assault, victims also end up having to contend with many emotional, psychological, and mental unbalance because of the abuse. Domestic violence counselors from different parts of the world work relentlessly to understand the underlying dynamics of this issue in order to help the affected people lead healthy and fulfilling lives. Examining these counselors’ perceptions, views, perspectives, attitudes and experiences of dealing with the victims and perpetrators of domestic violence can thus shed light into the magnitude and nature of this vice. It can also aid in successful completion of the dissertation project, which aspires to answer the research question: “How do counselors dealing with domestic violence victims perceive and describe their client’s experiences of victimization?” The purpose of this literature review is to identify recurrent themes or patterns within published research dealing with the issue of counselors’ perceptions of domestic violence. Some of the themes to be addressed in the review includesinclude counselors’ perceptions on the role of gender in domestic violence cases, their perceptions on the causes of domestic violence, their views on victim/perpetrator characteristics as well as their perspectives on the challenges they encounter while working with domestic violence cases. The review also addresses the perspectives of counselors on measures that can help in curbing domestic violence while addressing some gaps/weaknesses and strengths of the sources analyzed.
Literature Review
Existing literature supports the fact that domestic violence takes many forms including physical, sexual, emotional, psychological and economic abuse. It can also take the form of isolation, damage of property and threats (Yamawaki, Ochoa-Shipp, Pulsipher, Harlos, & Swindler, 2012). Many theoretical and empirical studies have endeavored to examine the perceptions of counselors as they relate to cases of domestic violence.( CITE NAME OF STUDIES) In a majority of these studies, the issue of the role of gender in perpetrating incidences of intimate partner violence stands out. Banks and& Fedewa (2012) aspired to examine the attitudes, experiences and perceptions of counselors towards domestic violence in opposite-sex versus same-sex marriages. While the focus of many studies is usually in heterosexual relationships, the research ...
This slide corresponds with Wrench, McCroskey, and Richmond's (2008) Human Communication in Everyday Life: Explanations and Applications published by Allyn and Bacon.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Bullying and depression among transgender youthRachel Watkins
Bullying is a relevant issue for this population and we must find ways to advocate for them in order to increase their safety. This presentation will discuss the negative impacts of bullying as well as clinical applications for this population.
The document discusses several key aspects of social and personality development during adolescence. It covers how teens develop their identity and sense of self through questioning who they are. It also explores how adolescents form self-concepts and self-esteem, and how factors like gender, race, and socioeconomic status can influence these. Erikson's psychosocial theory of identity formation is summarized, along with challenges like depression, suicide, and forming autonomy from family.
The document discusses the common challenges of middle and late adolescence. It identifies several developmental tasks such as developing sexuality and sexual relationships, adjusting to peers, intellectual maturation, and coping with risky behaviors. The challenges adolescents face include drug and alcohol abuse, computer game addiction, running away from home, teenage pregnancy, depression, and suicide. The document provides strategies for coping with these challenges, which involve accepting one's feelings, identifying vulnerabilities, developing interests, seeking social support, and getting help when needed.
- The document discusses developing resilience skills in women who have experienced trauma such as domestic violence, child abuse, or sexual assault.
- It describes how trauma can negatively impact victims' mental health, identity, trust, and problem-solving abilities through feelings of shame, powerlessness, and a loss of self-efficacy. Victims often get trapped in a cycle of abuse.
- Developing resilience involves gaining skills like optimism, self-efficacy, autonomy, and trusting relationships. Programs aim to help victims challenge unhelpful core beliefs formed during trauma and build a new identity through social support and understanding their own capacity for growth.
Multimedia presentationa- Family problemsSarah Cobby
This document discusses two types of family problems - child abuse and intimate partner violence and abuse. Regarding child abuse, it identifies different types including physical, mental, and sexual abuse. Factors that contribute to child abuse include poverty, unemployment, and family violence. Intimate partner violence most commonly affects women ages 15-24 and can be caused by issues like alcohol abuse and poverty. Both forms of abuse can result in short and long-term physical and mental health effects for victims.
This document discusses issues related to gay males and religion, including the history of conversion therapy, internalized shame, and loss of religion. It provides details on how conversion therapy used harmful techniques to try to change sexual orientation, and why some sought it out due to internalized homonegativity and being early in developing a gay identity. The document also explores how internalized shame correlates with relationship status and coming out. Finally, it addresses how some experience a loss of religion or spirituality due to religious condemnation of homosexuality.
This document provides a preview of Chapter 17, which covers several topics related to social behavior and cognition. Module 52 discusses attitude, conformity, and social cognition, including factors that influence attitudes and conformity. Module 53 covers prejudice and discrimination, the foundations of prejudice, and ways to reduce prejudice. Module 54 examines sex and gender differences as well as gender role development and gender identity. Module 55 will discuss human sexuality. Module 56 will address positive social behaviors like love and relationships as well as helping others, and negative behaviors like aggression.
The document discusses research on the relationship between childhood trauma and the development of borderline personality disorder (BPD). It summarizes that research has found childhood trauma, such as abuse, neglect, parental loss or divorce, is very common in those diagnosed with BPD. Events like 9/11 that caused trauma through parental loss could potentially increase BPD diagnoses later in life. The document concludes that childhood trauma interrupts healthy attachment and increases the likelihood of a BPD diagnosis, though more research is still needed.
1. LGBTQ youth face higher risks of mental health issues like depression and suicide due to challenges with identity development and societal stigma. Family rejection and victimization can significantly increase suicide risks.
2. Mental health providers should offer affirming care to LGBTQ youth, being sensitive to their experiences of discrimination and trauma. Creating a supportive environment, asking non-judgmental questions, and providing resources can help address their needs.
3. Promoting family and social support for LGBTQ youth, in addition to developing their coping skills, can help build resiliency against mental health risks.
Similar to Self-hypnosis for gay men with low self-esteem (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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2. PURPOSE
STATEMENT
The purpose of this presentation is to provide a rational for the
use of self-hypnosis as a supplemental intervention to clinical
treatment for gay men with low self-esteem.
1. I describe the development of a negative self-concept
for gay men.
2. I postulate a conceptual framework of psychological
processes of gay men that provides a rational for the
implantation of a self-hypnosis intervention for gay
men.
3. I discuss self-hypnosis including a definition and
research that supports the intervention.
4. I describe how to implement self-hypnosis as a
supplemental intervention to treatment.
This presentation assumes gay men with low self-esteem have a
negative self-concept, i.e., limited self or worth and negative views
of the self. About 55% of gay men are estimated to have a
negative self-concept (Feinstein, Davila, & Yoneda, 2012), this
presentation addresses these gay men only,
3. GENDER-NONCONFORMITY
• Many gay men report feeling “different” from an early age, and report having
gender-nonconforming behavior during childhood(Landolt et al., 2004).
• Gender-nonconformity for boys is marked by an absence of masculine traits
and the presence of feminine traits.
• Fathers are found to have difficulty accepting their son as gender-
nonconforming, and tolerating gender-nonconforming behavior (D’Augelli,
Grossman, & Starks, 2006; Landolt et al., 2004). Fathers are also found to
encourage gender-conforming behavior more than mothers.
• Mother-son relationships have not been found to be affected by gender-
nonconformity.
• Gender-typical behaviors appear between ages two and four, a critical period
for attachment (Bowlby, 1969; Landolt et al., 2004).
• Gender-nonconforming boys are at a high risk of developing insecure
attachment due to their father-son relationship. Studies have showed that
there is a high rate of attachment avoidance in adult gay males (Landolt et al.,
2004).
4. GENDER-
NONCONFORMITY
• Gender-nonconformity also puts a strain
on peer relationships (Landolt et al., 2004).
• Interactions with peers are found to have
more impact on attachment style then
parent-child relationships (Grunebam &
Solomon, 1987).
• Research has found that 83% of gay men
experience peer victimization in their
youth, including verbal, social, physical, and
sexual abuse (D’Augelli, Grossman, &
Starks, 2006).
• Many gay men report chronic peer
victimization lasted many years, commonly
reporting the worst of it during middle
school.
Gender nonconformity, childhood rejection,
and adult attachment: a study of gay men
Landolt et al. (2004) studied relationships between
gender-nonconformity, rejection from parents
and peers, and gay men’s adult attachment style.
The results found peer rejection to be a
significantly stronger mediator between gender-
nonconformity and adult attachment anxiety than
either rejection by the father (and not the
mother), or rejection from both parents.
Peer rejection also mediated the parent-child
relationship and adult attachment anxiety.
5. HOMOPHOBIC TEASING
• Boys commonly use homophobic name-calling to assert dominance over other
boys, rendering gender-nonconforming boys with an image of themselves to feel
powerless and socially insignificant (Miehls, 2017).
• Homophobic attitudes of students are often influenced by faculty members,
administrators, and other adults on school campuses (Bae-Dimitriadis, Wozolek,
Wootton, & Demlow, 2017; Espelage, Aragon, Birkett, & Koenig, 2008).
• Homonegative expressions often go unchallenged by authority figures (Bae-
Dimitriadis, Wozolek, Wootton, & Demlow, 2017; Miehls, 2017).
• Gay youth report their self-esteem is most effected by microaggressions commonly
used in everyday social interactions, i.e., “That’s so gay” (Bae-Dimitriadis, Wozolek,
Wootton, & Demlow, 2017).
6. HOMOPHOBIC TEASING
• Homophobic teasing and name calling can have detrimental effects on quality of life
in adulthood (Birkett, Newcomb, & Mustanski, 2015; Miehls, 2017).
• As children play and interact, they make appraisals of each other. They begin to
develop a sense of self and self-esteem through the appraisals of their peers
(Grunebaum & Solomon, 1987).
• Evaluations made by peers in middle childhood have a high risk of being
internalized (Brooks, 1992).
• Boys who are abused by their peers, e.g., teased, name-called, assaulted, develop
their sense of self based on the negative appraisals of their peers (Espelage, Aragon,
Birkett, & Koenig, 2008).
7. INTERNALIZED
HOMOPHOBIA
Internalized homophobia
has been significantly
related to (Rowen &
Malcolm, 2002).
• negative self-concepts
• lower levels of self-esteem
• negative beliefs about
physical appearance
• poor emotional stability
• symptoms of depression
• Social anxiety
• higher levels of sexual guilt
Anti-gay attitudes are widespread throughout
dominant culture internalized as their identity, i.e.,
self-concept (Feinstein, Davila, & Yoneda, 2012;
Meyer, 2003).
When boys develop have same-sex sexual
attractions, typically during puberty, they apply all
homophobic statements made by their peers to
their self-concept. They assume, “If they were
right about my being gay, all the mean things they
said to me must be true too.” (Grossman, Foss, &
D’Augelli, 2014; Meyer, 1995).
8. MINORITY STRESS
• In recognizing their same-sex sexual attractions, a stigmatized identity emerges
causing psychological distress (Meyer, 1995, 2003).
• Highly stigmatized individuals often become hypervigilant, fearing constant threat
to their safety (Meyer, 1995).
• The minority stress model has been used to examine the biopsychosocial effects of
being gay in a homophobic society. Minority stress suggests gay men’s experience
of internalized homophobia, perceived stigma, hypervigilance, prejudice, and
discrimination has deleterious effects on psychological and physical health of gay
men.
9. SELF-
CONCEPT,
SELF-ESTEEM
AND GAY MEN
• The self-concept gives the brain instructions for how to interpret the
world. As the brain acquires information, it organizes the information
and makes decisions based on the self-concept. In other words, the
self-concept is how the brain is programmed to understand the self,
others, and their social position in their environment.
• The self-concept of many gay men has been programed to view
themselves based on the homophobic teasing, name-calling, and
rejection by their peers (Brown & Trevethan, 2010; Feinstein, Davila, &
Yoneda, 2012).
• Many gay men have high levels of social anxiety (Burns, Kamen,
Lehman, & Beach, 2012). They perceive others as a potential threat to
their safety as many of their peers were "seen as threats" during their
childhood. Social situations are anxiety provoking because they fear
victimization at any given moment.
• Gay men may portray themselves publicly as confident, but internally
believe themselves to be worthless, unlovable, and deserving to be
hurt (Downs, 2005). These internal beliefs often lead to intense
feelings of shame, guilt, fear, anxiety, and anger (Amen, 2013; Downs,
2005). Affective states influence an individual’s self-esteem (Stafrace,
2004).
10. GAY MEN
SELF-CONCEPT
AND SELF-
ESTEEM
• The self-concept establishes expectations of the self, the
environment, and interactions with others. Expectations can be
understood as how the brain is programmed to prepare for
future experiences, as well as what is happening and experienced
moment-to-moment.
• All thoughts are formulated as narratives. Narratives use
language to make sense of new experiences, remember old
experiences, and evaluate the self from moment-to-moment, i.e.,
self-esteem. Narratives include self-talk, the constant ruminating
thoughts about situations and ourselves (Jemmer, 2009).
• How we talk to ourselves about ourselves is incredibly important
to the languaged formation of our self-concept and self-esteem.
Cognitive-behavioral theory has identified some of the
destructive ways people think about themselves, i.e., cognitive-
distortions (Burns, 1989; Jemmer, 2009).
• Gay men are vulnerable to cognitive distortions because of
ongoing negative attitudes toward sexual minorities in dominant
culture (Feinstein, Davila, & Yoneda, 2012). Jemmer (2009)
poignantly stated, “If you are constantly sending yourself false
negative messages about yourself, then you will continue to
perpetuate a negative outlook on reality while believing your
own erroneous thoughts.”
11. SELF-
CONCEPT,
SELF-ESTEEM
AND GAY MEN
• Once we have internalized a belief, if becomes programed
(Aronson, 2012). Our brains operate in ways to prove the
beliefs the individual has about their self are true, self-
fulfilling prophecies (Amen, 2005; Aronson, 2012). The
longer these beliefs continue, the more experiences of
self-fulfilling prophecies occur, providing evidence that
the beliefs are true, and the deeper these beliefs about
the self become internalized. The reality is that beliefs
about the self are merely thoughts, and thoughts can be
changed (Amen, 2005). If the gay man can recognize that
his self-beliefs are thoughts, his old thoughts can be
replaced with new thoughts that become positive beliefs
about the self.
• The human mind gives the individual the power to look at
the beliefs, feelings, thoughts, and behaviors that run the
individual’s life, and decides what it wants to keep and
what it wants to change. Hypnosis is a powerful tool that
can assist in changing the programing that runs our lives.
12. HYPNOSIS, DEFINITION
• Hypnosis can be defined as an open state of consciousness that involves
focused attention on internal experiences within the body and mind and
an enhanced capacity for response to suggestion (Elkins, Barabasz,
Council, & Spiegel, 2015)
• The hypnotic state is an altered state of consciousness, focused
attention, and imaginative involvement, and deep relaxation, where
relevant suggestions can influence perception, memory, or mood
improvement (Cieslak et al., 2016; Elkins, 2014)
• In the state of deep relaxation, the subconscious is open to suggestions
of positive self-beliefs (Cieslak et al., 2016).
• To become more aware of experiencing what is suggested and imagined,
the hypnotic state may induce dissociation to detach from external stimuli
(Cieslak et al., 2016).
13. SELF-HYPNOSIS
• Self-hypnosis defined as self-induction into the hypnotic process
produced by self-generated suggestions (Eason & Parris, 2018).
• Eason and Parris (2018) conducted a meta-analysis on the efficacy of self-
hypnosis. Studies included in the meta-analysis were all randomized
controlled trials. Most studies included in the meta-analysis had a
procedure involving a three-stage training process: education,
demonstration, and practice of self-directed skills.
• The results found two sessions of self-hypnosis training may be as
effective as eight sessions of heterohypnosis treatment.
• In their discussion, they reported on results from other studies not
included in the meta-analysis, suggesting that self-hypnosis can be
successful for populations that heterohypnosis has not been effective
(Eason & Parris, 2018).
14. HYPNOSIS
FOR THE
SELF-
CONCEPT
• Hypnosis is used by many sport psychologists for
motivation, reduction of anxiety and relaxation, and to
improve the athlete's self-concept (Savoy & Beitel,
1997; Wang et al., 2003).
• Hypnosis improves self-blame, negative thoughts and
self-esteem with individuals who had a negative self-
concept (Feist, 1989).
• A cognitive experiential approach to hypnosis has
been shown to enhance self-image and decrease
anxiety for individuals with anxiety disorders (Boutin,
1990; Grant, 1983; Kroener-Herwig & Denecke, 2002;
Sapp, 1992, 1996; Stanton, 1988).
• Research has also shown hypnosis to have significant
positive results on the academic self-concept of
students with lower academic performance (Cooper
1990; Kass and Fish 1991; Ritzman 1994).
15. SELF-
HYPNOSIS
RESEARCH
• A study with HIV-positive men indicated self-hypnosis showed
statistical significance on the reduction of stress, with implications
toward maintaining good health (Taylor, 1995).
• Numerous studies have also shown self-hypnosis to improve the self-
concept for individuals experiencing symptoms of depression
(Aldahadha, 2018; Dobbin, Maxwell, & Elton, 2009).
• Participants of a study on women with low levels of body-image, self-
esteem, and sexual self-image reported they felt better about their
bodies and began feeling relaxed during sexual activity, the majority
were able to enjoy their sexual encounters (Cieslak et al., 2016).
• Self-hypnosis has been shown to increase an individual’s self-esteem
(Cieslak et al., 2016; Eason & Parris, 2018; Vos & Louw, 2009).
Because individuals can use self-hypnosis in a variety of
circumstances and situations, it has the benefit of enhancing their
sense of autonomy (Cieslak et al., 2016). Self-hypnosis has also been
found to have additional benefits, including validation of coping
abilities and enhanced self-efficacy (Eason & Parris, 2018).
16. HYPNOSIS
THE IMPORTANCE OF REPETITIONpatterned neural activity
Internalized beliefs, or programs, are the
result of patterned neural activity. Patterned
neural activity occurs from repeated
thoughts, observations, feelings, and actions,
and reactions become patterned. The more
we have a specific thought, the more likely
they are to be thought again. Patterned
neural activity develops neurological
pathways. The more beliefs are thought
about, the stronger the pathway becomes.
Our bodies are always seeking ways to
minimize energy costs. Incoming
information is processed along pathways
because this process saves more energy than
generating new pathways.
neuroplasticity
Self-hypnosis works because of
neuroplasticity. Neuroplasticity is the
ability of the brain to rewire, restructure,
and remold itself throughout the
lifespan, adapting for new information.
Repetition is necessary for the
suggestions received in the hypnotic
state in order to make them patterned.
The goal is to develop primed
neurological pathways that override
pathways of previous thoughts.
17. WINDOW OF
CONGRUENCE
Evidence shows positive affirmations can backfire, and lead people with low self-
esteem to feel worse about themselves. This occurs when the positive
affirmations are too positive. This is because the discrepancy between the self-
concept and the positive statement is too great (Fraser, 2012).
Positive affirmations can have harmful effects for the low self-esteemed person
(Fraser, 2012). In treatment, therapists who use positive statements that do not
resonate with the client can lead the client to lose faith in the clinician which
would render treatment ineffective. It can also lead the client to believe all
psychotherapy is ineffective, and no longer seek treatment or support which can
eventually lead to any number of detrimental outcomes.
Using the concept of the “window of tolerance,” by Dan Siegel (1999), we can
use what I’ll call the window of congruence. The window of congruence provides
a gauge for how a positive statement can go while staying congruent with the
client’s self-concept.
Therapists aiming to increase the self-esteem of their clients need to use positive
statements that stay within the clients' window of congruence, once outside the
window, the statement no longer holds true for the clients and become
subjectively more harmful. The window of congruence provides a visual guide
and language for practitioners and clients to talk about positive statements and
self-concept. Once a statement is made by a therapist, they can ask the client to
assess if the statement is within their window. This provides an opportunity for
the clinician and client to discuss what would be congruent, they can challenge
old beliefs with new information, and integrate the new information to the
client’s self-concept.
Research shows positive statements work best in small steps that gradually
become more positive over time. It is crucial that positive statements stay
congruent with the client’s self-concept, in other words, the client has to believe
these self-statements to be true (Fraser, 2012).
18. CLINICAL
INTERVENTION
IMPLEMENTATION
• Clinicians do not need to be experienced hypnotists, nor do they need
training in hypnosis.
• This intervention is to supplement clinical treatment. It is not performed
during sessions and is not performed by the clinician. It is left up to the client
to implement a practice of self-hypnosis as many times per week as they can,
seven days a week is preferred for maximum results.
• This self-hypnosis intervention requires clients to make their own guided self-
hypnosis recording, about 15 to 30 minutes long. They will need to write the
script following the instructions the therapist provides.
• To perform their regular self-hypnosis practice, they will need to sit or lie
down in a quiet, safe and secure location, preferably a private room, for
approximately 20 to 45 minutes. They will listen to their own guided self-
hypnosis recording, and follow its instructions.
• It is important for clients to make their own recording. Studies have shown
guided self-hypnosis using the individual’s own voice have better results
(Amen, 2005; Cieslak et al., 2016).
• Clients can play the recording at night while they sleep in addition to their
daily practice, there is less proof of efficacy with playing the recording while
sleeping.
• After they have practiced, clients will be able to easily enter the hypnotic state
and guide themselves without the recording (Amen, 2005).
19. CLINICAL
INTERVENTION
PROCEDURE
Training involves three stages:
1. Education
2. Demonstration
3. practice of self-directed skills.
• An initial training can be done during a session. In this session therapists can
provide clients with information on self-hypnosis and review how they will
prepare for it. Therapists can model what the guided self-hypnosis recording
will sound like, or they can have an example for the client to listen to.
• Therapists can ask the client to write a script for their self-hypnosis recording
for homework and to bring it to session the following week
• The next session, therapists can review the client’s script and check in about
any questions they have about recording the guided self-hypnosis, or how and
when they will be making their first few attempts.
• From this point forward, therapists can check in weekly about how their
practice is going, if they are consistent, and track any improvements the client
reports.
20. CLINICAL
INTERVENTION
CLINICIAN’S
TASKS
• Clinicians do not need to be experienced hypnotists, nor do they need training in
hypnosis.
• Suggest this as a supplemental intervention in addition to treatment, mostly
completed on the client’s own.
• Provide a rationale for the client, possibly information about the research and
populations that this treatment has shown to be effective with, and why they think it
will be useful for them.
• Use the three stages to guide training their client.
• Go over the four stages of self-hypnosis with the client, and how to do them.
• Provide a generic script the client can use as a guide to write their own script.
• Offer to help the client write the script and also help with the recording.
• Provide an example of an audio recording that the client can hear so they know what
their recording should sound like, in terms of tone and pacing.
• Track the client’s diligence practicing the procedure. They can also track any
improvements of the client’s self-esteem over time.
• It is important to emphasize that the client perform the procedure at least once a
day. Consistency with the procedure is key.
• Remind clients that change will not happen overnight, reprogramming their brains
takes some time. This is a process that takes effort and diligence on their behalf. If
they keep it up, this method has been shown to be very effective.
21. CONCERNS
CONSIDERATIONS
CONTRAINDICATIONS
• The biggest concern is for clients to schedule to do it.
• Many have difficulty finding 15 to 30 minutes a day to set aside for
themselves, particularly people with low self-esteem because: one, they do
not feel they are worth taking the time to do something good for
themselves; two, they do not feel they are worth improving; three, they
will put their needs aside for someone else; four, they are as bad as they
believe themselves to be and that is permanent and not possible to
change.
• Clinicians need to make sure that positive statements in their self-hypnosis
audio-recording stay within the window of congruence to ensure the least
risk of harm. To achieve greatest improvements, as client’s self-concept
improves, they should make new recordings to push the boundary of their
most current self-concept and window of congruence.
22. GUIDED SELF-HYPNOSIS STEPS
Step 1: Entering
the hypnotic state
In this practice, clients will enter by counting
slowly from 1 to twenty, sending waves of
relaxation throughout the body, and going to the
client’s safe place.
Following auto-suggestion, client’s will learn how
to separate themselves from stressors of the
environment for the duration of the practice.
They will let go of mental and physical tension
and focus on the present moment and the
internal experience of inner peace, stillness, and
physical relaxation.
This practice takes repetition. Clients need to be
told upfront that they will likely not be able to
achieve the hypnotic state the first few times they
practice. They need to be encouraged not to
give up after a few tries. The more the client
practices, the easier and faster it will be for them
to enter this state.
The hypnotic state is very sensitive, open and
vulnerable to incoming information. It is best to
be openly available only in safe, secure
environments, alone in a private room is
preferred.
Step 2: Positive
Affirmations
The goal of the second step is to replace
negative self-talk with positive and
encouraging statements.
This step is most critical for the success of
the intervention and for the client to build
a healthy self-esteem.
In this step, negative beliefs are replaced
with positive ones, e.g., create confidence
in attributes where the client feels
insecure, increase self-advocacy and
empowerment where the client feels
helplessness and doubt.
It may be useful for clinicians to work with
their client to write this step to make sure
the statements are within the client’s
window of congruence (See Appendix A).
Step 3: Visualizing
Success
The outcome of this stage is to develop the belief
deep within that success is possible.
Imagination is one of the most powerful tools for
learning.
Mental imagery, or visualizations, are a form of
imagination.
Clients visualize a challenging situation that might
occur in the future. For gay men, a useful
situation might be rejection, either from a
romantic interest or employer. It is helpful for the
situation to be similar to one that has happened
in the past, when they reacted inappropriately.
In the client’s imagined situation in the future,
they imagine themselves as if they are actually
there. They visualize the behavior they would use
if they truly believed the positive affirmations
from step two were true. They visualize their
response as having the most successful behavior
they can imagine.
This serves as a post-hypnotic suggestion deep in
their mind.
Step 4:
Dehypnotizing
It is important that whenever possible,
clients dehypnotize themselves slowly
because they are coming out of a
sensitive relaxed state. In the hypnotic
state, the client’s guard has been
dropped. It is best to return to a normal
waking state gradually in order to put the
proper protectors back on and function
smoothly.
If they have returned too quickly, they
may feel groggy or anxious. This is
because they have not finished turning
their protectors back on. If this happens,
they can sit or lie down and slowly go
through the dehypnotization process
again.
Clients should know that no matter how
deep of hypnotized state they enter, they
will always be able to come out of this
state quickly, faster than if they were
sleeping, should an emergency or urgent
situation arise while they are in their self-
hypnotic practice.
23. GUIDED SELF-HYPNOSIS STEPS
Step 1: Entering the hypnotic
Clients will enter by counting
slowly from 1 to 20, sending waves
of relaxation throughout the body,
and going to the client’s safe
place.
Following auto-suggestion, client’s
will learn how to separate
themselves from stressors of the
environment for the duration of
the practice.
They will let go of mental and
physical tension and focus on the
present moment and the internal
experience of inner peace, stillness,
and physical relaxation.
The hypnotic state is very sensitive
and vulnerable to incoming
information. It is best to be openly
available only in safe, secure
environments, alone in a private
room is preferred.
Step 2: Positive
The goal of the second step is
to replace negative self-talk
with positive and
encouraging statements.
This step is most critical for
the success of the
intervention and for the client
to build a healthy self-esteem.
In this step, negative beliefs
are replaced with positive
ones, e.g., create confidence
in attributes where the client
feels insecure, increase self-
advocacy and empowerment
where the client feels
helplessness and doubt.
It may be useful for clinicians
to work with their client to
write this step to make sure
the statements are within the
client’s window of
Step 3: Visualizing Success
The outcome of this stage is to develop
the belief deep within that success is
possible. Imagination is one of the most
powerful tools for learning. Mental
imagery, or visualizations, are a form of
imagination.
Clients visualize a challenging situation
that might occur in the future. For gay
men, a useful situation might be
rejection, either from a romantic interest
or employer. It is helpful for the
situation to be similar to one that has
happened in the past, when they reacted
inappropriately.
In the client’s imagined situation in the
future, they imagine themselves as if
they are actually there. They visualize
the behavior they would use if they truly
believed the positive affirmations from
step two were true. They visualize their
response as having the most successful
Step 4: Dehypnotizing
It is important that whenever
possible, clients dehypnotize
themselves slowly because they are
coming out of a sensitive relaxed
state. In the hypnotic state, the
client’s guard has been dropped. It
is best to return to a normal waking
state gradually in order to put the
proper protectors back on and
function smoothly.
If they have returned too quickly,
they may feel groggy or anxious.
This is because they have not
finished turning their protectors
back on. If this happens, they can
sit or lie down and slowly go
through the dehypnotization
process again.
Clients should know that no matter
how deep of hypnotized state they
enter, they will always be able to
24. QUESTIONS
What are the reasons self-hypnosis has been suggested for
use with gay men, do you think this will be effective, why or
why not?
Would you be willing to try this with a client? If yes, how do
you think you would go about doing so, what might you
do to adapt it for your clinical style? If not, what about this
does not work for you, what would you do differently?
What other interventions do you think would be effective
treatments for gay men’s self-concept and self-esteem?
Was there anything useful in this presentation, what is your
take away?
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