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PSYCH LEC
[8] MOTIVATION AND EMOTIONAL REGULATION
| Term | Definition 1 | Definition 2 |
|---|---|---|
| MOTIVATION | ● Your drive of doing something ● Inherent in the activities and processes that we do ● It is a continuum [not always high (SRD), and not always low (MDD) ● Providing with a reason to act in a certain way | |
| MASLOW'S HIERARCHY OF NEEDS | ● People are motivated by four dimensions of needs | |
| MASLOW'S HIERARCHY OF NEEDS four dimensions of needs: | ○ CONATIVE ○ AESTHETIC ○ COGNITIVE ○ NEUROTIC | |
| CONATIVE | (willful striving) ■ Arranged in a hierarchy position ■ Lower lvls must be satisfied before you go up ■ Physiological Needs | |
| AESTHETIC | (the need for order and beauty) | |
| COGNITIVE | (the need for curiosity and knowledge) | |
| NEUROTIC | (an unproductive pattern of relating to people) | |
| A. Conative Needs | 4. Safety Needs 3. Love and Belongingness Needs 2. Esteem Needs 1. Self Actualization Needs | |
| Physiological Needs | - Breathing, food, water, sex, sleep, homeostasis, excretion - the only need that may be overly satisfied, prepotent (greater) | |
| Safety Needs | - Security of: body, employment, resources, family, health and property - this provides a feeling of protection and being out of danger ● protected and out of danger | |
| Love and Belongingness Needs | - Friendship, family, sexual intimacy - connection to friends, family, or belonging to a group | |
| Esteem Needs | - Self-esteem, confidence, achievement, respect of others, respect by others - we are wired to achieve something for ourselves, we want to be recognized | |
| Self Actualization Needs | - Morality, creativity, spontaneity , problem solving, lack of prejudice, acceptance of facts - self fulfillment, realizing your growth and potential | |
| B. Aesthetic Needs | Need for beauty and aesthetically pleasing experiences | |
| C. Cognitive Needs | Desire to know, to solve mysteries, to understand, and to be curious | |
| D. Neurotic Needs | Serve as compensation for unsatisfied basic needs; non- productive ● Kung ano yung di nasatisfy above, here sya lumalabas (will compensate) | |
| Self-Actualization 3 CONCEPTS: | (1) Acceptance and Realism (2) Problem Solving (3) Spontaneous | |
| (1) Acceptance and Realism: | Alam mo kung ano kakayahan mo and weakness mo kaya alam mo yung kaya mong maitulong. | |
| (2) Problem Solving: | Problem solving outside yourself and you help other people solve their problems. ■ Pangkalahatan solusyon | |
| (3) Spontaneous: | Okay lang maging sponty kasi alam mong kahit anong mangyari kakayanin mo. | |
| MASLOW'S HIERARCHY OF NEEDS INTERVENTION | ○ Identify lowest level of unmet need, and address this need so that individual can work toward higher-level needs. ○ May need to establish rapport and demonstrate that person is safe before providing therapy. | |
| APPROACH MODEL (GRAY) | ● Individuals are driven to participate in activities when they will result in rewards, positive experiences, or pleasant emotions ● Two dimensions of personality ● Biologically driven as it talks about your Sympathetic Nervous System | |
| AVOIDANCE MODEL | ● Individuals may be reluctant to engage in goal-directed behaviors if they anticipate that negative experiences or unpleasant emotions will result ● Away from punishment ● Forced to do because of punishment | |
| APPROACH/AVOIDANCE MODEL INTERVENTION | ○ Address emotions that might interfere with goal attainment, specifically anxiety and fear. ○ Address impulsiveness when there is little regard for danger ○ Support positive emotions that promote approach behaviors ○ Change emotional associations | |
| BEHAVIORAL INHIBITION SYSTEMS (BIS) | ● "avoidance dimension" ○ Alerts the individual to possible threats, danger, or punishment ○ Associated with negative emotions (depression, anxiety) | ○ Ex: sinabi ng prof "pag di niyo inayos, ibabagsak namin kau," response would alert us to study harder ○ PTSD = dahil ayoko na maexperience to, ayoko na doon |
| BEHAVIORAL ACTIVATION SYSTEMS (BAS) | ● "approach dimension" ○ Responsible for positive emotions such as hope and happiness ○ Can be assoc. with extraversion and impulsivity ○ Pleasure seekers | |
| SELF-EFFICACY (BANDURA) | ● Belief in your own capacity ● Primary drivers of human ● Appropriate for situations in which client expresses a lack of self- efficacy for a particular activity | |
| SELF-EFFICACY (BANDURA) SOURCES | ○ Mastery ○ Modeling ○ Social Persuasion ○ Somatic/Emotional states | |
| Mastery: | Strongest and most enduring source of self-efficacy ■ Belief that you can do it, you will do it more, there will be a resulting behavior (commended uli), you will repeat it again | |
| HOW TO ADDRESS Mastery: | •Create opportunities for successful experiences •Break down tasks into achievable components | |
| Modeling: | ■ People are more likely to be motivated by other individuals who are seen as similar to oneself ■ Ex: influencers that may not be the same with you may not be appropriate for modeling | |
| HOW TO ADDRESS Modeling: | •Identify role models who are similar to the person •Make available opportunities for modeling to occur | |
| Social Persuasion: | ■ Refers to verbal encouragement ■ Tends to be a weaker source of self-efficacy | |
| HOW TO ADDRESS Social Persuasion: | •Provide strong encouragement •Impart feedback that is specific and genuine •Withhold harsh criticism | |
| Somatic/Emotional states: | Physical and emotional response to an activity | |
| HOW TO ADDRESS Somatic/Emotional states: | •Reduce anxiety •Teach relaxation techniques •Assist w reinterpretation of negative emotional state | |
| SELF-EFFICACY (BANDURA) Types of agency in achieving goals: | ○ This is not individualistic; a group can give you a feeling of capability ○ Personal Agency ○ Proxy Agency ○ Collective Agency | |
| Personal Agency: | Exercise individually | |
| Proxy Agency: | When the individual influences others to act on his or her behalf ■ Ma-fefeel nya na may ibang taong nag influence sa self-efficacy nya ■ When they don't think they can do something | |
| Collective Agency: | When people work together to shape their future ■ FOMO | |
| SELF-EFFICACY (BANDURA) INTERVENTION | ○ Break down activities so the individual can have multiple successful experiences to create sense of mastery. ○ Incorporate role models into occupational therapy intervention; role models should share important characteristics with cx ○ Avoid criticism | |
| SELF-DETERMINATION THEORY ● Intrinsic and Extrinsic Motivation | ○ What is usually followed in Pedia practice | |
| Extrinsic: | you act based in what you receive (eg. rewards or avoiding punishment) | |
| Intrinsic: | Innate to human (eg, reading books pero yung novels lang gusto mo hindi si early) | |
| SELF-DETERMINATION THEORY ● Three fundamental psychological needs | ○ If you have these 3 then you will feel competent ○ (1) Competence ○ (2) Autonomy ○ (3) Relatedness | |
| Competence: | Positive feedback, absence of criticism, and optimal challenge | |
| Autonomy: | Promote individual action and decision | |
| Relatedness: | Connectedness and security to others | |
| HOW YOU MOTIVATE YOURSELF ● External Regulation | External rewards and punishment ● least autonomous type ● your participation depends on what others give to you or you experienced ● Doing a job just for paycheck ● Driving the speed limit | |
| HOW YOU MOTIVATE YOURSELF ● Introjected Regulation | Avoidance of guilt and anxiety ● ex: magdadala ng reviewer kahit nag gala ● ex: mag-aaral kasi ayaw magmukhang shunga ● Flossing teeth regularly before dental check-up ● Wearing uncomfortable clothing for important presentation | |
| HOW YOU MOTIVATE YOURSELF ● Regulation through Identification | Consciously and personally valued ● Valued activities towards your own benefit ● Ex: I need to study this to be a mabuting OT ● Attending your child's college graduation ceremony | |
| HOW YOU MOTIVATE YOURSELF ● Integrated Regulation | Fully internalized to self ● Your WHYs ● Kahit hirap ka na, hindi ka pa rin sumusuko ● Ex: enroll pa rin kahit nahihirapan na ● Studying for Board to become an OTRP | |
| SELF-DETERMINATION THEORY | ● Helpful for all situations in which motivation is a limiting factor ● Helpful for assessing environmental conditions that can be modified to promote intrinsic motivation | |
| SELF-DETERMINATION THEORY INTERVENTION | ○ Create conditions that support autonomy, and relatedness ○ Consider group activities, mentorship, and role modeling | |
| ORGANISMIC INTEGRATION THEORY (OIT) | ● Motivational taxonomy ● A range from left to right ● Know what your motivators are and what factors affect that motivation ● Not as used by OTs because it doesn't really explain why | |
| FLOW THEORY | ● The concept of flow was coined by the osychologust Csikszentmihayli (2000) ● Flow is the experience of participation in an activity that is intrinsically rewarding that the person loses himself in the process | ● Subjective experience ● Relevant consideration for activities that already possess a strong intrinsic motivation for the person |
| FLOW THEORY ● Characteristics | ○ State of intense and focused concentration on the activity ○ Merging of action and awareness ○ Loss of self-consciousness | ○ Deep sense of control ○ Distortion in time ○ Absence of anxiety ○ Activity is fully perceived as motivating in and of itself |
| FLOW THEORY INTERVENTION | ○ Identify activities of interest to client or activities that have the potential to be intensely interesting to the individual. ○ Create opportunities for the "just right" fit of challenge and competence. | ○ Help individual identify lifestyle that supports more opportunities for flow experiences. |
| TRANSTHEORETICAL MODEL | ● Readiness to change ○ It is a cycle because right now you may feel ready, but in the future you may not feel ready d/t circumstances. ■ (1) Precontemplation ■ (2) Contemplation ■ (3) Determination ■ (4) Action ■ (5) Relapse ■ (6) Maintenance | ● Focus is on situations in which person wants or needs to change a behavior— either to stop a negative behavior or begin a positive behavior |
| Precontemplation | ● Ex: No intent to study = will not attend lecture | |
| Contemplation | Weighing pros and cons | |
| Determination | You realize that it is more beneficial for you to attend class. This is the stage where you plan how to achieve your goal. Planning out strategies | |
| Action | When the school year started, you do what you plan | |
| Relapse | When you realize in the action of doing that it is hard | |
| Maintenance | You find new things to do something | |
| TRANSTHEORETICAL MODEL INTERVENTION | ○ Identify the current stage of change for the target behavior. ○ Use strategies that help person move to next level. | |
| MODEL OF HUMAN OCCUPATION | ● Applicable across all situations in which motivation is a barrier to performance ● The interaction among all subsystems must occur for occupational participation. | |
| MODEL OF HUMAN OCCUPATION INTERVENTION | ○ Evaluate volitional system factors that are associated with the activity in question. ○ Target intervention at the factor that is interfering with performance. | |
| MOTIVATION AND PSYCHIATRIC DISABILITIES ● Schizophrenia: | Impairment in volition as a core feature | |
| MOTIVATION AND PSYCHIATRIC DISABILITIES ● Mood Disorders: | Approach/ avoidance behavior | |
| MOTIVATION AND PSYCHIATRIC DISABILITIES ● Substance Abuse: | Motivation to use substances in a self-destructive manner; person must "hit bottom" before successfully engaging in treatment ○ Readiness for change | |
| ASSESSMENT TOOLS | ● BIS/BAS Scales ● Goal Attainment Scaling ● Leisure Motivation Scale ● University of Rhode Island Change Assessment ● Volitional Questionnaire ● Pediatric Volitional Questionnaire | |
| BIS/BAS SCALE (CARVER & WHITE, 1994) | ● To measure the two motivational systems described in Gray's Theory of Motivation ● Brief self-report measure that uses a 4-point Likert Scale ● Three BAS subscales: ○ (1) DRIVE ○ (2) FUN SEEKING ○ (3) REWARD RESPONSIVENESS | |
| One BIS scale: | punishment sensitivity | |
| Three BAS subscales: | ○ (1) DRIVE ○ (2) FUN SEEKING ○ (3) REWARD RESPONSIVENESS | |
| DRIVE | motivation to follow your actual goal | |
| FUN SEEKING | measures your motivation to find new experiences and rewards spontaneously (I want something fun and exciting) | |
| REWARD RESPONSIVENESS | Pleasure reinforcers, this is what we usually do with pedia Cx (token economy and positive reinforcement) (Kailangan ko manalo, gusto ko manalo, kaya gagawin ko) | |
| IS/BAS SCALE TARGET POPULATION | ● Not really used with chronically ill Pts, since there are other assessments that are more applicable and sensitive to them | |
| BIS/BAS SCALE SCORING | Items other than 2 and 22 are reverse-scored. BAS Drive: 3, 9, 12, 21 BAS Fun Seeking: 5, 10, 15, 20 BAS Reward Responsiveness: 4, 7, 14, 18, 23 BIS: 2, 8, 13, 16, 19, 22, 24 Items 1, 6, 11, 17 are fillers | |
| DIMENSIONS OF MASTERY QUESTIONNAIRE (MORGAN ET AL., 2009) TARGET POPULATION | 6months-19y.o. | |
| DIMENSIONS OF MASTERY QUESTIONNAIRE (MORGAN ET AL., 2009) SCORING | ● 45-item Likert Scale; Norm-based ● Self-report/Adult proxy ● Rate persistence with challenging tasks and emotional responses ● 7 subscales | |
| DIMENSIONS OF MASTERY QUESTIONNAIRE 7 scales: | ○ 4 assess instrumental performance (Object - oriented persistence, gross - motor persistence, social persistence with children/ adult) ○ 2 assess expressive mastery (Mastery pleasure and Negative reactions to pleasure) ○ 1 assess general competence | |
| GOAL ATTAINMENT SCALING (GAS) (KIRESUK & SHERMAN, 1968) | ● Allows for the assessment of individualized progress, regardless of the outcome ● Goals provide a motivational target in OT intervention | |
| GAS TARGET POPULATION | ● May be useful in measuring outcomes in children with sensory integrative dysfunction ● Consistent with client-centered practice | |
| GAS SCORING | ● Uses a 5-point scale (-2 to +2) to assess progress toward goal attainment | |
| GAS 5-POINT RATING SCALE | ● -2 - Much less than exprected outcome ● -1 - Less than expected outcome ● 0 - Expected outcome after intevention ● +1 - Greater than expected outcome ●+2 - Much greater than expected outcome | |
| LEISURE MOTIVATION SCALE (BEARD & RAGHEB, 1983) | ● Assesses motivation within an occupational performance context ● Self-reported | |
| LEISURE MOTIVATION SCALE (BEARD & RAGHEB, 1983) SCORING | ● 48-item Likert Scale composed of four subscales: ○ Intellectual ○ Social ○ Competence Mastery ○ Stimulus Avoidance | |
| UNIVERSITY OF RHODE ISLAND CHANGE ASSESSMENT (URICA) (MCCONNAUGHY, PROCHASKA, & VELICER, 1983) | ● Frequently used as a measure of an individual's readiness to change | |
| URICA SCORING | ● 32-item measure includes pre- contemplation, contemplation, action, and maintenance ● 5-point Likert Scale (1: strong disagreement; 5: strong agreement) | |
| VOLITIONAL QUESTIONNAIRE (VQ) (CHERN, KIELFHOFNER, DE LAS HERAS, & MAGALHES, 1996) | ● Assess the person's inner motives and the environment's impact on motivation | |
| VQ SCORING | ● Composed of 14-items that describe behaviors reflecting values, interest, and personal causation ● Scored using a four point rating: passive, hesitant, involved, spontaneous ● Can be taught to clients to monitor their own motivational level | |
| VQ Observation Period: | 15 to 30 minutes | |
| VQ Environmental Form: | assess the effect of environment on the person's motivation, can be completed in 10-minutes | |
| VQ POPULATION TARGET | ● Observational assessment designed for children ages 2 to 7 | |
| PEDIATRIC VOLITIONAL QUESTIONNAIRE (ANDERSEN, KIELHOFNER, & LAI, 2005) SCORING | ● Child is observed in several different environments ● 14-item rating scale that systematically captures information about the child's volition ● Therapist observes the child for 15 to 30 minutes | |
| TIME USE | ● The temporal aspect of occupational balance ● Distorted and unbalanced temporal occupational patterns ● Use of time is related to health and well-being | ● Knowing how people use their time is important when assessing occupational performance & planning occupational therapy interventions |
| TIME USE DIARY | ● Asks the person to record what he did during the previous 24-hours, complemented with an interview to fill any gaps and sort out any unclear info ● Desired changes in treatment goals can be set | |
| REMOTIVATION PROCESS | ● MOHO ○ Volitional system ○ Volitional Questionnaire | |
| Volitional system | ■ Motivation as a continuum that moves from exploration to competency to achievement | |
| Volitional Questionnaire | ■ Provides activities to move the person through the different steps of the motivation process | |
| MOTIVATIONAL INTERVIEWING | ● "A way of being with people" in the change process ● Designed for people who are not ready to change or are ambivalent about changing ● Intended to be used alongside other intervention approaches | |
| Transtheoretical Model: | stages of change ○ People change gradually and that the intervention process can begin at any point in the change process | |
| MOTIVATIONAL INTERVIEWING Fundamental Approaches: | ○ Partnership ○ Acceptance ○ Evocation ○ Compassion | |
| Partnership: | work together as partners; supports engagement in therapy | |
| Acceptance: | absolute worth, accurate empathy, autonomy support, and affirmation | |
| Evocation: | drawing on the client to identify his or her own goals and values toward change. | |
| Compassion: | drawing on the client to identify his or her own goals and values toward change. | |
| GENERAL PRINCIPLES ● EXPRESS EMPATHY | ● Important that the client knows that he or she is accepted ● Empathy does not mean approval; rather, in involves relating to | |
| GENERAL PRINCIPLES ● EXPRESS EMPATHY Skills: | ○ Reflective listening ○ Ability to convey respect ○ Acceptance of the person | |
| GENERAL PRINCIPLES ● DEVELOP DISCREPANCY | ● Purpose: to call attention to the discrepancy between the present behavior and the person's goals and values | |
| GENERAL PRINCIPLES ● ROLL WITH RESISTANCE | ● Therapist avoid argument and not oppose the client's resistance ● Acknowledge the ambivalence ● it is up to the client to decide what he or she will accept and reject | ● Bring the problem back to the person in the form of a question ● This can dispel defensiveness and reengage the person in the process |
| GENERAL PRINCIPLES ● SUPPORT SELF-EFFICACY | ● Self-efficacy is necessary for a person to believe that he or she can make a change | |
| GENERAL PRINCIPLES ● SUPPORT SELF-EFFICACY Therapist: | ○ Express your belief that the client can be successful ○ Explain to the client that he or she must make the change ○ Help the person identify past successes and individual strengths | |
| PHASE 1 | ● Build intrinsic motivation to change ● Most lengthy | |
| PHASE 1: TECHNIQUES ● ASKING OPEN-ENDED QUESTIONS | ● Not to gather information but to build the conversation ● Essential to understanding the perspective of the client and establish collaborative relationship | |
| PHASE 1: TECHNIQUES ● AFFIRMATION | ● Listen for content that focuses on strengths, movement to right direction, good intentions, and provide affirmations ● Acknowledge the client's strengths and efforts toward change | |
| PHASE 1: TECHNIQUES ● REFLECTIVE LISTENING | ● Opportunity to check - in and increase understanding ● Demonstrates a sincere interest and respect ● Allows client to hear the thoughts again and think about them ● Summarize information to offer interpretation | |
| PHASE 1: TECHNIQUES ● ELICITING CHANGE TALK | ● Decision to change can be dramatic or gradual process ● Process of talking to another person about ambivalence and the reason for change | |
| PHASE 1: TECHNIQUES ● ELICITING CHANGE TALK 4 types of questions: | ○ Desire: why the person wants to change ○ Ability: what the person can/ could do ○ Reasons: why make change ○ Need: urgency for change | |
| PHASE 2 | ● Strengthening commitment to change ● Developing a plan | |
| PHASE 2: TECHNIQUES | ● Recapitulation ● Key Questions ● Information and Advice ● Negotiating a Plan | |
| EMOTIONS | ● Not just subjective feelings ● Physiological arousal ● Expression in behaviors | |
| EMOTIONS DYSREGULATION | ● Difficulty in modulating emotions and behaviors ● Depends on your sympathetic nervous response | |
| Modal model of emotion by Gross ○ Situation: | literally what happened | |
| Modal model of emotion by Gross ○ Attention: | what is personal goals (naglalakad ka sa pupuntahan mo) | |
| odal model of emotion by Gross ○ Appraisal: | ano naman kung sumingit sya hahaha (ano nangyayari) dapat bang sampalin din ba ■ Assessing if this is right or wrong | |
| Modal model of emotion by Gross ○ Response: | The behavior you showed after the situation | |
| 5 emotion regulation processes ○ Situation Selection: | Before the actual situation occurs | |
| 5 emotion regulation processes ○ Situation modification: | deliberate changes in the actual situation | |
| 5 emotion regulation processes ○ Attentional deployment: | direct your attention away from the situation | |
| 5 emotion regulation processes ○ Cognitive Change: | You re-appraise the situation. | |
| 5 emotion regulation processes ○ Response Modulation | ? | |
| KEY ASPECTS | ● Self-awareness ● Cognitive awareness ● Regulation techniques ● Mindfulness | |
| ● Self-awareness ● Cognitive awareness ● Regulation techniques ● Mindfulness | ● Process by which a person deals with stress, solves problems, and make decisions ● Cognitive-behavioral approach ○ Believes ○ Thinks ○ Capabilities ● Refer to Kaplan for different types of coping mechanisms | |
| SELF-MANAGEMENT SKILLS ● STRESS | ● The experience of a perceived threat (real or imagined) to one's mental, physical, or spiritual well-being, resulting from a series of physiological responses and adaptations | |
| SELF-MANAGEMENT SKILLS ● ANXIETY | ● A biological defense mechanism which warns of potential danger and leads to some form of response in order to deal with a situation ○ Only an idea, there is no perceived threat ○ Biologic stress ● Normal response to a stressor | |
| ANXIETY ● Becomes pathological if: | ○ There is an impairment in any part of functioning ○ Anxiety produced is not even provoked by a reasonable threatening object or situation ○ Response is disproportionate to stimulus | |
| SELF-MANAGEMENT SKILLS ● FIGHT OR FLIGHT RESPONSE | ● Coined by "Walter Cannon" ○ Describe the dynamics involved in the body's physiological arousal to survive a threat | |
| STAGES ● Stage 1: | Stimuli from one or more of the five senses are sent to the brain | |
| STAGES ● Stage 2: | The brain deciphers the stimulus as either a threat or a nonthreat | |
| STAGES ● Stage 3: | The body stays activated, aroused, or "Keyed-up" until the threat is over | |
| STAGES ● Stage 4: | The body returns to homeostasis once the threat is gone | |
| PHYSIOLOGICAL MECHANISM | ● Increased heart rate ● Increased blood pressure ● Increased ventilation ● Increased muscular strength ● Increased perspiration ● Decreased gastric movement and abdominal blood flow- | ● Increased free fatty acid mobilization ● Vasodilation of arteries to the body's periphery with the greatest muscle mass ● Increased serum glucose ● Decreased clotting time |
| TECHNOSTRESS: | A term used to define the result of a fast paced life dependent on various means of technology | |
| OCCUPATIONAL STRESS: | Job-related stress, which often comes from occupational duties for which people perceive themselves as having a great deal of responsibility | |
| RACE AND GENDER STRESS: | Manifests in variety of ways; can result to low self-esteem, alienation, and anxiety | |
| SOURCES OF STRESS | ● Work Environment ● Social Environment ● Personality Type A ● Stressors of Internal Origin - may sakit | |
| COLLEGE STRESS | ● Roommate dynamics ● Professional pursuits ● Academic deadlines ● Financial aid and school loans ● Budgeting your money ● Lifestyle behaviors | ● Peer groups and peer pressure ● Starting a professional career path ● Intimate relationships ● Friendships |
| EUSTRESS | Good Stress | |
| NEUSTRESS | Any kind of information or sensory stimulus that is perceived as unimportant | |
| DISTRESS | Unfavorable or negative interpretation of an event to be threatening | |
| YERKES-DODSON PRINCIPLE | ● Good stress and bad stress needs to be balanced to be be able to function | |
| GENERAL ADAPTATION SYNDROME | ● How your body reacts to a stressful situation in the long run ● Mapapagod kayo if hindi na balance out yung good and bad stress | |
| GENERAL ADAPTATION SYNDROME STAGES ● (1) Alarm: | Shocked with the new situation | |
| GENERAL ADAPTATION SYNDROME STAGES ● (2) Resistance: | Nasanay nalang pero di pa rin tanggap | |
| GENERAL ADAPTATION SYNDROME STAGES ● (3) Exhaustation: | Acceptance (there will be health risks) | |
| STRESS MANAGEMENT PROGRAM | ● Include techniques that may equip a person with skills to enable him to cope with stress ● Ability to reduce stress arousal or to cope in a competent manner with stressors ● Problem Focused ● Emotion Focused | |
| Problem Focused | ○ Aim to change the stressful situation | |
| Emotion Focused | ○ Aim to change stress response to the situation ○ If you don’t have any choice, you just have to manage your emotions | |
| COGNITIVE | Think or Feels | |
| PHYSIOLOGICAL | Automatically Mediated Responses | |
| BEHAVIORAL | Actions | |
| AIMS OF RELAXATION | ● As a preventive measure ● As a treatment ● As a coping skill | |
| CHARACTERISTICS | ● Individualized ● Based on preference ● Multi-dimensional ● Flexible not rigid | |
| MEDITATION | ● Increased concentration ● Reflection on internal ● Just "be" ● End result: Cleansing of mind that leads to inner peace | |
| EXCLUSIVE MEDITATION | ● "Concentration meditation" ● "Restrictive meditation" ● Concentration is focused on one object | |
| EXCLUSIVE MEDITATION Five Actions: | ○ Mental Repetition ○ Visual concentration ○ Repeated sounds ○ Physical repetitions ○ Tactile repetition | |
| INCLUSIVE MEDITATION | ● "Access/ Insightful meditation" ● "Mindfulness" ● All thoughts are invited to awareness ● Known to decrease episodes of chronic pain ● Goal: Observe your own thought process | |
| DEEP BREATHING EXERCISE | ● Physiological relationship between the centers that control respiration and the centers that control general nervousness or reactivity | |
| Diaphragmatic Breathing: | most basic relaxation technique; breathing from the lower stomach or diaphragm rather than the thoracic area | |
| Pranayama: | describe diaphragmatic breathing that restores one's vital life force of energy | |
| Bandha: | a series of breathing exercises to unlock chronic pain | |
| DEEP BREATHING EXERCISE Internal Benefits: | ○ Decreased resting heart rate ○ Promotes feelings of relaxation ○ Decreases muscle tension ○ Improves mental clarity ○ Increases oxygen capacity in lungs ○ Helps deal with stress overload- | |
| YOGA | ● A Sanskrit word that means union, specifically the union of mind, body, and spirit ● Based on the principles of Lord Khrishna | |
| Five Yoga Paths: | ○ Hatha Yoga ○ Karma Yoga ○ Bhakti Yoga ○ Jnana Yoga ○ Kundalini Yoga | |
| Hatha Yoga: | path of physical balance | |
| Karma Yoga: | path of action | |
| Bhakti Yoga: | path of devotion | |
| Jnana Yoga : | path of knowledge | |
| Kundalini Yoga: | path of spiritual awakening | |
| Ashtanga Yoga | ■ Intense classes that synchronize breath work with speed series of asanas | |
| Power Yoga | ■ Hatha Yoga with intense muscle power asanas | |
| Bikram Yoga | ■ Yoga practiced in 105 degree heat to replicate Indian climate | |
| Iyengar Yoga | ■ Focus is placed on the specifics of each asana with each posture held for more time | |
| Steps to Initiate Hatha Yoga | ○ Art of breathing ○ Art of conscious stretching ○ Art of balance | |
| Art of balance | ■ inner peace | |
| Steps to Initiate Hatha Yoga. | ○ Asanas- "comfortable and steady" | |
| Three Stages of asanas: | ■ Moving into the pose ■ Maintaining the pose ■ Coming out of the pose | |
| MENTAL IMAGERY | ● Using the imagination to observe, in the first person, images created by the unconscious mind ● Replace threatening stimuli with pleasurable ones from the depths of imagination | |
| MENTAL IMAGERY ● Three Categories | ○ Images that replicate peaceful scenes to promote relaxation ○ Images that substitute a less desirable behavior with a more healthy one ○ Images that help to heal damage body tissues | |
| VISUALIZATION | ● A directed exercise in mental imagery ● Consciously creating images of success, healing, or relaxation for the purpose of self-improvement | |
| GUIDED MENTAL IMAGERY | ● An exercise in which one is guided through a series of suggestions provided by an instructor, therapist, or counselor to enhance one's imagination | |
| GUIDED MENTAL IMAGERY ● Uses: | ○ Improvement of performance skills ○ Improvement of confidence and positive thinking ○ Tactical rehearsal and problem solving ○ Performance review and analysis ○ Control arousal and anxiety | |
| GUIDED MENTAL IMAGERY ● Steps: | ○ Assume a comfortable position ○ Concentrate and maintain a positive attitude ○ Choose visual themes | |
| COLOR THERAPY | ● A type of mental imagery exercise for which color is imagined as an agent for tranquility (green) or healing (blue) | |
| Light Therapy: | An extension of color therapy for which full-spectrum lighting or one color from the light spectrum is used to promote homeostasis and healing | |
| PROGRESSIVE MUSCULAR RELAXATION | ● Involves tensing and releasing of muscle groups at a time from top to bottom or vice versa; may also begin in the most tense area | ● Teaches the difference between muscle tension and relaxation by exaggerating the sensation between the two tone states ● Requires mental discipline and practice ● Takes months to learn completely |
| PROGRESSIVE MUSCULAR RELAXATION ● Steps: (yung time yung bold) | ○ Progression of muscle groups starts w/ LE and move up to the head ○ Muscle groups should be isolated during the contraction phase, all remaining muscles relaxed ○ Same muscle groups on both sides of the body should be contracted simultaneously | ○ The contraction should be held for 5 to 10 secs, with a corresponding relaxation phase of about 45 secs ○ The individual should focus attention on the intensity of contraction, sensing the tension level produced |
| TAI CHI CH’UAN | ● A relaxation technique originating among the Chinese; a succession of movements to bring the body into harmony with the universal energy ● A moving meditation | |
| Chi: | The universal life force of subtle energy that surrounds and permeates everything | |
| AUTOGENIC TRAINING | ● Introduced by Schultz and Luthe ● A relaxation technique where the individual gives conscious messages to various body parts to feel warm and heavy | ● Effects are thought to result from vasodilation to the specified body regions intended for warmth and heaviness ● No conscious, active effort to relax the muscles |
| Passive concentration: | denote the conscious receptivity of self-generated thoughts | |
| AUTOGENIC TRAINING ● Factors: | ○ Highly motivated and receptive to instructions and suggestions ○ Possess a strong sense of self-direction and control ○ Position himself comfortably | ○ Maintain a strong sense of concentration and body awareness ○ Minimize sensory reception ○ Focus on internal physiological process |
| AUTOGENIC TRAINING ● Phases: | ○ Heaviness ○ Warmth ○ Calm heart ○ Breathing ○ Stomach ○ Cool forehead ○ Completion | |
| Fist Tightening | ○ Involves deep breathing while clenching the fist ○ Fist is held tightly clenched for 3 seconds, then released with exhalation ○ Procedure repeated several times | |
| Shoulder Shrug | ○ Shoulders are lifted toward the ears, held for 5 seconds, and slowly brought down as the individual relaxes | |
| LAUGHTER AND HUMOR ● Physiological Benefits | ○ Exercises muscles ○ Improves respiration ○ Stimulates circulation ○ Decreases stress hormones ○ Enhances mental functioning ○ Elevates pain threshold and tolerance | |
| LAUGHTER AND HUMOR ● Psychological Benefits | ○ Reduces stress, anxiety, and tension and counteracts symptoms of depression ○ Elevates mood, self-esteem, hope, and energy ○ Improves interpersonal interactions | ○ Promotes psychological well-being ○ Enhances memory, creative thinking, and problem-solving |
| LAUGHTER AND HUMOR ● Strategies | ○ Keep "funny file" with your favorite cartoon and joke ○ Choose a comedy rather than a violent movie ○ When the news is depressing, turn it off ○ When something makes you laugh out loud, share it with your friend | ○ Keep a "humor journal" in which you write things that make you laugh ○ Plan a weekly funny movie night with family or friends ○ Spend time with fun, lighthearted people who find the joy in life |
| MUSIC THERAPY | ● The ability to listen to, sing, or perform music as a means to promote relaxation and homeostasis | |
| Classical Music: | best type of music for relaxation and meditation | |
| MUSIC THERAPY ● Steps: | ○ Musical Selection ○ Listening Environment ○ Postures and Cognition ○ Making your own music | |
| Musical Selection | ■ Music should be instrumental or acoustic selection with a slow tempo ■ The selection should be enjoyable rather than disturbing | |
| Listening Environment | ■ Best practice at home in a peaceful environment | |
| Postures and Cognition | ■ Sits or reclines in a comfortable position with eyes closed ■ Active posture | |
| Making your own music | ■ Includes singing, humming, playing an instrument, programming your MP3 player | |
| MASSAGE THERAPY | ● Manipulation of skin, muscles, ligaments, and connective tissue for the purpose of releasing muscle tension and increasing physical comfort of musculature and surrounding joints | |
| MASSAGE THERAPY ● Types | ○ Shiatsu ○ Swedish Massage ○ Myofascial Release ○ Sports Massage | |
| Shiatsu: | pressure is placed in various points (tsubos) to release blocked energy and thus promote relaxation | |
| Swedish Massage: | Uses a variety of hand motions to relieve the tension for muscle tissue | |
| Myofascial Release: | Deep-tissue massage to release tension by working with soft-connective tissue | |
| Sports Massage: | Combination of Swedish massage, shiatsu, and some type of deep tissue work. | |
| Aromatherapy: | the use of essential oil to promote relaxation through the sense of smell, often used in many types of body work as a complementary relaxation method | |
| Hydrotherapy: | The use of baths, hot tubs, Jacuzzis, and f loatation tanks to augment the sense of touch to promote relaxation | |
| Pet Therapy: | The use of hand contact with pets to promote relaxation among hospital patients and nursing home patients | |
| PHYSICAL EXERCISE | ● Involves slow, repetitive and rhythmic contractions of large muscles of legs and arms ● Increase in oxygen demand increases efficiency of different body systems in terms of oxygen supply, delivery, and use | ● To be relaxing, it must be void of competition and ego involvement |
| BIOFEEDBACK | ● Makes use of instruments to make one aware of its body function and reactions ● Includes any information on any physiological parameters that can be electronically detected, amplified, and converted into visual or auditory stimuli | |
| BIOFEEDBACK ● Uses: | ○ As a device that trains or attunes our awareness of body language ○ Measures contraction of the skeletal muscles in order to detect muscle tension before producing pain or discomfort | ○ Monitor brain waves to indicate state of consciousness and information processing |
| BIOFEEDBACK ● Phases | ○ Awareness of physiological response ○ Control of physiological response ○ Application of reconditioned response in every day routines | |
| BIOFEEDBACK ● Types | ○ Electromyographic (EMG) biofeedback ○ Electroencephalographic (EEG) biofeedback ○ Cardiovascular (EKG) biofeedback ○ Thermal biofeedback ○ Electrodermal (EDR) biofeedback | |
| TIME MANAGEMENT | ● Changing of schedules of daily routines to avoid stressful situations ● Scheduling to balance work, leisure, and ADL | |
| TIME MANAGEMENT ● Involves: | ○ Realistic scheduling and reorganizing time ○ Setting priorities ○ Making lists ○ Setting limits ○ Accepting the fact that everything cannot be done at once | |
| VERBALIZATION | ● Involves talking to friends to vent up pent-up feelings and finding new solutions to old problems ● Offering of different perspectives, giving suggestions and support ● Talking or shouting as release | |
| VESTIBULAR STIMULATION | ● Slow, rhythmic rocking, rotatory motions of the head provides mild vestibular stimulation which has a calming effect on the CNS ● May be part of exercise | |
| DISTRACTION | ● Shift attention stressful stimuli something calming ● Engaging in activity from to another |
Created by:
avemaria