Scribd Logo
Importer

Bienvenue sur Scribd !

  • Emotion Regulation Chapter

    Transféré par

    ccefsbc
    139 vues19 pages
    .

    Copyright

    © © All Rights Reserved

    Formats disponibles

    PDF ou lisez en ligne sur Scribd

    Avez-vous trouvé ce document utile ?

    Ce contenu est-il inapproprié ?

    Signaler ce document
    .

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    139 vues19 pages

    Emotion Regulation Chapter

    Transféré par

    ccefsbc
    .

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 19
    ‘Emotion Repustion Sls Emation Regulation Handouts 6-7 + 349, sion to the prompting cyt and the interpretations ofthe event. You might ask participants ‘ght emorlon would most people have following that emotion?” or “If you were nt afraid {pul ashamed of your own emotions, what emotion would you have experienced after that teemptingerene™ or“ there any emotional response you wee probably avoiding?” 12. Ambivalence (More Than One Emotional Reaction to the Same Event) | ‘plain to participants: “People experience two or more emotions at almost exact the same mua Thiscaconfse the situation. For example, you might love your parents and atthe sme mom anon with them ad want to ta fa sway from them a posse. When moving to « a Ror you night be excited and afraid a the same time. To srt his out, complete a wotke ree forehtn emotion experince and dont worry about whic primary and secondary before ‘Rebpedng che worksheet wl probably be confusing gue this our afte completing the i: ‘SovEaheee even tis iffiule to separate the peimary and secondary emesis.” | ‘Vil, OVERVIEW: CHANGING EMOTIONAL RESPONSES (EMOTION REGULATION HANDOUT 7) ‘Main Points To change unwanted emotion, we must ist check the fc. Sometimes this al tha eae wen the emotion does not ft the facts, we need to practice acting opposte to our emotion. ‘fon the motion sits thefts and the station the problem, we need to do problem song. Emotion Regulation Handout 7: Changing Emotional Responses. Review his handout evn any returns tt partispans kre that bees ekg the facts covered next in Seton VI thee are q eae pr sul for changing emotional response: opposite action (overed in Section X) and problem ae te Secon Secon cores Now oe wh of Unt tes ou afte crassa ane facts, Ths overview, then, erent partipart tothe thre enetion change stateies od cae Rem for Section cand the fw chart in Emotion Regulation Handout 8 Teach the individual ‘Sin soctions VIX, wing the handouts described there VA, Check the Facts, Say to patipans: “Changing beliefs and assumptions abou situation to fi the facts can belp ae eage yur emotional reactions ff This requires that you rst check ut the facts. Checking arian ie banc strategy in cognitive therapy as well as in many other forms of therapy” YB. Opposite Action Comic: “When emotions do not i she facts and knowing the facts doesnot change your emo can hes acting oppose to your emotions al the way, repeatedly—wil change your emotional Tetons This smal tothe old adage Tf you fal off horse, get right back on." YC. Problem Solving + Goon: “When your emotions ft the facts ofthe situation and you want to change your emotions Seek Stustcn tthe problem. Solving probleme will reduce the frequency of negative emotions.” YD, The “Yes, But” Barrier to Changing Emotions I Doing whats needed t change emotional respoases can be very dificult. K requires effort, will: eae vata an ality co determine wari in one's own best iterest. “Yes, but” ita typical e- rear oor eo help a person change emotions, particularly when emotional intensity i high ! Tree posing emotions is experience as admiting thatthe person's own felings are invalid. The ata thar "yes, bu” dos not ead feng beer or fo solving emotional problems. When 2350+ IL TEACHING NOTES FOR DBT SKLLS MODULES: Emotion Regulation Handouts 7, 8-88 “yes but rear its head it can be useful to remind participants chat thee ae only four pos responses to any problem: 14 “Solve the problem by changing the situation or by leaving the sicuation.” 2. “Change your emotional reaction tothe situation, so that pinfl emotions ae reduced though the problem remains.” 3. "Radically accep the situation. That is, acknowledge that the situation can't be helped a you cant change how yos fel ether, bat that completely and willingly accepting cis at {fairs can pve you a sense of freedom and redoce you suffecing.” "Stay miserable, (Or you can make things worse)" ‘Note to Leaders: The four options above are presented inthe orientation DBT sills Gee Chapter. Yeouhave reve hee sep, remind partcpants this ithe fst te yu ae covering thes ois, Chapter 6 for fuller extn. tne pers, you might lo wart to giv out Genel Handout {a Options for Sing Any Problem (CHECK THE FACTS (EMOTION REGULATION HANDOUTS 8-8A) ‘Main Poin: We often react to ur thoughts and interpretations ofan event rather than tothe fac of {he event" Changing our bles, asumptions, and interpretations af events ithe fats can change ‘uremotional reactions [Emotion Regulation Handout & Check the Facts. you have 2 lot of ime hs handout may be ‘ert teach f you have articpant pull ut Emotion Regulation Handout 6 Ways o Describe Emo. ‘os and loa at the eons on prompting events an interpretatons af evens tht prom feelings of Spec enetins tine als can alts be help to ave particpants tae ov copes of Workaheet ther wing station from partipant ov experiences ss examples, you can have peopel na worksheet as you ge The principal strategies aed and taught ere are hare of cognitive mocfction (Gee chapter 1 ofthe main DBT ex). Emotion Regulation Handout da: Examples of Emotions That Fit the Facts (Qpiona. Tshand- ‘outcan be stpped you are not going to tech opposite action aftr checking the facts. The sae in- formation ial induded in motion Reguation Handout 1: Reviewing Opposite Action and Problem ‘Soling. However, for many partkipants, understanding opposite aon Is much easier f you have fis reviewed how emotions ith a ‘Emotion Regulation Worksheet 5: Checking the Facts. tlsimportant to review this worksheet wth partipants canbe particulary useful to fl out one of these worksheets we teaching Cec the Fact to both demonstrate what meant by each struction and to demonstrate how to dot neces ‘any instruct in how oat intent of emtins (0 =n0 emotion, no intensity, 100= maximum emotion intasy). The "Before" and "After" spaces are for rating erations before and after checking the fc Ifperipans hive rouble figuring ut what emetion they are feng. ntact them to review Handout 6 andlor fil ut Worksheet Ao da. Notice that sch sep n checking the facts has to sections one for ‘wing down the descriptions ofthe stuation and of thoughts and interpretations thet are probebl se tng ef the ematonal response: and one section fr contig alernatve thoughts, interpretations, and descriptions of the fats, “Agim the alos dso adding on “you can make shings wore” wars to me in neal em pron who had one Se Die lat, mori ea pe pot at poten Theo Eo (Sire conto te fee '. Emotion Regulation Sis: Emotion Regulation Handout 8» 351 YA. Why Check the Facts? "Note to Leaders: Review only 2 few ofthe points in Secon | below, using examples where needed ‘This section gives the theory Behind checking the fac, and yu wl have many opportune to teach this material when reviewing homework and when teaching sutsequet sls were checking the facts an integral component 1 Thoughts and interpretations of Situations and Events (instead ofthe Facts) Can Set Off Painful Emotions” | Beles about Reality Can Cause Powerful Emotions Example: A person who believes chat a loved one has ded ina car accident will fel deep sadness and grief even if the information the person was given was incorrect and the loved ‘one did notin fat die Example: A person who believes that someone i trying to hart him or her may fe very afraid, even ifthe facts are completely diferent andthe other person is trying to help, not hore by, Faulty Blifs about What We Think We Need Can Lead to Emotional Misery Example: “I ned lice drugs to control my pain,” instead of “I need to find an effective, nondestructive way to deal with ny pai.” Example: “I mast be in contol” instead of “Like being ia contol better than being out ‘otcontrol” Example: "You shouldbe different eg. nicer, oe time, more understanding, wiling to kiveme more pay)” instead of "You are who you are. Something eaused you to be this way Bue I want you tbe different.” Faulty Blifs about Events Can Cause New Problems Example: “Ican poss atest without studying fr it beforehand,” when the person has a low grade point average Example: “Ihave enough ga in thee con emp. “Example: “Your spending time with you fiends means that you do not love me and I should move out ofthe house” Example: “Your not inviting met the party means tht you do ot lke me.” to get where Tam going” whe the ful gauge is 4. Thinking in Absolutes Can Set Off Extreme Emotions “Thinking in absolutes” means extreme thinking, black-and-white thinkin, alloe-none thinking, and cithee-or thinking Example: “He hates me," instead of “He is pretty annoyed with me ‘Example: “This jb is teciblet I cant stand it” instead of “Some pars ofthis job are di Seal, but other pars are not so bad. Teantolerte this.” ‘Example: “If dont make straight Asin chis couse, Lam a filre” instead of “I may vwantan A, bu less thin a Ais not failure.” Example: “You are ether vulnerable o invulnerable,” instead of “A perso can be rough ates and vulnerable at dimes.” 352 + HL TEACHING NOTES FOR DB SKILLS MODULES: Emotion Regulation Handout 8 YY _hipPractce fxr: sk pricier to imagine the following scene: Youre has ada fat .ni cree egresmiy Yousre parked on the ie of the rood right efter ramp Youarestandg Jour ear andhaping someone wil stop You se your best end father, athe ste, “ming the rm onto the expesinay nthe car alone. You vee and mp up and ‘our frend or whoever looks ight you, bu ten speeds upand goes by. How woud {eat Would you fel angry? Hr? sapped?” Oraarly paras wil 57 on oft : ‘rotor i ther hough abut the stun, apgestingierpretatons Gach a “What ‘mean thing odours demands on realty (ends aways tp or a er in nee, “Bolte tanking Heater me") ond so on Then contrue the sory "Youdscover er tata Sachi was nthe cara you idee andthe ld was seus hurt and your end wae ‘espera vying to get to the hsp to save the ie ofthe cid Knowing ths ne fc ho ‘wouldyou fet” Orerly feng lange Point ovo patspans thatthe on hing at realy changed wes the terpetaion ofthe eve @® iscussion Point Et examples of times when particpants’ Interpretation of an event of ‘thoughts runing through their minds have influenced how and what emotion they feel. Check for examples of thinking and Interpretations that didnot ft the facts, unrealistic demands on realty and thinking in absolutes. Y¥ 2. Ourémotions Can Affect What We Think about Events and How We React to Thoughts “Temporary moods, for example, can inflence ides, memories, perceptions and interpee- tacions of important events, particulary when che evens are complex and ambiguous. The ‘ery same information can take on very different coloring, depending on our current emionl Example: When we are angey or annoyed, the cheery frend who ells us up seems mor like ‘pest than loyal fiend, ‘Example: When we are anxious or sai the wow uf Ue win ating owe bec wis dove sounds like someone breaking in. Example: When we are ins happy mood, even a sou fiend can seem lke a great person to xt eogcther with ‘Example: When we are ashamed of making 4 mistake at work, we may interpret two co ‘workers aughing in che halls making fun of our jb performance. Example: When we are sad, we may think a bad grade means we'll ever graduate from col lege. (© Discusion Point Ect examples of imes when partipans! mood or current emotions have a F ‘ored how they interpreted events. ‘Note to Leaders: else te foc that emotions can influence thought the concept thet “mations love therseler" and thus perpetuate themselves, dscussed both eater and below. 3. Believing That Our Thoughts Are Absolute Truths Can Bea Recipe for Disastor Iki important to keep these things in mind |= Noone has the absolute eruth. © Believing that°I have ahold onthe sbyolate uth” ordinarily leeds o conflict and can vee precipitate wars « Different opinions onthe facts can be valid even if we doa’ agree with them, 1 There is always more than one way to sce a situation, and more than one way to solve # problem, ‘9. motion Regulation Sis Emotion Ragusion Handout 8+ 353 1 Two things that scem like or ae) opposites can both be rue. St Meaning and truth evolre overtime, ‘Note to Leaders The points ated above are azo covered in Gaptr Section X, in the dsasion of lactic 8 part ofthe ls fr walking the miele path 4. Knowing the Facts I Essential for Solving Problems Incomplete knowledge of the fact, or faulty beliefs about them, ean inverere with problem sclving. “Example; Believing that my tof snot leaking when ts leaking means that [ill root Bred Example: Believing that Lf my exam becaose the grading was unfair, when in eality it ‘was because I didnot study, means that I may ao stud forthe next exam, 5. Examining Our Thoughts and Checking the Fcts Can Change Our Emotions ‘When we respond eo incorec frets, learning the correc facts can change our emotions. In dition, Knowing the actual facts of stuation can belp us problem solve emotional situations. Tae, knowing the facts can help us change the fats. setthe . [ Wot to tsedor oy be stl pont out tater efecive metal eat westnersareboed | Sthebping perl ange cg, thooghes bets inerpretaonh One ofthe maor Wea | este pt ery ren eon cara | ‘oreandontavon) hve tpn dere ort ny eordery et doors subtree ae Eni naeenseTucaiermerranine Creede shown | Sra Metatatr ased Therapy™—a arget anging apne. YB. How to Check the Facts Y 4 Aske Whats the Emotion Want to Change? “ell participants: “It is mach more difcultto change an emotion when you don't know what motion ot et of motions you ae actallyfeling, Pacts abou situation might ft one emotion ‘bur not another Reviewing Emotion Regulation Handout 6 can be very belpful to you here. Pay careful attention to current cought, physical sensations, posture, action urges, actions and ‘erhal tatenents when you are viewing ways to describe emotions.” V2. Ask: What ithe Event Prompting My Emotion? Say to participants: “Describe the facts observed through the Senses. Just che fet! Challenge jndzments, exteemes, and absolteblaceand-vhie descriptions. A more halanced view ofthe facts may change your emotions.” ‘Explain that «prompting event can bean event outside of ourselves or an internal event such as. previous emotion, series of thoughts, or a ability or inability to doa tatk. A prompcing trent can be a secondary ceaction to a previous emotion (e. anger at ourselves for feling ‘Strid thought (eg, Seling guilty at jadgmental thoughts about someone), o lack of ability {ets feeling ashamed at our inability to remember someone's name). Our emotions can also be lied by our own actions oy at playing wellin a piano recital) ‘One problem in Sguring out emotions i that we often describe situations and our own emo sions, hough, and ations in jdgmental language, with absolute black-and-white statements ‘Usually this isnot an effective way to describe am event, because it can evoke strong negative 254+ IL TEACHING NOTES FOR DBT SALLS MODULES: Emotion egulton Handout 8 ‘emotional reactions. Indeed, ou mental description of the event, rather than the even itl ‘may be the actual prompting event V3. Ask: What Are My interpretations, Thoughts, and Assumptions about the Event? (Often we add ro what we observe and then acto what we have added, rather than to wht we observed. We jmp toa concusion and then act on that ‘Say to patcpants: “Think about some ecroncous interpretations you might make and thea ct. on) when feeling particular emotions” Or use thes illstratons 1 Anger “Lisening toa perton express disappointment in something you do ft) and ink ing the person i trying co contol you fisterpretaton).” = Diggut “Seeing # ma looking in your window from the street (at) and thinking hea sential predator interpretation)” ve Emey: “Observing someone receiving a hug (fact) and thinking chat this person gets alot ‘more lore thaa you do interpretation,” se Fear. “Hearing ceaking sound inthe aight (fat) and thinking someone i breaking ino ‘your house interpretation)” ‘= Happines: "Seeing no clouds inthe morning sky (act) and believing it won' rain on your ‘way home Gaerpretation)" 1s Jealouey. “Watching the person you lore sitting close to someone els fact) and believing he or shes now in love with that person (nterpetaion)™ s Love “Realizing a person wants to have sex with you (fact) and assuming che person is ia love with you (nerpretation” Sadness: “Finding ou that a person made plans without you (fact) and deciding the person does nt love you linerpetation.” 1 Shame: “Dropping the bll in 4 game (fact) and then thinking of yourself as being a loser : linerpretaion.” ve Guile “Nor waning ro share your fod with snicoue (st i selfish inerpretation.” v “Consider all he other posible interpretations. cee reasonable interpretations, particulary itehey ate more benign, can be at eflective way to repslte your emotions. Practice looking at alse of stution and all he various points of view.” Yo 4 Aske Am Assuming 2 Threat? Say to participants: “Ask yourself whether you are imagining a threatening event or outcome. Paul emotions are almost always related to some type of threat. Whar negative outcomes ‘might you be sncpstng from the event" Explain that often we are not even aware that Weare sssuming some soc of threat. The threat i impli in our minds, Ie can be important to realy ‘earch forthe threat we are associating withthe prompting event. This is particularly imporant then we have checked all the fate and sil are having very intense emotions. This isa cue that ‘our current emotion may bea secondary emotion, and tha i may be ery important figue ‘out what impli nonverbal) heeat we ae actually reacting. v 1 Label the Threat deciding that you are being “The fis thing to doi to label the threat, which involves labeling the emotion, Here ae the types of threat we may sense when we are feeling particular emotions: 1 Anger Being attacked ox impoctant goals being blocked. 1 Dinguct: Being covtaminated. 1 Fear. Encountering danger tif, health, well-being. 1 Sadness Losing something permanently or not attaining goals. © Shame: Being kicked out ofthe commaity. $.EmotionRegustion Skis Emotion Regulation Handout 8+ 355, 1 Guilt: Violating ones own values. 1 Jealouay: Someane elses taking sry a valued person andlor thin, 1 ny: Noe ataining what i wanted or needed because others have substantially more power influence, and belongings. b Evaluste the Chances That the Threatening Event Wil Realy Ocur| Its important tobe in wise mind when considering the likelihood tht a threatening event will occur, Often what seems threatening fst lance not so threatening once we think bout it Example: “You think, ‘Tm going to be robbed; when secing two men walking towards youonastxetetnight. Evaluate te chances thatthe hrestening event wil eally occu by ‘observing if here are other people around f the men ae eating weapons and soon.” [Now present the following points to pazticipants, and give the examples that follow 15 “Consider: What was the outcome previous times you hasta thought?” Example: “When having a headache, you think, probably have some terrible disease” Remind yourself that you have had many headache nthe past hat were no serous and went away before long” 1 “Ask questions; seek more information; check and review the known facts ofthe situa Example "When a co-worker walk by you athe mall without saying hi, you think, She

    Vous aimerez peut-être aussi