Positive States of mind and being - Part 2 Flashcards
(88 cards)
1
Q
What is Maslow’s 8 fold way?
A
Habits of mind and tendencies that we can cultivate in ourselves and bring us closer to the state of self-actualizing
2
Q
list Maslow’s 8 fold way
A
1) Self-awareness
2) Self development
• should be use all skills to realize goals
3) Growth choices
4) Trusting judgement
• stick with your gut
5) Peak experiences (objective)
6) Honesty
• Taking responsibility
7) Concentration
• fully focused in the moment
8) No ego defences
3
Q
List Maslow’s 12 B-values
A
1) Wholeness • integration, simplicity, dichotomy transcendence, self complex 2) Richness • Complexity, intricacy, detail, 3) Aliveness • process, spontaneity, full functioning 4) Perfection • completeness, rightness - drawn to instances of perfection 5) Playfulness: • Joy, humour (Eastern) 6) Beauty: • Rightness, simplicity, richness, aliveness 7) Justice • Fairness, lawfulness, orderliness 8) Goodness • rightness, benevolence, honesty, justice 9) Uniqueness - individuality, novelty 10) Effortlessness • Ease, lack of striving 11) Self-sufficiency • Autonomy, environment transcendence 12) Truth, honesty, reality • Simplicity, richness, beauty
4
Q
who says we are all self-actualizing, we are all working to become our full potential
A
Rogers
5
Q
What are the 5 characteristics of Roger’s fully functioning individual?
A
1) Openness to experience • vivid awareness of what's going on around and inside you 2) Essential mode of living • Taoism → rolling with the flow • adapting to changes as you meet them 3) Organic trusting • Trusting your judgment 4) Experiential freedom • free to make choices in our life • Maslow’s responsibility 5) Creativity
6
Q
Mihalyi Csikszentmihalyi noted that when individuals finished a painting they lost interest.. what does this mean?
A
- It was the process of painting not the panting itself that was the absorbing agent
7
Q
What is the optimal condition for flow?
A
Skills equal to the challenge
high skill and high challenge = FLOW
8
Q
emotional states occurring in each combination of skill and challenge (MEMORIZE DIAGRAM)
A
- Low challenge, low skill → apathy
- Moderate skill, low challenge → relaxation
- Low challenge, high skills → boredom
- Moderate challenge, low skills → worry, we are not adequate to meet the challenge causing us worry
- No moderate skills, moderate challenge
- Moderate challenge and high levels of skills → arousal, difference between challenge and skills is much smaller
- High challenge, low skills → anxiety
- High challenge, moderate skills → arousal
- High challenge, high skills → flow, the desirable state
9
Q
What are the different emotions experienced during the anxiety state?
A
- Concentration: high
- Self-esteem: low
- Enjoyment: low
- Wish to be doing: low
10
Q
What are the different emotions experienced during the Flow state?
A
High in all 4 (Concentration, Self-esteem, Enjoyment, Wish to be doing)
11
Q
What are the different emotions experienced during the Apathy state?
A
All four bellow average (Concentration, Self-esteem, Enjoyment, Wish to be doing all low)
12
Q
What are the different emotions experienced during the relaxation state?
A
• Lower than average in concentration b/c skills exceed challenge
13
Q
What are the conditions for flow?
A
- Challenging activity requires skill
- Skill equal to the challenge
- Clear goals and feedback (not clear to outsiders)
- An autoelic experience (activity is a goal in itself, reason for engaging is the engagement) - forgot external rewards leads to flow
- Concentration on the task
- Merged action/awareness (spontaneous, one with the activity, effortless but requires mental discipline,very automatic)
- Loss of self-consciousness (egoless, lost of sense of self, Union with the)
- Transformation of time (expansion or compression)
- Sense of control
14
Q
WHat experiment demonstrated the important of an autoelic experience in order to achieve flow?
A
•Study: kids drawing pictures o Research divided kids into subgroups o Group 1: unlimited papers and crayons o Group 2: dollar for each picture o Group doing just for the pleasure of drawing had the most pictures and the most enjoyment
15
Q
What self-growth occurs after flow (3 things)
A
1) Higher complexity of self-organization
• More revealed about themself → personal growth
• Differentiation: discovery of skills and ability
2) Integration of the self
3) Self-transcendence
• Egoless, Loss of self-consciousness
16
Q
What occured in the Askawa (2009) study of japanese students experiencing flow?
A
- flow every 2months or 3 times a year
- high levels of flow = Higher self-esteem, Lower anxiety, More active coping
- More active commitment to daily life, university, future career
- Correlational study =can’t infer direction → could be more likely to experience flow as they have these characteristics
- Suggest values of flow experiences
17
Q
what happened in the Rogatko (2007): U.S. students study?
A
• Flow = greater positive affect (positive emotions) afterward
18
Q
explain the Salanova et al (2006) SEM study (structural equation modeling)
A
what contributes to flow in teachers at 3 points in time:
point 1:
• Resources provided
• Social support
• Orientation to goals
• High Self-efficacy (bidirectional)
• See work as intrinsic value not just pay
• Intrinsic pleasure, enjoyment
Point 2:
• Flow at time 1 contributes to self-efficacy and job resources at time 2
* mostly has to do with resources we provide
19
Q
What happened in the baker 2004 study?
A
Music teachers in different schools (SEM):
• resources provided by shool contribute to balance b/w skills and challenge
• if teachers experience flow students do too
• Happiness from flow only after it’s complete
20
Q
What are 4 personality traits likely to lead to flow?
A
1) Curiosity (equivalent to openness in big 5)
2) Low self-centeredness
3) Autoelic personality
• High intrinsic motivation
4) Persistence (conscientiousness)
21
Q
the flow questionnaire has two assessment measurements and was developed by who?
A
Csikszentmihalyi
22
Q
What is the Flow State scale?
A
- More complex questionnaire: 36 statements broken down into 9 categories
1)Challenge-skill balance
• “My abilities matched the high challenge of the situation”
2) Action-awareness merging
• “I performed automatically”
3) Clear goals
• “I knew what I wanted to achieve”
4) Unambiguous feedback
• “It was really clear to me that I was doing well”
5) Concentration on the task
6) Sense of control
7) Loss of self-consciousness
• “I had no concern with how others saw me”
8) Transformation of time
9) Autoelic experience
• “ I really enjoyed the experience”
23
Q
What percent of US workers experience flow?
A
- 85% identify flow experience in their lives (20% say it happens often, 16% say daily)
- 15% say it never happens
24
Q
Why do U.S workers say they experience flow?
A
- 30% work (highest proportion)
- 23% hobbies, home activities
- 20% sports, outdoor activities
- 18% socializing
25
How much apathy, relaxation, anxiety and flow results in US teens from Games and sports
produce the highest proportion of time spent in flow but also produces the highest amount of time spent in anxiety, do not feel much apathy or relaxation
26
How much apathy, relaxation, anxiety and flow results in US teens from hobbies
second highest level of flow and very high levels of relaxation
27
How much apathy, relaxation, anxiety and flow results in US teens from Scoializing
drop off in flow and corresponds with adult data, high levels of relaxation and fair bit of apathy, not much anxiety
28
How much apathy, relaxation, anxiety and flow results in US teens from thinking
same level of flow as socializing, higher levels of apathy, not to much anxiety
29
How much apathy, relaxation, anxiety and flow results in US teens from Music
relaxation is the dominant experience, not a lot of flow, very little anxiety
30
How much apathy, relaxation, anxiety and flow results in US teens from Television
lowest levels of flow, does not require much skill
31
Who is Jon Kabat-Zinn
Ph.D. in molecular biology, Received training in Buddhist practices. Conducts- Mindfulness based stress reduction clinic: designed to teach mindfulness practices to patients suffering from stress from related diseases
- Six week program
32
Where do ideas of mindfull ness appear
appears in Western tradition fairly early as well in Roman and Greek writings and the work of the humanists
- 30 yr impact on west medicine
33
what's a cognitive construct?
an activity that changes the mind itself as well as other things about ourselves
34
Can we create the state of mindfulness?
YES - it can be produced at will through thought training and can be evaluated by MRI
35
What is a general definition of mindfulness?
- can't describe it, need to experience
- fully absorbed in the moment
- being aware, non-judgemental, accepting
36
What are the 7 qualities of mindfulness?
1) Non-judging: observing w/out evaluating - impartial witness
2) Patience: allowing things to unfold in their time
• Form of wisdom - things unfold in their own time, don't rush
3)Beginner’s mind: seeing as though for the first time
• expert mind has few possibilities
4) Trust: trusting one’s body, intuition and emotions
• Don't look to authority
• Taking responsibility
5) Non-striving: not goal-oriented, unattached to achievement
• Taoist thought (Highest motive = be non-motivated)
6) Acceptance: acknowledging things as they are
• only reached after emotional periods of denial and anger
7) Letting go: non-attachment
• things in our mind we get rid of as they are painful
• letting things be
37
Whats the monkey example of being unable to let go?
Monkey trap → take an empty coconut so that its big enough for the monkey to get in, put in a ball of rice, chained to a tree, closed fist cannot get out of the trap, all he has to do is to let go of the food but he can’t let go
38
What are the emerging qualities (classic Buddhist an dchristian values)
- Gentleness: considerate, tender
- Generosity: giving with compassion
- Empathy: feelings for others
- Gratitude: reverence for the moment, being thankful for every moment of life as we have it
- Loving kindness: cherishing, forgiving unconditional love
39
what is Loving kindness meditation
in the higher levels of this meditation you do not experience love and kindness not towards any object or people but then in the most elevated form it is directed towards the world at large
• Unidirectional compassion that flows over everything you do
40
who is Thich Nhat Hanh?
- Vietnamese and became a Zen Buddhist monk:
• Protested the Vietnam war, government forced him into exile in France
• Writes letters to monks and monestaries around the world, especially Vietnam
• Written a number of books
41
What is at the heart of buddhist teaching?
- True love: a practice for awakening the heart
- You are here: discovering the magic of the present moment
- Peace is every step: the path of mindfulness in everyday life
- The miracle of mindfulness: an introduction to the practice of meditation
- Happiness: essential mindfulness practices
- Be free where you are
42
What happened when mindfulness training was introduced at a school in Detroit?
* Academic increase
* Absence drop down
* Drop outs decreased
* Violence decreased
43
How do you develop body mindfulness?
focus on the body
• Follow the breath/Breathing never stops
Whole body scan
• What' going on in your body
• Lay on your back, eyes closed
• Pay attention to the various parts of the body in sequence then your body disappears
44
How do you develop thought/emotional mindfulness?
* Notice the contents of consciousness → thoughts coming and leaving
* be an observer, not invested just watch them pass
45
How do you develop mindfulness in daily life?
* Maintain the state throughout our daily living
* ex. when we eat we know we’re eating…
* Whatever you are doing in that moment should be the most important thing
46
What are the 2 mindfulness practices discussed?
Dialectical behaviour theory and Acceptance and commitment therapy (ACT)
47
What is dialectical behaviour theory
* Developed for treating borderline PD
* Balance, synthesis of opposing ideas
* Acceptance and change → who you are and how to change behaviours
* Thoughts/ideas are accepted
* exercises
48
What is Acceptance and commitment therapy (ACT)
* Accepting thoughts as they are, not evaluate/judge
* Commitment to goals
* recognize an observing self
* Accept, don’t change feelings – change behaviours → same ideas as dialectical behaviour
49
What's the difference b/w CBT and mindfulness?
CBT:
- irrational/negative thoughts are evaluated as irrational/negative
→ determine a set of goals
→ their life is separate and different
Mindfulness:
→ don't evaluate feelings just acknowledge
- No evaluation of thought as irrational
→No specific change goals make no effort to achieve , non-striving, non-acting, just let it happen
No specific change goals
→ Therapist as practitioner
50
Where did the use of mindfulness begin
at the clinic → began publishing papers on what meditation did for patients who were enrolled in that program
51
what does it mean by creating a lack of separation from body and mind in medical setting?
→Be aware that pain or stress affects the contents of the mind and State of mind also has a profound effect on the systems of the body
52
HOw was mindfulness shown to help management of chronic pain in cancer patients?
* Pre- vs. post-treatment comparisons: improved, felt less pain or felt better able to tolerate it
* No controls: early studies had methodological weaknesses
* Pre- vs. post-treatment assessment → placebo effects
53
What disorders has mindfulness shown to help?
- GAD
- Binge eating disorders
- Psoriasis
- MD relapse
- Cancer
- adolescent BP and HR
54
HOw was mindfulness shown to help management of GAD
* Pre- vs. post-treatment, No controls
* Immediate and long-term benefits
* New GAD evaluation began in 2005
55
HOw was mindfulness shown to help management of Binge eating
* Pre- vs. post-treatment; no controls
* Immediate and long-term benefits (5-6 months)
* Fewer symptoms/binges
56
How was mindfulness shown to help management of major depression relapse
• depressive episodes
• After remission w meds → follow up with therapist
• Treatment as usual (TAU) vs. MBCT (mindfulness training)
Teasdale - Toronto
12 months later, 67% of TAU had relapsed; 37% of MBCT
• only for 3 or more prior MD episodes → worked best for t most severe conditions
57
How was mindfulness shown to help management of Cancer
* Carison – Alberta
* Pre- vs. post, no controls
* Lower stress/mood disturbances
* present after 6 mths
* Immune profile returns to normal from depressed state
* Remission rates are better under mindfulness
58
How was mindfulness shown to help management of Psoriasis
Kobat-Zinn (1998)
•Treatment → light
•Comparison group/control group
• Light and mindfulness vs. light alone: record how long it took for the skin to clear up
• 65 (light + mindfulness) vs. 95 (light treatment alone) days to clear
59
HOw was mindfulness shown to help management of adolescent BP and HR
• wide age range → 6 to 90
Barnes et al (2004)
• Mindfulness vs. health-related info (diet, exercise)
• Mindfulness reduced systolic BP and night-time HR
• Controls increased
• Significant advantage even though no specific design to reduce BP and HR → less stress could lead to lower BP and HR
60
what did the Study of mindfulness in elementary schools
→ better math grades, less stress (as indicated by cortisol levels, cognitive abilities, and peer reviews)
• Learning occurs in social interaction → less stress allows to share with others and learn more
61
what did Davidson et al (2003) show (flu vaccine)
• Mindfulness vs. wait-list controls (flu vaccine at end)
• Increased L hem activation in mindfulness (positive affect)
→ (negative emotions → high right hemisphere activity)
• More flu antibodies in mindfulness group
• L hem activation predicts antibody levels: degree of left hemisphere activation was correlated with antibody levels
• more positive emotions = better vaccine worked
62
What did Lazar et al (2005) find (neural plasticity)
* MRI measures cortical thickness in meditators compared with non-meditating controls
* Prefrontal cortex and attention/sensory areas (auditory, somatosensory) thicker in meditators → half the neurons of brain
* Thickness differences most pronounced in elderly
63
What did Holzel et al (2011)
| find (cortical b4 MBSR)
* MRI measures cortical thickness b4 and after MBSR training compared with wait-list
* Prefrontal cortex, attention/sensory areas thicker in mediators
* Thickness differences in learning, memory, emotion-processing areas
* Thickness differences in self-referential processing and perspective-taking areas
64
What did Lutz et al (2008) find (loving kindness)
* fMRI during novice/expert loving kindness meditation (?) Emotional sounds during meditation + comparison periods
* Positive: baby laughing
* Negative: woman in distress
* Emotional sounds = greater pupil diameter (tension/ interest) and activation of limbic regions (including the amygdala - emotion regulation)
* Limbic activation related to intensity of meditation 4 both
* Greater detection, enhanced activity to emotional human sounds for experts than novices during meditation
* Loving kindness = more attentive to others emotions (esp. neg)
* depth of meditation → stronger response
65
what did Aftanas & Golosheikin (2003) find (attention)
• Internal attention and emotional information processing increased in experienced meditators
66
What did MacLean et al (2010) find? (more attention)
• Compared with wait-list controls, meditation improved sustained attention and visual discrimination
67
what did Beddoe & Murphy (2004) find (in nursing students)
• Nursing students reduced stress, increased empathy after 8-week MBSR clinic
• reported using meditation in daily life and experiencing greater well-being and improved coping skills as a result of the program
- coping skills = lowers stress
68
what did Shapiro et al (2005) find? (in health care professionals)
* Health-care professionals reported improved Life Satisfaction, Self-Compassion, and reduced stress after 8-week MBSR
* Improved self-compassion → forgiving ourselves
* Cortisol levels increase in stress
69
what happened in Singh et al's 2006 study of mindfulness as treatment for autism?
* Parents taught mindfulness (12 weeks) 50% longer program
* Decreased aggression, non-compliance, self-injury in children
* Parents attitudes reflected in the behaviours of the kids →
* Increased parenting satisfaction, interactions with children in mothers
70
What happened in - Zylowska et al 's(2008) study with ADHD
* 8 weeks of MBSR to adults, adolescents, with ADHD
* Reduced self-reported symptoms; improved attention and cognitive inhibition performance; reduced anxiety, depression
* Increased ability from being impulsive
71
How is mindfulness used in therapy?
-In client-therapist relationship it's a way of paying attention with empathy, presence, and deep listening
- places the therapist in the here-and-now with the client, nonjudgmental moment-to-moment awareness
→ Jung’s view on therapy
72
What did Carson et al (2004) discover about Mindfulness and Relationships
* Meditators vs. wait-slit controls
| * Meditators report greater closeness, acceptance of each other, autonomy, relationship satisfaction
73
What did Barnes et al (2007) discover about Mindfulness and Relationships
* Replicated Carson et al
* Mindfulness related to improved quality of communication between couple
* Talked more, shared more, expressed more of their feelings, and the partner is accepting
74
why did mindfulness training help children 4-6 increase academic performance
* By Training emotional regulation
| * Children may have difficulties learning when they are distracted by emotions
75
What is the Five factor mindfulness questionnaire - Baer et al (2006)
1) Observing: attending to internal/external stimuli
2) Describing: mentally labelling stimuli with words
3) Acting with awareness: rather than automatically, or absent-mindedly
4) Nonjudging of inner experience: not evaluating one’s sensation, thoughts, emotions
5) Nonreactivity to inner experience: allowing them to come and go, without attention getting caught up in them
76
What are the mental components of minfulness and the brain areas associated with them?
1) Attention regulation (cingulate gyrus)
2) Body awareness (temporo-parietal junction)
3) Emotion regulation:
• Reappraisal: accept emotions , no judge [dorsal prefrontal cortex → transmits to amygdala/limbic system to moderate control]
• Exposure, extinction: not reacting to emotional stimuli (ventral PFC; amygdala; hippocampus)
3) Change in perspective on the self
• Detachment form identification with a static self [posterior cingulate cortex; medial PFC; temporo-parietal junction]
77
What are the 4 brain changes in mindfulness?
4) Brain changes in mindfulness
• Medial temporal lobe (memory)
• Medial PFC (theory of mind)
• Posterior cingulate cortex (integration)
• Parts of parietal cortex (self-awareness)
- Number of brain areas whose activity seems to change → associated with the components we see in mindfulness practice
78
according Privette and Bundrick (1991) what are the qualities of the peak experience alone?
```
• Sprirituality
• Personal significance
• Fulfillment
• Positive affect → afterwards
• Selflessness → outside oneself and belonging to a larger whole
• Unmotivated
• Meaningful
- can't be created on cue
```
79
according Privette and Bundrick (1991) what are the qualities of flow alone?
• Play: we engage in because of pleasure
• Outer structure: feedback, progression to a goal
• Goal-directed
• Active: often physical activity, also seen in chess
• Automaticity: doing without thinking, opposed to mindfulness
- can be experienced on purpose
80
according Privette and Bundrick (1991) what are the qualities Peak experiences and flow share?
* Absorption
* Unity of self: personal unity and integration
* Autotelic: engaged in for its own sake, not as a means to an end
* Role of others
81
Groundhog day????
- Positive states of mind and mindfulness
- Phil → initially self centered, egotistic, hedonistic, sarcastic, unpleasant
- Groundhog day → doesn’t want to go to this hick town
- Down period → attempts to kill himself
- Change → interested and involved in the people in the town, performs chores with people in the town becoming less self-centered as he has accepted his self, becomes more developed (piano lessons), learns to speak French, becomes less attached in a lustful way to Andy (giving up grasping)
- Example of values, morality, outer-directedness, self-development
82
whats the oldest philosophy?
Hinduism
83
HUman kinship (maslow's self actualized individual) is similar to what buddhist notion?
Compassion, loving kindness
84
What is acceptance (maslow) in buddhist philosophy?
equanimity
85
peak experiences are like buddhist ______ and _______
right view and right mindfulness
86
rogers experiential freedom is like maslow's
responsibility
87
Curiosity (one of personality traits likely to induce flow) is equivalent to which of the big 5 traits?
openness
88
Persistence (one of personality traits likely to induce flow) is equivalent to which of the big 5 traits?
conscientiousness
