7. May 2011 by John Schinnerer.

Brene’ Brown is my new hero(ine). You must check out this fantastic talk she did at TED in 2010.

I’m currently ordering numerous copies of her recent book, The Gifts of Imperfection, for all the mothers I know for Mother’s Day.

Emminently readable, vastly significant and life-changing.

If you’d like a FREE copy of my award-winning book, Guide to Self: The Beginner’s Guide to Managing Emotion and Thought, simply go to www.GuideToSelf.com, click on the yellow book icon on the left side of the page and enter your name and email address.

Have a relaxing Mother’s Day!

To life, love and laughter,

John Schinnerer, Ph.D.
Founder Guide to Self, Inc.
Award-winning author and blogger
Anger management coach
http://webangermanagement.com

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2. March 2011 by John Schinnerer.

I’m a big fan of the work of Todd Kashdan. So when a new study comes out by him, I sit up and take notice. Here is the latest one from ScienceDaily.com…

Being ‘Mindful’ Can Neutralize Fears of Death and Dying

ScienceDaily (Feb. 28, 2011) — Death can be terrifying. Recognizing that death is inescapable and unpredictable makes us incredibly vulnerable, and can invoke feelings of anxiety, hatred and fear. But new research by George Mason University psychology professor Todd Kashdan shows that being a mindful person not only makes you generally more tolerant and less defensive, but it can also actually neutralize fears of dying and death.

“Mindfulness is being open, receptive, and attentive to whatever is unfolding in the present moment,” says Kashdan. In his latest research, Kashdan and his colleagues wanted to find out if mindful people had different attitudes about death and dying.

“Generally, when reminded of our mortality, we are extremely defensive. Like little kids who nearly suffocate under blanket protection to fend off the monster in the closet, the first thing we try to do is purge any death-related thoughts or feelings from our mind,” says Kashdan.

“On the fringes of this conscious awareness, we try another attempt to ward off death anxiety. We violently defend beliefs and practices that provide a sense of stability and meaning in our lives.”

Kashdan says this practice often has an ugly side — intolerance and abuse. “When people are reminded that death is impending, their racist tendencies increase,” he says. In a series of experiments conducted by the University of Missouri-Columbia, for example, white people asked to read about a crime committed by another person give harsher penalties for black compared with white defendants after being reminded of their mortality.

Kashdan wondered what might prevent these defensive, intolerant reactions from occurring. In a recent study published in the Journal of Personality and Social Psychology, he and his colleagues looked at what might happen when mindfulness and the terror of death collide.

“A grudge match between humanity and death,” says Kashdan.

If mindful people are more willing to explore whatever happens in the present, even if it uncomfortable, will they show less defensiveness when their sense of self is threatened by a confrontation with their own mortality?

Based on the results of 7 different experiments, the answer appears to be yes. When reminded about their death and asked to write about what will happen when their bodies decompose (in grisly detail), less mindful people showed an intense dislike for foreigners that mention what’s wrong with the United States (pro-U.S. bias), greater prejudice against black managers who discriminated against a white employee in a promotion decision (pro-white bias), and harsher penalties for social transgressions such as prostitution, marital infidelities, and drug use by physicians that led to surgical mishaps.

Across these various situations, on the contrast, mindful people showed a lack of defensiveness toward people that didn’t share their worldview. Mindful people were diplomatic and tolerant regardless of whether they were prompted to think about their slow, systematic decline toward obliteration.

“What we found was that when asked to deeply contemplate their death, mindful people spent more time writing (as opposed to avoiding) and used more death-related words when reflecting on the experience. This suggests that a greater openness to processing the threat of death allows compassion and fairness to reign. In this laboratory staged battle, mindfulness alters the power that death holds over us,” Kashdan says.

Guide To Self:

The Beginner’s Guide to Managing Emotion

For your free copy of the award-winning self-help book, Guide To Self: The Beginner’s Guide to Managing Emotion and Thought, simply visit my website at www.GuideToSelf.com, click on the yellow book icon and enter your name and email for an instant PDF copy of the user manual for the mind. This book teaches anger management tools, anxiety management tips, stress management techniques, as well as proven tools to cultivate more positive emotions in your life!

To life, love and laughter,

John Schinnerer, Ph.D.

Founder Guide To Self, Inc.

Award-winning author and blogger

Online Anger Management Help at my new blog on the Positive Psychology of Anger Management: WebAngerManagement.com

Story Source:
The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by George Mason University.
________________________________________
Journal Reference:
1. Christopher P. Niemiec, Kirk Warren Brown, Todd B. Kashdan, Philip J. Cozzolino, William E. Breen, Chantal Levesque-Bristol, Richard M. Ryan. Being present in the face of existential threat: The role of trait mindfulness in reducing defensive responses to mortality salience.. Journal of Personality and Social Psychology, 2010; 99 (2): 344 DOI: 10.1037/a0019388

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15. February 2011 by John Schinnerer.

February 14, 2011

When psychotherapy is helping someone get better, what does that change look like in the brain? This was the question a team of Canadian psychological scientists set out to investigate in patients suffering from social anxiety disorder. Their findings are published in Psychological Science, a journal of the Association of Psychological Science.

Social anxiety is a common disorder, marked by overwhelming fears of interacting with others and expectations of being harshly judged. Medication and psychotherapy both help people with the disorder. But research on the neurological effects of psychotherapy has lagged far behind that on medication-induced changes in the brain.

“We wanted to track the brain changes while people were going through psychotherapy,” says McMaster University Ph.D. candidate Vladimir Miskovic, the study’s lead author.

To do so, the team—led by David Moscovitch of the University of Waterloo, collaborating with McMaster’s Louis Schmidt, Diane Santesso, and Randi McCabe; and Martin Antony of Ryerson University—used electroencephalograms, or EEGs, which measure brain electrical interactions in real time. They focused on the amount of “delta-beta coupling,” which elevates with rising anxiety.

The study recruited 25 adults with social anxiety disorder from a Hamilton, Ontario clinic. The patients participated in 12 weekly sessions of group cognitive behavior therapy, a structured method that helps people identify—and challenge—the thinking patterns that perpetuate their painful and self-destructive behaviors.

Two control groups—students who tested extremely high or low for symptoms of social anxiety—underwent no psychotherapy.

The patients were given four EEGs—two before treatment, one halfway through, and one two weeks after the final session. The researchers collected EEG measures of the participants at rest, and then during a stressful exercise: a short preparation for an impromptu speech on a hot topic, such as capital punishment or same-sex marriage; participants were told the speech would be presented before two people and videotaped. In addition, comprehensive assessments were made of patients’ fear and anxiety.

When the patients’ pre- and post-therapy EEGs were compared with the control groups’, the results were revealing: Before therapy, the clinical group’s delta-beta correlations were similar to those of the high-anxiety control group and far higher than the low-anxiety group’s. Midway through, improvements in the patients’ brains paralleled clinicians’ and patients’ own reports of easing symptoms. And at the end, the patients’ tests resembled those of the low-anxiety control group.

“We can’t quite claim that psychotherapy is changing the brain,” cautions Miskovic. For one thing, some of the patients were taking medication, and that could confound the results. But the study, funded by the Ontario Mental Health Foundation, is “an important first step” in that direction—and toward understanding the biology of anxiety and developing better treatments.

The work might also alter perceptions of therapy. “Laypeople tend to think that talk therapy is not ‘real,’ while they associate medications with hard science, and physiologic change,” says Miskovic. “But at the end of the day, the effectiveness of any program must be mediated by the brain and the nervous system. If the brain does not change, there won’t be a change in behavior or emotion.”

Provided by Association for Psychological Science

From www.PhysOrg.com

Have a fantastic Valentine’s Day!

Cheers,
John Schinnerer, Ph.D.

Founder Guide to Self, Inc.

Positive psychology of anger management

Turning down the  volume on anger

For your complimentary copy of John’s award-winning self-help book, Guide to Self: The Beginner’s Guide to Managing Emotion and Thought, visit www.GuideToSelf.com and enter your name and email address for instant access to a PDF version! It’s 216 pages of life-altering tools to make the most of your mind.

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27. November 2010 by John Schinnerer.

From the ubiquitous ScienceDaily.com… 

Upper-Class People Have Trouble Recognizing Others’ Emotions

ScienceDaily (Nov. 23, 2010) — Upper-class people have more educational opportunities, greater financial security, and better job prospects than people from lower social classes, but that doesn’t mean they’re more skilled at everything. A new study published in Psychological Science, a journal of the Association for Psychological Science, finds surprisingly, that lower-class people are better at reading the emotions of others.

The researchers were inspired by observing that, for lower-class people, success depends more on how much they can rely on other individuals. For example, if you can’t afford to buy support services, such as daycare service for your children, you have to rely on your neighbors or relatives to watch the kids while you attend classes or run errands, says Michael W. Kraus of the University of California-San Francisco. He co-wrote the study with Stéphane Côté of the University of Toronto and Dacher Keltner of the University of California-Berkeley.

To learn more about HOW to read emotions properly, visit http://www.GuideToSelf.com for a FREE copy of the award-winning book, Guide To Self: The Beginner’s Guide to Managing Emotion and Thought by U.C. Berkeley-trained emotion expert, John Schinnerer, Ph.D. Just share your email address and name for a free, instant PDF copy of the 216 page book!

One experiment used volunteers who worked at a university. Some had graduated from college and others had not; researchers used educational level as a proxy for social class. The volunteers did a test of emotion perception, in which they were instructed to look at pictures of faces and indicate which emotions each face was displaying. People with more education performed worse on the task than people with less education. In another study, university students who were of higher social standing (determined from each student’s self-reported perceptions of his or her family’s socioeconomic status) had a more difficult time accurately reading the emotions of a stranger during a group job interview.

These results suggest that people of upper-class status aren’t very good at recognizing the emotions other people are feeling. The researchers speculate that this is because they can solve their problems, like the daycare example, without relying on others — they aren’t as dependent on the people around them.

A final experiment found that, when people were made to feel that they were at a lower social class than they actually were, they got better at reading emotions. This shows that “it’s not something ingrained in the individual,” Kraus says. “It’s the cultural context leading to these differences.” He says this work helps show that stereotypes about the classes are wrong. “It’s not that a lower-class person, no matter what, is going to be less intelligent than an upper-class person. It’s all about the social context the person lives in, and the specific challenges the person faces. If you can shift the context even temporarily, social class differences in any number of behaviors can be eliminated.”

To life, love and laughter,

 John Schinnerer, Ph.D.

Founder of Guide to Self, Inc.

http://drjohnsblog.wordpress.com Hot blog on the latest in anger management tips, tools and tricks

@johnschin Follow john on Twitter

Story Source:
The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by Association for Psychological Science.
________________________________________
Journal Reference:
1. M. W. Kraus, S. Cote, D. Keltner. Social Class, Contextualism, and Empathic Accuracy. Psychological Science, 2010; 21 (11): 1716 DOI: 10.1177/0956797610387613

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3. September 2010 by John Schinnerer.

From ScienceDaily (Sep. 1, 2010)

‘Mindfulness’, the process of learning to become more aware of our ongoing experiences, increases well-being in adolescent boys, a new study reports.

Researchers from the University of Cambridge analyzed 155 boys from two independent UK schools, Tonbridge and Hampton, before and after a four-week crash course in mindfulness. After the trial period, the 14 and 15 year-old boys were found to have increased well-being, defined as the combination of feeling good (including positive emotions such as happiness, contentment, interest and affection) and functioning well.

Professor Felicia Huppert of the Well-being Institute at the University of Cambridge said: “More and more we are realising the importance of supporting the overall mental health of children. Our study demonstrates that this type of training improves well-being in adolescents and that the more they practice, the greater the benefits. Importantly, many of the students genuinely enjoyed the exercises and said they intended to continue them — a good sign that many children would be receptive to this type of intervention.

“Another significant aspect of this study is that adolescents who suffered from higher levels of anxiety were the ones who benefitted most from the training.”

For the experiment, students in six classes were trained in mindful awareness — mindfulness. Mindfulness is a ‘way of paying attention. It means consciously bringing awareness to our experience, in the present moment, without making judgements about it’. Students in the five control classes attended their normal religious studies lessons.

The training consisted of four 40 minute classes, one per week, which presented the principles and practice of mindfulness. The classes covered the concepts of awareness and acceptance, and taught the schoolboys such things as how to practice bodily awareness by noticing where they were in contact with their chairs or the floor, paying attention to their breathing, and noticing all the sensations involved in walking.

The students were also asked to practice outside the classroom and were encouraged to listen to a CD or mp3 file for eight minutes a day. These exercises are intended to improve concentration and reduce stress.

All participants completed a short series of online questionnaires before and after the mindfulness project. The questionnaires measured the effect of the training on changes in mindful awareness, resilience (the ability to modify responses to changing situations) and psychological well-being.

The researchers found that although it was a short programme, the students who participated in the mindfulness training had increased levels of well-being which were proportional to the amount of time the students spent practicing their new skills.

Professor Huppert continued: “We believe that the effects of mindfulness training can enhance well-being in a number of ways. If you practice being in the present, you can increase positive feelings by savouring pleasurable on-going experiences. Additionally, calming the mind and observing experiences with curiosity and acceptance not only reduces stress but helps with attention control and emotion regulation — skills which are valuable both inside and outside the classroom.”

The success of this initial study has recently led to the creation of an exciting 8 week mindfulness curriculum for schools in both the state and private sectors. This new curriculum, which includes games and video clips, should have even greater benefits.

For further information, see http://mindfulnessinschools.org.

The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by University of Cambridge, via EurekAlert!, a service of AAAS.
1.    Felicia Huppert, Daniel Johnson. A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 2010; 5 (4): 264 DOI: 10.1080/17439761003794148

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