Problems with the Self Dr. Louise McHugh University College Dublin
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Transcript of Problems with the Self Dr. Louise McHugh University College Dublin
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Problems with the SelfDr. Louise McHugh
University College Dublin
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Know thyself!
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Where is your ‘self’?
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Ferrari et al 2008
YOU ARE HERE!
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I was so stressed
yesterday, I wasn’t myself!
Then who were you?
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Social animals…
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Charles Cooley
• ‘Looking Glass Self’
• We notice how people act towards us and derive what others opinion must be
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George Herbert Mead
• Symbolic interactionism
• Humans act toward things on the basis of the meanings they ascribe to those things
• Meaning is derived from social interaction with others and society
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My ‘self’ changes with context
• Imagine you had 30 seconds to describe your ‘self’
• An interview for a marketing position
• To serve jury duty
• On a first date
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• What does contextual behavioural science say?
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A sense of self?
• Only humans have a sense of self
• Why?
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Symbolic relationships between things…
• Is what allows us to make sounds that other people understand rather than simply pointing and grunting at things
‘HAT’‘Kelly’
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Relationships based on cues
Physical Relationships
=
CONTEXTUAL CUE
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=
CONTEXTUAL CUE
IS SAME AS
CONTEXTUAL CUE
Nic
BAD OK GOOD
BADNic
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THE JUMJAW EXERCISE
Readily answer questionsLittle or no reactionCONTEXTUAL CUE
BEFORE AFTER
Is a jumjaw the same as a cat?
Is a jumjaw bigger than a tractor?
Does a jumjaw have ears?
ETC.
Is a jumjaw the same as a cat?
Is a jumjaw bigger than a tractor?
Does a jumjaw have ears?
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When children are taught to name objects, they areprovided with masses of explicit bi-directional training
CUE
Clue for ‘Name-Object / Object-Name’ responding
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After thousands of such interactions, the child no longer requires explicit bi-directional training
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• Same as (‘Jumjaw is the same as dog’)• Opposite (‘Day is opposite to Night’)• Different (‘Boys are different from Girls’)• Comparison (‘£1 is more than 10p’)• Causal (‘If anxious then I will mess up’)• Temporal (‘Bad now worse later’)• Perspective (‘I am here and you are there’)
We can relate in many ways
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Relating is great it can help me solve problems!
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Especially important problems!
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•Think of three single digit numbers (you can repeat numbers) and write them down in random order
•Now answer the following question, using the first number to pick the word in the first column, the second number to pick the word in the second column, etc.
And we can relate everything!
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•How is a. . .•(e.g., banana) (e.g., the cause of) (e.g., candle)
•1. Banana 1. like 1. prostitute?•2. Race car 2. unlike 2. war?•3. Kangaroo 3. better than 3. chair?•4. Foreman 4. different from 4. candle?•5. Priest 5. worse than 5. house plant?•6. Football 6. the father of 6. book?•7. Hat 7. the cause of 7. mud hole?•8. Computer 8. the partner of 8. baby?•9. TV 9. the opposite of 9. toilet?
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… the cause of…
Causal Relations can be tricky!
Emoti
ons
Prob
lem
s
That
pro
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with
the
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your
nei
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our b
oss,
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.Th
at p
robl
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ith y
ou
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Technical Term Alert!
Function
basically means the ‘effects something has’
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Psychological Function
Transformation of Functions
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‘DOG’
is a
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‘Dog’ Psychological Function
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‘DOG’
‘Jumjaw’
is a
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‘Jumjaw’ Psychological Function
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produces
produces
produces
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produces“Small Dog”
“Average Sized Dog”
“Enormous Dog”
produces
produces
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produces“Tall Jumjaw”
“Grande Sized Jumjaw”
“Venti Jumjaw”
produces
produces
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Relating and the Transformation of Functions
-3-2-10123
Micr
osiem
en C
hang
e re
lativ
e to
B
B - Sixshocks
A - Single1/2 strength
shock
C - DerivedLarge
Relational Training No Relational Training
Dougher, Hamilton, Fink, & Harrington (2007)
15 normal subjects
Establish this relational network in half of them using arbitrary stimuli:
A < B < C
Give B a CS shock function and then present a single ½ strength shock in the presence of A
Test the C stimulus . . .
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Derived Relations of Comparison
MORE THANMORE THANuniversity class corner
storeliving room
Panic attack in one’s own living room results in increased arousal and avoidance of corner store and university class
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And deriving explodes…
Try this exercise: Learn four relations and see what happens. . .
LISA
OLDER THAN
HOMER
RELATION 1:
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RELATION 2:
LISA MAGGIE
OLDER THAN
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RELATION 3:
HOMER
YOUNGER THAN
ABE
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RELATION 4:
YOUNGER THAN
ABE MONTY BURNS
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From 4 Trained Relations. . .
OLDER
OLDER
OLDER
OLD
ER
OLDER
OLDER
OLDER
OLDER
YOUNGER
YOUNGER
YOUNGER
YOUNGER
YOUNGERYOUNGER
OLDER
OLD
ER
YOUNGER
YO
UN
GE
R
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With age comes…
• Wisdom
• Beauty
• Regret
• Freedom
• Responsibility
• Strength
• Weakness
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Language
We also learn to manipulate it through sound and symbols
Milk Please!
Just as we learn to manipulate the environment with our body and hands
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• So language is responding to abstract relations
• So what does that have to do with the ‘self’?
‘I think therefore I am’
No Rene – you learn to verbally discriminate your own behaviour from others
behaviour - therefore you are
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I had a banana for breakfast
No silly I had a banana for
breakfast
What did YOU have for breakfast?
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I feel happy
I am happier than you!
I am a happy person!
As a child begins to relate more and more of their own behavior…
…and to compare it with that of others…
…they begin to have a concept of self
I feel sad
I am not as happy as you
I am a depressed person!
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I eat breadI eat ice creamI eat a steakI eat chocolate
I hear musicI hear a driving carI hear birds singingI hear my mother calling
I see a deskI see you comingI see a bright futureI see and hear a dog
I touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my father
I am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother calling
I see a deskI see you comingI see a bright futureI see and hear a dog
I touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my father
I am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother callingI see a deskI see you comingI see a bright futureI see and hear a dog
I touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my father
I am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother callingI see a deskI see you comingI see a bright futureI see and hear a dogI touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my father
I am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother callingI see a deskI see you comingI see a bright futureI see and hear a dogI touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my father
I am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother callingI see a deskI see you comingI see a bright futureI see and hear a dogI touch the screenI touch my faceI touch into the waterI touch the hot pan
I go to my officeI go homeI go into the darkI go back to school
I think of my workI think of your painI think of lunchtimeI think of my fatherI am goodI am badI am a husbandI am a doctor
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I eat breadI eat ice creamI eat a steakI eat chocolateI hear musicI hear a driving carI hear birds singingI hear my mother callingI see a deskI see you comingI see a bright futureI see and hear a dogI touch the screenI touch my faceI touch into the waterI touch the hot panI go to my officeI go homeI go into the darkI go back to schoolI think of my workI think of your painI think of lunchtimeI think of my fatherI am goodI am badI am a husbandI am a doctor
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Noticing Perspective
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‘The key to a happier world is the growth of compassion’
Dalai Lama
Understanding others?
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Theory of Mind Module
I Know what you are thinking! I have a ‘module’ in
my brain that tells me!
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I versus YOU HERE versus THERE NOW versus THEN
• Perspective relations specify a relation in terms of the perspective of the speaker
Consider the three relations of:
CBS Approach to Perspective-Taking
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Each time a child is asked or answers questions such as:
“What are you doing here?” “What was I doing then?” “What am I doing now?” “What were you doing there?”
the physical environment will likely be different… The only constant across such questions are the
relational properties of: I versus You
Here versus There Now versus Then
CBS Approach to Perspective-Taking
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Relation Type• I / YOU• HERE / THERE• NOW / THEN
Complexity• Simple Relations• Reversed Relations• Double Reversed Relations
Two important variables:
McHugh, et al., (2004)
CBS Approach to Perspective-Taking
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A Simple Relation Task I have a white brick and you have a red brick
Which brick do you have?
Which brick do I have?
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I am sitting here on the blue chair and you are sitting there on the black chair
and YOU were ME
Where would I be sitting?
Here: There:
A Reversed Relation Task
If I was YOU
Where would you be sitting?
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Yesterday I was sitting there on the black chair, today I am sitting here on the blue chair
and NOW was THEN and THEN was NOW
Where would I be sitting now?
Now: Then:
A Double Reversed Relation Task
Where would I be sitting then?
If HERE was THERE and THERE was HERE
Here: There:
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McHugh, et al., (2004) - Developmental Profile – appears at same age as ToM
Rehfeldt, et al, 2006 – those diagnosed with ASD less proficient
Villatte, et al. (2010) – patients with schizophrenia less proficient
Villatte et al (2008) – link between deictics and social anhedonia
Weil et al (2011) – training in deictics with children with ASD produces gains on Theory of Mind tests
Vilardaga et al (2009) - Link between deictic relational responding and empathy
Empirical Support
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Laura Skye & Dave Barmy
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So how does this link to ACT?
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Psychological Flexibility•Contacting the present moment fully and without defense, as a conscious human being, and based on what the situation affords, changing or persisting in behaviour in the service of chosen values
•Be present •Open up•Do what matters
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Psychological Inflexibility• Not fully contacting experience• Limited experience of the self• Avoiding experience• Even when it’s getting in the way
of what we want and the person we want to be
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Double Edged Sword
Verbal self-knowledge is a two-edged sword
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Were as smart as
Steve
Comparison is a bitch
‘I wish I…’Were as young as I am in this
photo!
Had great hair like Russ
Were as good at presenting as
Robyn
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Even if you are a mega star…
1969
I am not good enough as I am.In order to be good enoughI need to look a certain way
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1979
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1989
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2009
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3 Selves in ACT
• Self as content Story
• Self as process Contacting the present
• Self as context Flexible Perspective Taking
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ME
BAD
NOTHING BUT TROUBLE
STUPID
WORTHLESS
EVERYONE LAUGHS AT ME
NO-ONE LOVES ME
UNWORTHY OF THE AFFECTION OR TRUST OF OTHERS
MUST AVOID INTIMACY
FEELINGS OF LONELINESS
LONELY SAD INDIVIDUAL
Lack of contact with social contingencies
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Exercise
• What kind of self-descriptive ________ does the client fuse with?– judgements e.g., about body, personality,
weaknesses, roles– beliefs– self-limiting attitudes – e.g., I can’t do X because
of Y– predictions about the future
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The conceptualized self trap
I slept all day. I am a lazy person.
Result: The only way to change your future is to change your past. You’re Stuck!
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Exercise
• Why is attachment to both NEGATIVE and POSITIVE conceptions of self detrimental?
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• What ACT technique helps us let go of our attachment to our self concept?
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• Now select a judgment about yourself…
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Put a self judgment into one word• Now say:
X is goodX is badX is ruthlessX is beautifulX is a bananaX is positiveX is trueX is falseX is awful X is uplifting
X is scaryX is evilX is prettyX is a fishX is a girlX is hopelessX is disgustingX is boringX is safeX is menacing
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Defusion is salience of many functions with no one function dominating
Focus on process not content
Highlight the non-literal quality of the client’s thoughts
Defusion
I’m not good enough
I’m having the thought that I am not good enough
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Perspective relations in defusion
Respond to our thoughts as I HERE NOW - caught up in them
Respond to our thoughts and feelings as I THERE THEN - they are seen as thoughts and feelings that we had
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Self as ContentI am a worthless
person
Self as ProcessI feel so worthless
right nowAND
I HERE NOW notice that I am having the thought that I am worthless
I HERE NOW am noticing that I am having the feeling that I am worthless
Fusion and Defusion
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SELF AS CONTENT
I’m not good enough.I am too anxious
SELF AS PROCESSI HERE NOW notice my
thoughts and feelings and what I can see, hear, touch
taste and smell
EMPATHYI HERE NOW
notice that you are feeling sad
SELF COMPASSIONI HERE NOW
notice my pain and respond with
kindnessTRANSCENDENT
SELFI HERE NOW am the
observer of my thoughts and
feelings
SELF AS CONTEXT
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What about the other?
• Other as content
• Other as process
• Other as context
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ACT Self Goals
1. Undermine attachment to conceptualised self
2. Help client notice continual flow of experience
3. Help client increase the availability of flexible perspective taking
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Clinical example - JessieJessie says she’s “finally” seeking therapy because she’s “sick of feeling so awful all the time.” She says it’s been five years since she felt something other than “depression and shame.” She describes her life in terms of “the real me, before I got depressed,” and “this person I’ve become.” She says she doesn’t go places or do things because “I’m just too ashamed,” and “that shame takes away anything that used to be good about it.” She gives the example of hating for her family to see her “this way.” In session, Jessie is persistently tearful and has trouble following directions and giving contingent responses.
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Broadening Her Experience of Self
• Expand her contact with stimuli in the world and her range of responding to stimuli
• Self as more than depressed• World as more than source of shame• Shame as more than thing to be avoided
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John• John struggles with chronic pain and spends much of his
time trying to come up with a fool-proof strategy that will ideally get the pain to go away, or at least to let him get some control over it. He firmly believes that he has tried everything, but that nothing has worked. The pain and the struggle with it have gained such dominance over his life that much of who John is psychologically is about pain. In other words, John knows himself first and foremost to be a sufferer of chronic pain and many other aspects of his life have become secondary to this sense of self (not just in terms of his overt behaviour). As such, the identification with the problem has become almost the whole person that he resides in, and other aspects (e.g., husband, father, worker) have fallen away (e.g., “I can no longer play with the kids because my back will get sore”).
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Hopelessness
Acceptance
Struggling and avoidance
Obstruction
Self and fusion
Values
JohnThe solution has become part of the problem
and isn’t this what has actually been the case for the last few years?
Pain is perhaps inevitable, struggle is not
Avoiding the struggle controls his behaviour more than actual pain
He knows himself first and foremost to be a sufferer of chronic pain and many other aspects of his life have become secondary to this sense of self
The pain has been allowed to take John’s life off in a direction that he did not see himself choosing
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TIP - No need to win the conceptual war!
• The problem solving mind: sense making, prediction, and story telling
Reduce its dominance by distinguishing
thoughts vs thinkeremotions vs feeler
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TIP - Give examples of perspective
• Therapist can self disclose to give an example of perspective
‘When I get hurt, like you, I find it difficult to just step back and let the hurt be there, and instead see it as part of me’
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Inner Child Exercise
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Training Flexible Perspective TakingStep 1. Basic Perspective Training ‘If I were you, where would I be?’
‘If I were you and here was there, where would I be?’
Step 2. Empathy Training ‘I feel sad. If you were me, how would you feel?’
‘I’ve won a prize. If you were me, how would you feel?’
Step 3. Self-as-Context ‘I watch thoughts and feelings come and go. Who is it that is watching them?’
Vilardaga& Hayes, 2009
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Exercise
• For Step 2 design an intervention in session could that could target the transfer of emotions across perspective relations (empathy)
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Transfer of emotions across perspective relations
• Think of a time when you were in distress that someone invalidated your pain?
• Contact how you felt at that time
• Think of a time when you invalidated someone else’s pain when they were distressed
• Now contact how they felt then
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Self and the failure of empathy• Narcissistic personality disorder – such strong fusion with a
particular conceptualised self that events tend to be universally framed in terms of their relevance to this self and thus taking the perspective of another is made less likely
• High levels of anxiety - empathy is sometimes possible but it often results in such distress that it produces not sympathy for the other but self-concern and thus the result is the absence of overt empathic responding
• Burn out - Low levels of empathy can be produced by avoidance of the level of distress experienced during previous episodes of empathic responding
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Context matters!
• There are a number of contextual variables that may make empathic responding more or less likely for any individual: – similarity between observer and observed– familiarity – social dispositions– cooperative versus competitive context – how much the observer likes the observed
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• Disconnected self
• Underdeveloped self
• Labeled self
Classifying Self Problems
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Disconnected self
• Perspective taking repertoires lacking
• Example: Autistic spectrum conditions
• Intervention – perspective training
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Underdeveloped self
• Doesn’t have a clear idea of who they are and what they stand for
• Example: Trying to please others, social anhedonic
• Intervention: self as process work
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Labeled self
• Fused with negative self narrative– Example - depression
• Fused with positive self narrative– Example - Narcissistic
• Intervention – self as context work
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What looks like depression can be three different problems with self…
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Underdeveloped Self – Depression
• Passive• No sense of ‘what I want’• People pleaser • Directionless
Self as process
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Isolated self - Depression
• Aspergers / ASD / Social anhedonia / poor social skills – rejection isolation
Deictic (perspective training)
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Labeled Self
• Fusion with I am bad / worthless
Self as context
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Think of a client you have that fits one of these categories
• Disconnected self
• Underdeveloped self
• Labeled self
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Informing intervention?
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Signs self work are needed handout
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Signs of Progress
1. Client reports sense of observing private experiences
2. Laughing at oneself in earnest
3. When they begin using these centering processes spontaneously in their own lives
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Flexible self exercise
• Future you
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For more on this…
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• Thank you!