Emotion-focused coping: “Emotion-focused coping strategies are used to handle feelings of distress, rather than the actual problem situation.” In emotion-focused coping strategies involve efforts to regulate the emotional consequences of stressful or potentially stressful events (Folkman & Lazarus, 1980). In this strategy the individual deal with the stressor itself because he thinks that his actions affect the stressor. This emotion coping strategy involves finding practical ways to overcome with the problems. Appraisal-focused
For client who uses emotional-focused coping mechanism, they would feel that CBT is not suitable for them as they are always being talked out of their emotions and are being forced to deal with problems in a more structured problem-focused way. Therapist can deal with this problem by using their clinical experience to observe how their clients cope with issues to know whether CBT is suitable for
Effective coping should reduce the encumbrance of challenges of both short-term and longer-term immediate stress. Approaches to positive coping strategies generally take two forms. The first focus on external environment, physical health, or health behaviours whereas the second ways focus on psychological factors. Typically these cognitive factors are the expectations, attitudes, or beliefs that people use to make the interpretation of life occasions and give them meaning. Coping responses can be divided into three different dimensions or categories which are coping styles, coping resources and coping strategies.
Creative thinking is good when we follow the steps to come to conclusion. First thing I learned was trusting your sources. Critical thinking involves where you getting your information from. Attitude is a key component of successes. Having the right attitude to a situation can help in building up your creative idea.
There is now strong evidence to support the use of cognitive-behavioral therapy, coping cat, as a first – line treatment for children and adolescence with anxiety. Articles and researches showed that anxiety disorders are one of the most common mental illness disorders in children and adolescents, but they often go untreated and undetected. Identification and effective intervention of childhood anxiety disorders can decrease the negative effect of these disorders on academic achievements and social relation and functioning in youth and their persistence into adulthood (Connolly & Nanayakkara, 2009). Multi studies focused on evidence-based treatment interventions for childhood anxiety disorders, and on the effect of applied intervention like coping cat program on anxiety level in childhood anxiety disorders (Lenz, 2016; Podell et al., 2010). Although the literature covered a wide variety of such issues, this review will focus on major issue which showed in different themes throughout the literature reviewed.
As a researcher at the mindset has declared that "the mere act of making a decision (passing a person from a predecisional one postdecisional state) leads to an increase in internal motivation and better performance." 12 The positive effects of the implementation mindset must be weighed against potential adverse effects, however. As mentioned above, the implementation mindset shown to promote illusions control. People in this mindset often mistakenly believe that they can control the results that are actually out of control, and can therefore devote considerable time and resources to achieve unattainable goals. In a random game of chance, a person who is keen to win the game will think that she can check the results of game.14 Mindset theory reveals thus an interesting way as a cognitive orientation mediate risk perception.
According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school. Instead of focusing on learning the subject material, students may focus only on raising their grade rather than learning the academic material. Furthermore, students may become angry if they do not receive a sum of money that they feel equates to their perceived effort. The effect of this discrepancy may cause student-teacher as well as student-family conflicts. Obviously, grade inflation and family conflict will frustrate and discourage the
This, he suggests, involves a positive move against learned helplessness, or the tendency to think pessimistically when faced with successive negative situations in which one appears to have no control over outcomes. Pessimists, Seligman argues, are prone to blaming themselves for bad things, while optimists are naturally inclined to be less affected by negative events, recognising the possible external factors involved.6 By using his positive thinking techniques, Seligman suggests, optimism can be learned in order to improve mental well-being (which, ironically, implies that pessimists are rather optimistic about the curative powers of Seligman’s solution to their negative
The close relationship between school and parents will increase the child’s education if the parents are willing to work together with school (Bauch & Goldring, 2000; Griffith, 1998). Therefore, family background is a significant effect on a child’s education to get success or not. However, there are few studies to investigate the relationship between school and parents in international school Malaysia, mostly are public schools. The issue of international schools in Malaysia is an interesting topic for researchers to find out the how supportive of parents in their child’s