Emotional Ability Training and Mindful Eating BLAIR KIDWELL, JONATHAN HASFORD and DAVID M. HARDESTY. Web Appendix. Web Appendix A

Size: px

Start display at page:

Download "Emotional Ability Training and Mindful Eating BLAIR KIDWELL, JONATHAN HASFORD and DAVID M. HARDESTY. Web Appendix. Web Appendix A"

Blaise Carpenter
5 years ago
Views:

1 Emtinal Ability Training and Mindful Eating BLAIR KIDWELL, JONATHAN HASFORD and DAVID M. HARDESTY Web Appendix Web Appendix A Outline f Emtinal Ability and Nutritin Knwledge Training Sessins Emtinal Ability Training: Intrductin Welcme grup t lab Seat at cnference table Obtain cnsent Intrduce sessin and explain purpse f training Students identified as at-risk fr nt effectively using emtins Purpse f sessin is t help develp an understanding f emtins and hw t effectively incrprate them in rder t imprve decisin quality IQ predicts 10% f life success (health, wrk and scial) What else is there? Many peple are NOT gd at using their emtins T make superir decisins yu MUST use yur emtins wisely! Overview f hw emtins wrk Quick intrductin t the neurscience f emtins Basic bdily functins cntrlled in brain stem Emtins/survival respnses perate in the limbic system ( emtinal brain, emtinal memry) Ne-crtex cnsists f thinking, executive cntrl, and the ability t reject impulsive reactins What is an amygdala hijacking? A hijacking ccurs when sensry infrmatin des nt reach the ne-crtex and instead is used fr an immediate emtinal reactin Despite its evlutinary design t prtect the individual, the quick emtinal respnse (as fast as twelve-hundredths f a secnd) is ften irratinal, slppy, and distrts judgment Hwever, peple CAN learn t use their emtins mre effectively and thus make better decisins! Emtinal Ability Intrduce and define emtinal ability The cmpetency t reasn abut emtins t enhance thinking and the applicatin f emtinal infrmatin t achieve a desired utcme Gained ppular press attentin in the 1990s Cnsiderable evidence that EA imprves decisin making and can be mre influential than IQ Where des it cme frm? Childhd emtinal develpment (e.g., parental expressin and nurturing) Cntinues t develp typically utside f ne s awareness Begins with emtinally nurturing parents

2 Parents wh suppress emtins raise children wh misunderstand emtins. Subsequently, the develpment and use f emtinal infrmatin is limited. Stanfrd Marshmallw Experiment Children f Stanfrd faculty seated in a rm with a single marshmallw and tld nt t eat it As researcher leaves rm, the child is tld they will get tw marshmallws when they return if they d nt eat it Children used a variety f cping strategies (staring, sniffing, etc...) 1/3 f children ate the marshmallw. In a fllw-up after high schl graduatin, thse children had mre emtinal prblems, were nt as ppular amng peers, and had lwer cllege entrance exam scres. Issues f self-cntrl and amygdala hijackings are directly related t a lack f emtinal skills Intrduce the fur dimensin Emtinal Ability Mdel - Perceive, Use, Understand, and Manage Higher emtinal ability helps individuals t think abut emtinal infrmatin and subsequently make better decisins Perceiving Emtin What emtins are presently felt by yu and thers? Discussin f hw t becme mre aware f ne s emtins Live in the mment And nt living FOR the mment. It s abut being cgnizant f what yu are ding in the mment and hw it makes yu feel. Grup identificatin f emtins in ther s facial expressins and bjects In faces, nte characteristics such as furrwed eyebrws, upturned muth, size f eyes, etc...that differentiate facial expressins such as happiness, sadness, anger, surprise, and disgust In prducts, nte characteristics such as clr (e.g. blue fr tranquility) and design. Als nte that smetimes peple errneusly infer usage situatins with a particular prduct. Discussin f hw prducts can be linked t emtinal memries Tys that adults link back t their childhd, prducts that elicit pleasure and cmfrt Key is t vercme the initial emtinal reactin generated by the prduct and thughtfully cnsider hw using that prduct will make yu feel Wrap up by discussing the imprtance f emtinal awareness Be cgnizant f emtins in the situatin (it s mre imprtant t recgnize emtins in the present than reflecting n an emtin in the past) Have a cnstant awareness f hw peple and bjects make yu feel Facilitating Emtin Discussin f hw inapprpriately using emtin is detrimental Over time, emtinal respnses becme ingrained in ne s decisin making Healthy emtinal respnses make it easier t respnd apprpriately in the future, while pr emtinal respnses create pwerful negative habits Grup identificatin f which emtins are useful in varius cnsumer situatins Imagine interacting with a pushy salespersn. Shuld yu feel tensin? What abut frustratin? What abut anger? Hw can yu let them knw that yu are uncmfrtable in an emtinally healthy way? Imagine buying smething expensive and dealing with an incmpetent salespersn. Shuld yu feel frustrated? What abut happy? What kind f emtinal reactin is best?

3 Viewed images f landscapes and then varius prducts, then discussed which emtins are mst useful. Wrap up by discussing the imprtance f using emtins wisely. What emtins are mst useful? Think abut the results f yur reactins. Keep perspective f the situatin. Understanding Emtin Hw d emtins cmbine and change? Grup identificatin f hw basic emtins frm deeper and mre cmplex emtins Sadness develps int depressin Anger develps int frustratin and anxiety Guilt develps int envy and anxiety Happiness develps int jy and satisfactin Discussin f hw emtins impact behavir ver time Psitive emtins can mtivate individuals t take actin Negative emtins can inhibit behavir Individual questining and discussin abut reactins resulting frm emtins Rude checkut persn? Anger and frustratin are likely. Key is t take a psitive actin t vercme the negative feelings. Stck ut? Sadness since yu were unable t purchase smething yu wanted. Hwever, many alternatives (e.g. nline shpping) available t yu. Prduct failure? Upset since prduct is nt wrking. Custmer service and exchanging the prduct can imprve md. Managing Emtin Discussin f hw t regulate relevant emtins apprpriately Own yur emtins - Understanding WHY yu feel this way? What has lead t this reactin? I was upset is k, but I AM upset is empwering. Makes peple feel as thugh they pssess cntrl ver their emtins and the situatin. Discussin f hw peple cntrl their emtins Hw d yu maintain happiness? What methds are gd fr yur lng term well being? (appreciate the situatin, dn t ignre it) Hw d yu relax when yu are angry? What helps yu mve n frm the negative feelings? (dn t verreact, have a healthy utlet) Hw wuld yu settle a dispute between tw f yur friends/family members? (listen t bth sides, try t develp a mutually beneficial slutin) Identificatin f varius techniques fr regulating and cping with relevant emtins Relaxatin exercises breathing techniques cunt t 3 Relaxatin techniques mnitr physilgical states knw when yu are feeling impulsive sensatins heart rate, sweaty palms, facial muscles. Relaxatin techniques Think f an emtinal rle mdel. Hw des this persn stay calm in the face f stress? Mdel that behavir. Use that persn when yu are feeling upset r impulsive. Hw wuld that persn handle the situatin? A mderatin r middle way apprach cnsistent with emtinal ability thery and practice Extreme emtinal respnses shuld be avided as they are typically ineffective and can lead t lng term emtinal prblems fcus n relevant emtins Identificatin f ther factrs that influence yur regulatin f emtin! Apprpriate amunts f sleep Regular exercise Healthy utlets t relieve stress Balanced diet Cnclusin/Wrap Up

4 Fur easy and imprtant steps fr greater emtinal ability! Acrnym: STOP Stay alert Wh r what makes yu feel this way? Live in the Mment! Think Hw wuld yur rle mdel handle this situatin? What is useful? Optins D I really need t feel this way? Cunt t 10 it really wrks! Practice Shuld be practiced every day until prficient! Own yur Emtins! Nutritin Knwledge Training: Intrductin Welcme grup t lab Seat at cnference table Obtain cnsent Intrduce sessin and explain purpse f training Students identified as at-risk fr nt effectively cnsidering nutritin knwledge in fd decisins Purpse f sessin is t help develp an understanding cgnitive knwledge related t fd in rder t imprve fd chices Discussin f besity epidemic in the U.S. Grwth rate f besity in U.S. amng children, cllege students, and adults ver the past 30 years Prjectins f besity rate in the future Discussin f why besity ccurs and hw it is prblematic Overview f hw t utilize nutritin knwledge Understanding (the varius fd ptins available) Recgnizing the available ptins n campus and in twn Evaluating (which are healthy/unhealthy) Identifying which fds may appear healthy but are actually harmful Planning (hw t eat healthier) Selecting meals ahead f time instead f making a quick decisin Deciding (which fds t eat) Chsing healthy main curses, side dishes, and snacks Review f USDA guidelines fr healthy eating Review f fd pyramid Discussin f varius fd grups and recmmended servings Review f calrie guidelines Apprpriate levels fr men and wmen f varius activity levels Discussin f fds cllege students typically eat and hw they cmpare t USDA guidelines Presentatin f nutritin knwledge infrmatin Apprpriate balance between fats, carbhydrates, and prtein Ways t find nutritin infrmatin n fds e.g. nutritin labels at the grcery, nutritin listings at restaurants Cues t avid when cnsidering nutritin infrmatin e.g. 100 calrie packs are typically smaller prtins, nt healthier Discussin f hw t imprve cgnitive thinking Fd is ften an apprach-avidance cnflict Discussin f techniques t avid temptatin and maintain a healthy diet

5 Think abut the cnsequences f fd chice, nt just the immediate gratificatin Use the facts t supprt what yu eat! Cnclusin/Wrap Up Prblem Recgnitin manage yur appetite Search fr Alternatives have balance in yur diet Evaluatin f Alternatives think abut the nutritin infrmatin and calrie guidelines Chice think abut the nutritin cnsequences Pst-chice Evaluatin imprving yur fd chices in the future Web Appendix B Supplementary Analyses Study 1 Snack Chice by Gender and Activity Level Clumn1 Males2 Females Cnditin n healthy snack n healthy snack All EA Perceiving Facilitating Understanding Managing Cntrl Clumn1 High Activity Level*2 Lw Activity Level* Cnditin n healthy snack n healthy snack All EA Perceiving Facilitating Understanding Managing Cntrl *Based n a mean split at 2.87 fr activity level variable acrss all participants

6 Study 2 Ttal Calries by Gender and Activity Level Clumn1 Males2 Females Cnditin n Ttal Calries n Ttal Calries EA Training Nutritin Training Cntrl Clumn1 High Activity Level* Lw Activity Level* Cnditin n Ttal Calries n Ttal Calries EA Training Nutritin Training Cntrl *Based n a mean split at 2.45 fr activity level variable acrss all participants Study 3 Snack Chice by Gender and Activity Level Clumn1 Males2 Females Cnditin n healthy snack n healthy snack EA Training Cntrl Clumn1 High Activity Level* Lw Activity Level* Cnditin n healthy snack n healthy snack EA Training Cntrl *Based n a mean split at 3.67 fr activity level variable acrss all participants Indirect Mediatin Analysis The authrs als cnducted a mediatin analysis fllwing the recmmendatins f Hayes (2013) and Zha, Lynch, and Chen (2010). We examined whether relevant emtinal thughts and the unhealthy=tasty intuitin mediated the relatinship between EA training and selecting the healthy snack. A btstrap analysis revealed a psitive and significant indirect effect f EA training n snack chice (a x b =.57). The 95% cnfidence interval excluded zer

7 (.13 t 1.36). EA training was psitively related t relevant emtinal thughts (a 1 =.62, p <.05) and negatively related t the unhealthy=tasty intuitin (a 2 = -.31, p <.01). Relevant emtinal thughts were psitively related t healthy snack chice (b 1 =.41, p <.05) and the unhealthy=tasty intuitin was negatively related t healthy snack chice (b 2 = -1.01, p <.05). The direct effect f EA training n healthy snack chice became nnsignificant (c =.69, p >.10). These findings suggest indirect-nly mediatin (Zha et al. 2010) and prvide additinal supprt fr ur prpsed mdel f EA training effects.

PILI Ohana Facilitator s Guide

PILI Ohana Facilitator s Guide Previus Versin: September 10, 2007 Updated Versin: Octber 2, 2007 PILI Ohana Facilitatr s Guide Lessn 5: Managing and Reducing Negative Thughts and Emtins. Questin/Tpic Script Reminder/Activity Welcming