Conquering Test Anxiety. Part 2

We can join our children and recruit them in creating metaphors that help them identify, investigate and “unmask” anxiety. Using the language of personification and action verbs, we can map anxiety’s sphere of influence on the child.

What effects does anxiety (which the child can rename) have on the child’s behavior, her emotions, how she feels physically, and her attitude toward herself, her abilities and her life?

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A Psychotherapeutic Approach to Myalgic Encephalomyelitis. Part 3

So how do we control stress? First of all, the perception of control is vital. Those people who possess an external locus of controlĀ  (that is, we feel powerless when confronted by stress) tend to suffer the most. We generally deal with stress in one of three ways: We fight it head-on, we attempt to reduce its impact or we run away from it. Clients suffering from depression often have an exaggerated external locus of control, in addition to other unhelpful “attribution styles.”

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A Psychotherapeutic Approach to Myalgic Encephalomyelitis. Part 2

The very nature of M.E., with its physical and emotional peaks and troughs, leads to heightened awareness. Regular fatigue may be subconsciously intensified to a point where we fear a relapse is inevitable. So called “good days” may result in boredom and frustration, “bad days” in depression and anxiety. We may feel that we are “paying the price” when “normal” behaviour (a walk in the park, an evening out with friends) results in exhaustion and a reoccurrence of symptoms. Continue reading “A Psychotherapeutic Approach to Myalgic Encephalomyelitis. Part 2”

A Psychotherapeutic Approach to Myalgic Encephalomyelitis. Part 1

Rather like the conundrum of the chicken and the egg, it is difficult to know which comes first in the case of Myalgic Encephalomyelitis – depression, which develops as a result of having a chronic, debilitating illness, or is it a somatic disorder, masquerading as an organic disease?

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