An Experimental Test of a Cognitive Defusion Exercise: Coping With Negative and Positive Self-Statements

Healy, Hilary-Anne; Barnes‐Holmes, Yvonne; Barnes‐Holmes, Dermot; Keogh, Claire; Luciano, Carmen; Wilson, Kelly G.

doi:10.1007/bf03395641

Cited by 59 publications

(55 citation statements)

References 18 publications

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“…It shows that state self-esteem can be influenced by how a person integrates performance feedback (negative or positive). Previous studies mainly focused on the interaction between environmental feedback and individuals' self-concept (e.g., Healy, Barnes-Holmes, Barnes-Holmes, & Keogh, 2008;Merwin & Wilson, 2005), but few studies have paid attention to the effect of inner feedback of individuals' own behaviors on their self-concept. This study showed that individuals could actively adopt some strategies to influence their own self-concept.…”

Section: Implications and Limitationsmentioning

confidence: 99%

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

Zhang

Wang

et al. 2011

Psychol Rec

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Section: Implications and Limitationsmentioning

confidence: 99%

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

Zhang

Wang

et al. 2011

Psychol Rec

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“…Several focused studies have investigated the effects of specific cognitive defusion techniques on negative self-referential thoughts (e.g., Healy et al, 2008;Masuda, Hayes, Sackett, & Twohig, 2004;Masuda et al, 2009). One study investigated the effects of a commonly used cognitive defusion technique, "I am having a thought that…" (Healy et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…One study investigated the effects of a commonly used cognitive defusion technique, "I am having a thought that…" (Healy et al, 2008). The study suggests that negative self-referential statements (e.g., "my life is pointless") when presented in the defused format (e.g., "I am having a thought that my life is pointless") can decrease the emotional discomfort associated with that statement and increase willingness to be exposed to these statements.…”

Section: Introductionmentioning

confidence: 99%

The effects of cognitive defusion and thought distraction on emotional discomfort and believability of negative self-referential thoughts

Masuda

Twohig

Stormo

et al. 2010

Journal of Behavior Therapy and Experimental Psychiatry

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Masuda, Akihiko; Twohig, M. P.; Stormo, A. R.; Feinstein, A B.; Chou, Y.; and Wendell, J. W., "The effects of cognitive defusion and thought distraction on emotional discomfort and believability of negative self-referential thoughts" (2010 Previous research has shown that rapid vocal repetition of a one-word version of negative self-referential thought reduces the stimulus functions (e.g., emotional discomfort and believability) associated with that thought. The present study compares the effects of that defusion strategy with thought distraction and distraction-based experimental control tasks on a negative self-referential thought. Non-clinical undergraduates were randomly assigned to one of three protocols. The cognitive defusion condition reduced the emotional discomfort and believability of negative self-referential thoughts significantly greater than comparison conditions. Favorable results were also found for the defusion technique with participants with elevated depressive symptoms.

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“…Penelitian lain menyimpulkan bahwa strategi cognitive defusion dapat digunakan untuk mengurangi pernyataan diri negatif (Healy et al, 2008). Subjek dalam penelitian ditugaskan sebagai salah satu dari tiga kondisi eksperimen, yaitu pro-defusion, anti-defusion, dan netral.…”

Section: Pembahasanunclassified

Meningkatkan Percaya Diri Siswa melalui Teknik Cognitive Defusion

Saputra

Prasetiawan

2018

JKBK

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Abstract:This study aims to identify the effectiveness of cognitive defusion technique to increase students' self confidence. This study used a pre-experimental design with one group pre-test post-test design. Subject in this study were six vocational high school student which have low self-confidence. The instrument used is self-confidence scale. To analyze the subjects' self confidence after receiving cognitive defusion technique, we use the wilcoxon sign test. The results confirm that students' confidence level score were increase after being treat using cognitive defusion technique. It can be concluded that cognitive defusion technique are effective for improving students' self-confidence.Keywords: self-confidence; cognitive defusion technique; vocational high school Abstrak: Tujuan penelitian ini adalah untuk mengetahui keefektifan teknik cognitive defusion untuk meningkatkan percaya diri siswa. Penelitian ini menggunakan pre-experimental design dengan rancangan one group pre-test post-test design. Subjek dalam penelitian ini melibatkan enam siswa Sekolah Menengah Kejuruan (SMK) di kota Yogyakarta yang memiliki tingkat percaya diri rendah. Instrumen yang digunakan adalah skala percaya diri. Analisis yang digunakan untuk menguji perbedaan percaya diri sebelum dan sesudah diberikan perlakuan konseling teknik cognitive defusion adalah uji jenjang bertanda Wilcoxon. Hasil menunjukkan bahwa terdapat kenaikan skor tingkat percaya diri siswa setelah diberikan perlakuan berupa konseling teknik cognitive defusion. Dapat disimpulkan bahwa teknik cognitive defusion efektif untuk meningkatkan tingkat percaya diri siswa.Kata kunci: percaya diri; teknik cognitive defusion; SMK Percaya diri menjadi aspek yang penting dalam perkembangan siswa di sekolah (Amilin, 2016). Kepercayaan diri memberikan kemampuan individu untuk mengatasi tantangan baru, meyakini diri sendiri dalam situasi sulit, melewati batasan yang menghambat, menyelesaikan hal yang belum pernah dilakukan, mengeluarkan bakat serta kemampuan sepenuhnya, dan tidak mengkhawatirkan kegagalan (Perry, 2005). Berbagai aktifitas sekolah yang melibatkan percaya diri siswa antara lain berpendapat dalam diskusi, bertanya pada guru ketika mengalami kesulitan, dan mengutarakan gagasan di depan umum. Jika siswa tidak menampilkan percaya diri yang tinggi, tentu akan berpengaruh terhadap performa akademik mereka di sekolah (Gatz & Kelly, 2017).Berbagai penelitian di Indonesia telah menunjukkan bahwa permasalahan percaya diri masih dialami oleh siswa. Sebuah hasil penelitian tentang percaya diri menunjukkan bahwa 2,17% sampel memiliki percaya diri sangat tinggi, 22,46% sampel memiliki percaya diri tinggi, 57,97% sampel memiliki percaya diri sedang, 13,77% sampel memiliki percaya diri rendah, dan 3,62% kategori sangat rendah (Suhardita, 2011). Penelitian lain tentang profil kepercayaan diri siswa menunjukkan hasil presentase skor 0,70% siswa berada pada kategori rendah, 78,47% siswa berada pada kategori

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An Experimental Test of a Cognitive Defusion Exercise: Coping With Negative and Positive Self-Statements

Abstract: This study investigated the impact of defusion on a nonclinical sample ( n = 60)

Cited by 59 publications

References 18 publications

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

The Effects of Concealing Academic Achievement Information on Adolescents’ Self-Concept

The effects of cognitive defusion and thought distraction on emotional discomfort and believability of negative self-referential thoughts

Meningkatkan Percaya Diri Siswa melalui Teknik Cognitive Defusion

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