attitudinize psychotherapy 2009 new

8/3/2019 Attitudinize Psychotherapy 2009 New

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Biography Dr. Linah Askari (170 words)

Dr. Linah Askari, Assistant Professor - Psychology, College of Business Management,

Institute of Business Management, holds a PhD in Psychology from the University of

Karachi - Pakistan. A gold medalist in both MSc Psychology and Post Magistral

Diploma in Clinical Psychology from the University of Karachi. She has been involvedin teaching BBA, MBA and MPhil students. She has also been supervising research for

MPhil/PhD students since 2004. She believes that Life is learning, Learning is

Experience & Experience we share, keeps us alive! She is the Founder Director of The

Ideal Parents A national Trust in Pakistan, to help and train parents to raise

successful children. She has been awarded Star Laureate in 2006 for Whos Who in

Pakistan. The Inventress of; Attitudinize Psychotherapy, the new theory of

emotionality Heart the Sixth Sense Organ for Emotions , the new theory of

rationality Mind (not Brain) the Seventh Sense Organ for Reasoning and

Predictability & Pain Management Therapy Crossing the Threshold. She has

appeared in Media as an Expert Psychologist.

Biography Dr. Linah Askari (80 words..)

Dr. Linah Askari, Assistant Professor - Psychology, College of Business

Management, Institute of Business Management, holds a PhD in

Psychology from the University of Karachi - Pakistan. A gold medalist in

both MSc Psychology and Post Magistral Diploma in Clinical Psychology

from the University of Karachi. She is the Founder Director of The IdealParents A national Trust in Pakistan, to help and train parents to raise

successful children. She has been awarded Star Laureate in 2006 for

Whos Who in Pakistan.

Biography Dr. Linah Askari (53 words..)

Dr. Linah Askari, Assistant Professor - Psychology, CBM, IoBM. PhD in

Psychology from the University of Karachi - Pakistan. A gold medalist in

both MSc Psychology and PMDCP from University of Karachi. FounderDirector of The Ideal Parents A national Trust in Pakistan. Awarded

Star Laureate in 2006 for Whos Who in Pakistan.

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TITLE PAGE

THE ATTITUDINIZE PSYCHOTHERAPY

DR. LINAH ASKARI

ASSISTANT PROFESSOR, PSYCHOLOGY

COLLEGE OF BUSINESS MANAGEMENT

INSTITUTE OF BUSINESS MANAGEMENT

Residence Address; D28, Navy Housing Scheme, Zamzama Road,Clifton, Karachi Pakistan

Office Address; Institute of Business Management, Korangi CreekKarachi 75190 Pakistan

Mobile; 0300 2632074

Office Fax ; 9221- 509-0968, 509-2658

Office phone; 9221 111-002-004

Email; [email protected]

KEY WORDS: PSYCHOTHERAPY, ATTITUDINIZE,

EMOTIONAL PROBLEMS, SELF ESTEEM.


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Dr. Linah Askari

ABSTRACT

The Attitudinize therapy is a complete psychotherapy dealing effectively with all

the six vital aspects concerning an emotional problem of a human being. The research

will help to provide recommendations to the parents and other adults to seek help

through Attitudinize Therapy for the treatment of Anxiety and Depressive Symptoms,

Reducing Suicidal Ideation, Enhancing Self Esteem and dealing with general emotional

problems, if they are searching for a complete, economical, less time consuming and

easily adaptable method of psychotherapy. The Attitudinize therapy slows down the aging

process, through inculcating positive attitudes within psychological, terminological,

physiological, spiritual, neuro-hormonal and time-management aspects. A combination of

a healthy, active lifestyle with balanced food, water, oxygen content choices and

persistent positive attitudes would enhance healthy aging. Overall, our mental state, our

physical fitness and our nutritional status provide us with the pathways to healthy aging.

In fact, there is increasing evidence that the aging process can be minimized, and survival

can be extended through some simple strategies of the attitudinize therapy. To conduct

an initial study, it was hypothesized that the attitudinize therapy enhances the Self

Esteem of a person, which would be beneficial in turn for him/her to achieve better in

educational performance. In order to test the hypothesis, the sample comprised of Ninety

Male and Ninety Female Adult Students of Mohammad Ali Jinnah University, Karachi. Thisstudy comprises of Three phases, in the first phase the students were selected who had

Low - Score (Below 50) on Self esteem Test by administering Queendoms Self Esteem

Test (2003), and were then divided into TWO groups; THERAPY GROUP; the students on

which Attitudinize therapy would be conducted, and NO THERAPY GROUP; the students on

which NO Attitudinize Therapy would be conducted. Also Dysfunctional Attitude Scale

(Therapy Form) (Modified by Dr. Linah Askari, 2003) and various demographic

questionnaires were also administered to the whole sample. In addition, the Grade Point

Average (GPA) of all the students was recorded for the previous semester. In the second phase,Attitudinize Therapy was conducted for fourteen weeks (75 minute session, twice a week) on the

THERAPY GROUP only. In the third phase, after completion of various demographic questionnaires,

the whole sample of 90 males and 90 females were re-administered the Queendoms Self Esteem

Test (2003) and Dysfunctional Attitude Scale (Therapy Form) (Modified by Prof. Dr. Linah Askari,

2003). Again the Grade Point Average (GPA) of all the students included within the sample was

recorded for the present semester to relate the effectiveness of the Attitudinize Therapy with the

Enhancement of Self Esteem and their Educational Performance.

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OBJECTIVE

The human attitudes follow the value systems for approval, love, achievement, perfectionism,

entitlement, omnipotence and autonomy. And when these needs are not met successfully, the human

attitudes become negative or dysfunctional that reacts to stressors, and at this point the individual

experiences emotional problems. This study proposes to enhance Self-Esteem of the individual through

Attitudinize Psychotherapy. Our objective is to prove the effectiveness of the new introduced

Attitudinize Psychotherapy, which can prove an economical, practical and innovative intervention to

enable the individual to turn their dysfunctional attitudes (within all the six dimensions) into adaptive

(functional/positive) attitudes for the benefit of individual, treatment of the emotional problems and

success in life.

INTRODUCTION

Bartleby (2000) defines, Attitudinize means to assume an affected attitude; Practice or adopt

attitudes especially for effect.

The Attitudinize therapy is a complete psychotherapy dealing effectively with all the six vital

aspects concerning an emotional problem of a human being.Meanwhile in Pakistan, in its initial study

phase, Attitudinize therapy began to prove to be the therapy of choice for many mental health care

problems, including depression, suicidal ideation and the anxiety disorders.Attitudinize therapy can be

easily conducted inIndividual Sessions as well as in Group Sessions, as perClients Choice.

Individual Sessions

Typically, individual treatment involves seeing the therapist one to two times per week for a

fifty-minute session, although other schedules are not uncommon. Due to financial concerns, for

example, some patients opt to see the therapist every other week. Similarly, some clients, who are

interested in very intensive work, may come as often as four or five times weekly. Individual goals,

personality style and financial resources determine the scheduling. One of the main advantages to the

individual treatment option is the way in which it facilitates a very intense personal relationship with the

therapist. This allows the client to explore and play out patterns that may influence other close

relationships throughout his or her life, without the same complications that exist in friendships, family

relationships, and other significant interpersonal relationships.

Advantages with Attitudinize Individual Therapy

No one except the therapist will know your secrets.

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The therapist gets more time to handle your particular problems.

You can often penetrate deeper into your inner problems than with group therapy.

Individual attention from a respectable person sometimes becomes of the core importance for

the client to review the life patterns and inculcate positive changes.

You do not have to listen to other people, which seems better with ones own problems.

You can arrange a time which suits you and you do not have to co-ordinate your calendar with

other people and available group therapy slots.

Group Sessions

Group psychotherapy consists of a group of five to seven individuals meeting on a regular basis

to discuss both private and group issues. Most commonly, the group meets once per week foran hour

and a half, although twice weekly meetings are not uncommon. Group members are selected from a

pool of Dr. Linahs clients and other referral sources to best match the diverse individual needs of all

participants. The main advantage to group psychotherapy is its emphasis on multiple relationships with

particular attention to how individual personality dynamics play out in a wide variety of situations. This

allows the client to get multiple perspectives about the way that others perceive him or her.

Advantages with Attitudinize Group Therapy:

Group therapy usually costs much less.

The clients attendance in the group for the first time is like a public declaration of their

commitmentto change.

Meeting other people with problems can give a wider perspective of your own problems. The

group provides opportunities forvicarious learningfrom witnessing other people solve similar

problems.

Listening to other people helps you understand that you can view and handle problems in more

than one way.

Other people can give encouragement and emotional support; a general feeling for the human

condition: "We are all in the same boat."There is a sense ofuniversality, realizing they are not

alone in suffering from their problems.

Through role-play, realistic yet controlled exposure situations can be tailored to the individual

needs of each client present in the group.

The Theory of Attitudinize Psychotherapy

The Theory of Attitudinize Psychotherapy postulated by Dr. Linah Askari proposes, All

Behaviors arise from Attitudes and Intentions. It means that the bases of every human action and

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reaction are the attitude / intention. After the arousal of a positive or a negative attitude (intention) to

particular stimuli or situation, the person starts thinking on those terms, beliefs due to his / her past

experiences arise accordingly and hence the behavior in the connection is framed.

Askari (2005) suggests, Attitudes determine how we mold our personalities by continuously

reacting to people and to objects within the environment. These attitudes determine our behavior in

social, physical, psychological, spiritual and time-line situations. As a general rule, positive attitudes

will always benefit the individual and their environment together producing favorable behaviors,

while negative attitudes will always produce detrimental effects for the individual as well as the

environment by producing unfavorable behaviors.

Definitions of Attitude

To some investigators, attitudes pertained primarily to affective reactions --- feelings or emotional

reactions to an object (Katz, 1960; Thurstone, 1928). Others in contrast, proposed that attitudes were not

different from othercognitions such as beliefs, values, and knowledge (Chave, 1928). A third group held

fast to the original emphasis on behaviorby defining an attitude as a tendency to behave in a certain way

(Campbell, 1950; Green, 1954). Many theorists believe that attitudes involve all three of the elements

identified by earlier researchers i.e., affect, cognitions, and behavior. According to this tricomponent

theory, an attitude is (1) an affective feeling of liking or disliking based on (2) beliefs (cognitions) about

an object or a person, which (3) leads to a readiness to behave in a certain manner (Breckler, 1984;

Smith, 1947).

According to Christopher (2001), There is no single, universally accepted definition of

attitude. However, several authors seem to agree that attitude may be thought of in terms of a tendency

to evaluate a stimulus with some degree of favor or disfavor, usually expressed in cognitive, affective, or

behavioral responses.

De Angelis (2002) proposes, Attitude is a state of mind with which an individual approaches a

situation. Moallemm (2003) states, Attitude is a personal feeling or belief that influences apersons

tendency to act in a particular way. And anAttitude affects the choice that one makes. Webster (2003)

defines, Attitude is a complex mental state involving beliefs, feelings, values and dispositions to act in

certain ways. In addition, Attitude is a psychological tendency expressed by an evaluative response that

can be overt or covert, cognitive, affective or behavioral.

Components of Attitude

Kamradt and Kamradt (1999) defines, Attitude is a psychophysical structure that stores related

bits of affective, cognitive, and psychomotor learning in a manner that allows instantaneous,

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subconscious access by its owner (p. 570). They view attitude

as the fundamental unit of learning. As shown in Figure 1, bits

of cognitive, psychomotor, and affective learning are the

components of attitudes.

Figure1: Components and Structure of a Discrete Attitude (Kamradt & Kamradt, 1999)

To Change an attitude

The instructional model (shown in Figure 2) proposed by Kamradt and Kamradt (1999) is

intended to help a learner change an attitude when he/she is willing to do so. Its general strategy is to

simultaneously move all three components of the attitude (affective, cognitive and behavioral) the same

amount in the same direction, using rapid shifts in instructional tactics, from one component to another.

The authors noted that if the instructional process does not fully and correctly integrate all threecomponents of an attitude (affective, cognitive, and psychomotor), learners would subconsciously fill in

the blanks withinformation drawn ingenuously from their own experience and temperament. This

distorts the instructional main-focused instructional plan, leading to unpredictable performance

outcomes.

Figure 2: Holistic Instructional Strategy, by Kamradt & Kamradt (1999).

Attitudinal process

Within an attitude, the three components interact through an explicit structure and process.

This concept map shows understanding about an attitudinal process. An unresolved need activates a

latent attitude of a person the feeling in the affective domain, the related knowledge and experiences

in the cognitive domain, the selection of a course of action, and the implementation of the action. The

selected action may successfully solve the need, which reflects an attitudinal consistency, or fail to

solve the need, which creates an attitudinal dissonance. If an attitude is lacking in consistency or if its

reliability becomes questionable, a person tends to invest a great deal of mental-emotional energy in

refining it to a higher level of consistency. However, if an attitude is inherently dissonant and its

consistency is damaged beyond repair, it becomes a dysfunctional attitude (Kamradt & Kamradt, 1999).

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Concept Map: An Attitudinal Process

Theory by (Kamradt & Kamradt, 1999), and design by (Reigeluth, 1999).

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Cognitive

Unres

olved

Need

Feel-

ing

Define the

feeling

Recall related

knowledge

Choose a

course of

action

React to the

unresolved need

Does

theaction

work?

LATENT

ATTITUDE

Yes

ATTITUDINAL

CONSISTENCY

ATTITUDINAL

DISSONANCE

No

Is it

repaira

ble?

Yes

DYSFUNCTIONAL

ATTITUDE

No

Refine the

Attitude

Trig

ger

Affect

ive

Psycho-

motor


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Weissman (1979) hypothesized that Dysfunctional Attitudes are the distorted beliefs or

attitudes reacting to stressors. They may include:

The need for perfectionist achievement.

Constant approval by others.

The need for unconditional Love.

Ones sense of entitlement to things as happiness, love, success, etc.

Constant sense of personal responsibility for self and the environment.

Ones ability to be responsible to find happiness within oneself or seek it from the outside

world.

Attitudinize

Attitude makes a difference every hour, everyday, in everything that one does for the entire

life. Anything done with a positive attitude will work beneficially, whereas anything done with a

negative attitude will work harmfully. If one has a positive attitude, a person looks for ways to solve the

problems that one can solve, and let go off things, over which one has no control. One can develop a

positive attitude by emphasizing the good, by being tough-minded and by refusing defeat. The greatest

discovery of any generation is that human beings can alter their lives by altering the attitudes of their

minds (Schweitzer, 2002).

Beck (1963, 1964) found that depressed patients tended to distort their experiences in an

idiosyncratic way. They misinterpreted specific irrelevant events in terms of personal failure,

deprivation, or rejection, or they tended to greatly exaggerate or over generalize any event that bore any

resemblance of negative information about them. From this, Beck theorized that certain cognitive

schemas become pre-potent during depression, dominates the thought processes and lead to cognitive

distortions, and the cognitions are based on attitudes or assumptions (schemes) developed from previous

experiences.

The Multifaceted Approach of Treatment in Attitudinize Psychotherapy

The goal in disputing maladaptive / dysfunctional attitudes is to replace illogical and

maladaptive attitudes with more positive, realistic and logical ones.It works to help people successfully

overcome their particular emotional problems by developing positive and adaptive attitudes toward a

particular person, situation, environment or the world around them.

Weissman (1979) represented the Human Attitudes by the following Seven Major Value

systems:

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1. Approval: These attitudes show ones tendency to measure his/her self-esteem based on how

people react to him/her and what they think of him/her. Is the person independent with a healthy sense

of his/her own worth even when confronted with criticism and disapproval; or, is he/she excessively

dependent, evaluating himself/herself through the other peoples eyes? For e.g., (negative) It is best to

give up my own interests in order to please other people. Or (positive) My value as a person dependsgreatly on what I think of myself.

2. Love: These attitudes deal with an individuals tendency to measure his/her worth on whether or

not he/she is loved. Does the individual see love as desirable, but there are other interests he/she finds

gratifying and fulfilling or does he/she see love as a need without which he/she cannot survive? For e.g.,

(negative) I cannot find happiness without being loved by another individual. Or (positive) I am not

worried if a person I love doesn't love me.

3. Achievement: These attitudes indicate whether the individual is workaholic with a constricted

sense of his/her own worth, or whether he/she enjoys creativity and productivity, but do not see them as

the exclusive road to self-esteem and satisfaction. For e.g., (negative) I must be a useful, productive,

creative person or life has no purpose. Or (positive) People who have good ideas are not more worthy

than those who do not; it is the human factor which is important.

4. Perfectionism: These attitudes are aimed to measure an individuals tendency toward

perfectionism. Does the individual demands perfection in him/her, i.e., mistakes are taboo and failure is

worth than death or does he/she have the capacity to set meaningful, flexible, appropriate standards? For

e.g., (negative) If I dont set up the highest standards for myself, I am likely to end up as a second-rate

person. Or (positive) If a person asks for help, it is a sign of strength, the work done does not need to

be perfect.

5. Entitlement: These attitudes are aimed at measuring ones sense of entitlement.Does the individual

feel that he/she is entitled to things, e.g., success, love, happiness, etc., or does he/she negotiate for

what he/she wants, with no inherent reason why things should always go his way? For e.g., (negative) If

I put other peoples needs before my own, they should help me when I want them to do something for

me. Or (positive) To be a good, moral, worthwhile person, I can only help those who need it, not

everyone who wants it.

6. Omnipotence: These attitudes indicate whether the person sees himself/herself as the center of

his/her personal universe and holds himself/herself responsible for much of what goes on around

him/heror, whether he/she realizes he/she is not in control of other adults; i.e., he/she is not ultimately

responsible for them but only for himself/herself. For e.g., (negative) I should be able to please

everybody. Or (positive) Being isolated from others does not bind to lead to unhappiness; rather one

can be satisfied with oneself.

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7. Autonomy: These items refer to ones ability to find happiness within him / her. Does the

individual assume responsibility for his/her feelings because he/she recognizes that they are ultimately

created by himself / herself, or is he/she trapped in the belief that his/her potential for joy and self-

esteem comes from the outside? For e.g., (negative) People who have the marks of success such as goodlooks, social status, wealth or fame, are bound to be happier than those who do not. Or (positive) One

can remain happy and satisfied if the person is following his/her lifes motto.

A therapistwould be able to determine the individuals areas of attitudes where the client is

psychologically strong as well as emotionally vulnerable in each of these predetermined value systems

Attitudinize Therapyapproach ismultifacetedand is based on the assumption that changing

the dysfunctional / maladaptive attitudes within the seven major value systems effectively, along the

following Six dimensions (like the Holy Kaaba and the dice) would treat the emotional problems.

Leaving any one aspect would provide hindrance therapeutically and problems may reoccur later. The

six dimensions are:

1. Psychological: The treatment within the psychological aspect of the emotional problem

includes, Change in the Dysfunctional / Maladaptive Attitudes of the person, to change the

patterns of thinking, beliefs and behavior toward psychological self, environment and the

world around.

To Attitudinize Psychologically: If a person has an attitude that My life is full of pain, it is

unrewarding and pitiful too or I can never be relieved from the pain of my life. During Therapeutic

Intervention, the client is shown a different angle and aspect for Pain in Life, such as, No soul in this

world lives without pain. Pain is experienced every minute; it can be of any kind within the six

dimensions. Nobody can give thy pains, hurts, failures, etc. to thy neighbors and take all the joys,

pleasures, and achievements from thy neighbors. The fact remains that everyone has to take his or her

own pain. Our destined pains, hurts, failures and experiences of pleasures, happiness, and achievements

are still thy own.

On the other hand, high achievers have narrated their life stories emphasizing that every pain

gives a new learning and a new experience. Life is learning, learning is experience, Pain is gain and

Excellence is painful, But Experience cannot be counted from age. Hence you can also experience the

pain and simultaneously become an experienced person.

Dont be afraid of experiencing pain. Do you remember any minute when you did not

experienced any type of pain? I think humans experience pain every minute, of one type or the other.

Didnt you attitudinize your pain?

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2. Terminological: The treatment within the terminological aspect of the emotional problem

includes, Changing of the abusive / invective attitudes and behaviors; altering verbal and

non-verbal maladaptive communications, through altering the language-expression toward

self, environment and the world around.

To Attitudinize Terminologically: If a person has an attitude that I am frank and outspoken, so

even if I use negative terminology for anyone, I am justified in doing so or The language and

terminology used habitually cannot be changed ever. During Therapeutic Intervention, the client is

shown the benefits of chosen words, through different aspects such as, Does any goodness / religion of

the world teach you to abuse or degrade anybody through words or speech. If your environment does not

teach you to weigh before you say you may learn it through reading good material and sitting among

disciplined people. Have you ever received good results by negative terminology, except that people will

follow you out of fear but will associate negative emotions and keep them in their hearts for forever.

Also when they will become more powerful than you, they will try to return the harshness produced by

your words and expressions.

Will you be able to convince anyone through harsh words? Would people learn through your

experiences if you reject, criticize or degrade them? Will anybody listen to you in the real, affectionate,

obedient sense? Sure youve started believing that your choice of words is very important, if you wish to

make your communication effective. If you speak softly, assertively and empathetically, your words will

have the value of golden words, which will be remembered forever, obeyed and will leave positive

marks on the hearts and minds of other people. According to a saying your tongue is the heaviest part of

the body, very few people are able to hold it. OK! Did you Attitudinize your tongue!

3. Spiritual: The treatment within the spiritual aspect of the emotional problem includes,

Changing of dysfunctional / maladaptive attitudes toward Allah (the Divine Being),

Reducing guilt and fear, and Inculcating the belief of attaining perfect justice for self and

others.

To Attitudinize Spiritually: If a person has an attitude that Allah (or The Divine Being You

Believe) has all the powers, and one cannot do anything to change ones fate or life. or One is entitled

to get luxuries in life from Allah (or The Divine Being You Believe), and one cannot do anything in

return. During Therapeutic Intervention, the clients perception about the communication and

connection process of the human being and Allah (or The Divine Being You Believe) is logically

defined such as, Have you ever seen Allah (or The Divine Being You Believe), surely not through your

simple eyes, but through your logical eyes.

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Everyone knows that human scientists are able to explore the world and invent computers,

rockets and missiles, but can anyone of them create a gnat (mosquito) that can bite by its own will and

produce its own generation. Also can anyone create a leaf which can produce its own food for survival

and also supply to other parts of the plant. If a person looks around a tree with leaves, the person will

definitely find leaves of green color, we only know twelve colors since childhood, if we mix each colorwith another one by one in different measures, there will be 12 x 12 x 12.. Infinite green colored

leaves each with a pinch of different green shade. Who says we cannot see Allah (or The Divine Being

You Believe) through our mental eyes?

Every soul has and purpose of its own. Every soul is different like every thumbprint. But still

every soul sent has one purpose that is to understand the existence of Allah (or The Divine Being You

Believe), accept His powers and hence seek benefits from Him. Only if you seek it youll get it,

otherwise NOT. Do you really think that you have attitudinized your faith!

4. Physiological: The treatment within the physiological aspect of the emotional problem

includes, Changing of maladaptive attitudes toward physiological self, through deep

breathing exercise to keep oxygen balance in the body, to maintain balanced diet

consumption and control the water intake and output to stabilize the body fluids.

To Attitudinize Physiologically: If a person has an attitude that There is no need for extra

oxygen through deep breathing. or Our Physiological tendencies are inherited by us, whatever care we

take, it will not affect at all and well remain the same. During Therapeutic Intervention, the clients

belief about oxygen, water and food intake, regular balance and its vital importance is emphasized, such

as Under stress or tension we always keep on short breaths, over-eating, and lack of water intake.

Generally it is seen that people remain under constant stress/tension but they dont accept, neither have

they achieved the best possible measure of complete relaxation nor they ever try to learn.

A person is similar to a computer, whatever input we save, hence we get the output. If we eat a

small quantity of food daily, we will never be able to deposit fat within our bodies, but if we take a large

amount which deposits fats on daily basis, after a month or so definitely we will become obese, whether

we have tendency or not. If we measure the diet intake of thin vs. fat people we will clearly differentiate

the reason of their physique and structure. Similar is the case of oxygen and water contents. They are

required in a large quantity by the body more than food, to keep healthy functioning of all vital organs. If

we intake water and oxygen below the average level, surely the speed of body functions will slow down

and hence deficiencies will initiate the physical illness.

Why dont we all breathe deeply, take eight glasses of water daily and eat the food to fill only

half of the stomach daily, and remain relaxed while eating, drinking and breathing? Just because we

were not guided in this direction since childhood, and we are not in a HABIT of doing so. Can we adapt

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a good Habit so we should live our healthy, happy lives or we have no such motivation! Pure water costs

nowadays, are we wanting to pay for oxygen too? Then we only will value it, or we will start deep

breathing from today! Do you know that scientists cannot even create one drop of ORIGINAL pure

water with actual taste and properties? WOW! Havent you attitudinized your breaths?

5. Neuro-hormonal: Neuro-hormones are the body's chemical messengers; these hormones

stimulate the cells they are attached to. The treatment within the terminological aspect of the

emotional problem includes, Inculcating an attitude that Neuro-hormonal Regulation of

ones own body can be easily controlled through muscle relaxation exercises and massage of

pressure points of your body.

To attitudinize Neuro-hormonically; If a person has an attitude that there is no at all between

the thought process and a Neuro-hormonal response or Neuro-hormonal deregulation within a person

cannot evoke a disease or a mental illness. During therapeutic intervention, the clients concepts about

Neuro-hormonal process can be correctly directed through its knowledge and information such as Have

you ever got angry? Or been abused? How do you feel at that time? Your blood pressure changes, your

body temperature, your breathing, your thought process all get shuffled up, and produces negative

impact on your mind, physiology and speech, wastes your time and leaves your ego guilty, at the actions

and reactions. Whats all this about? Surely Neuro-hormonal deregulation. Now do you understand how

all six dimensions are inter related and how effective for another.

On the other hand if you are happy, achieved according to your expectations, you become

relaxed, breath normally, think positively, your body temperature is regulated, your mood is good while

talking and working, your time is well utilized and your ego is satisfied at the actions and reactions. It

confirms that many decisions depend upon the positive or negative attitudes we are experiencing within

these six dimensions. Its easy to balance your neuro hormonal regulation. Just by massaging the

necessary pressure points, whenever needed. It will produce marvelous effects if you make it a habit to

exercise and massage your feet, hands, ears, templates and eyes daily for overall thirty minutes only.Through massage, glands are activated and it is necessary to do deep breathing during massage,

exercise or when we take the pain. One can massage though piercing thy hand knuckles in all the five

areas. Are you ready to attitudinize your neuro hormonal regulation!

6. Time Management: The treatment within the time management aspect of the emotional

problem includes, Changing of maladaptive attitudes toward time management and to

become positively creative and remain relaxed for most of the time in your life-time.

To Attitudinize for time management; If a person has an attitude that Time has to pass away,

we cannot hold time, and the fate will give you whats written for you, so dont worry about time.

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During therapeutic intervention, the clients attitude about time management is directed positively to

inculcate through time accountability within the client. To make the client realize that if we just sit and

imagine our achievements without doing anything to accomplish them, then what will happen? The time

will pass and we will remain empty handed. Imaginations only become realities if they are experienced

continuously through hard and smart work.

If you will not experience, youll never learn, if you will not spend time on things youll never

achieve. Why do we take pressures of time? Why do we wish to accomplish things quickly? Why do

we remain under stress all the time? Just because we are in a habit of doing so, and people around us

pressurize us to do so. Most important thing in life is to make ourselves continuously relaxed all the

time, in the beginning, middle and at the end of every anxiety, every problem, every work, etc. Of coarse

you will be able to attitudinize your time management.

The Attitudinize therapy can be learned by the person / client. The person then needs to take

what has been learned, practice it at home (when they are alone and not feeling self-conscious, for

approximately thirty minutes a day), and through means of repetition, get that new learning down into

the brain over and over again. Just like learning at school or an institution.It enables you to begin

believing, feeling and acting, differently. This takes persistence, practice, and patience, but when a

person sticks with this therapy, and does not give up, noticeable progress begins to occur.

Persistency is the next key. These solutions must be practiced every day for three months or

longer. It is essential that the brain receive these new, rational, forward moving messages so that attitude

can be changed. The neural pathways in the mind "absorb" the attitudinize therapy and it begins to

become a part of the person allowing permanent change to occur. After granting the intricacies, the

mastery of these concepts is needed for treating the emotional problems successfully.

The Attitudinize Psychotherapy enhances Self - Esteem

Burns (1999) proposed the Development of Better Self Esteem inferring that, Most people's

feelings and thoughts about themselves fluctuate somewhat based on their daily experiences. The grade

you get on an exam, how your friends treat you, ups and downs in a romantic relationship - all can have

a temporary impact on your wellbeing.

Yourself-esteem, however, is something more fundamental than the normal "ups and downs"

associated with situational changes. For people with good basic self-esteem, normal "ups and downs"

may lead to temporary fluctuations in how they feel about themselves, but only to a limited extent. In

contrast, for people with poor basic self-esteem, these "ups and downs" may make all the difference in

the world. People with poor self-esteem often rely on how they are doing in the present to determine

how they feel about themselves. They need positive external experiences to counteract the negative

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feelings and thoughts that constantly plague them. Even then, the good feeling (from a good grade, etc.)

can be temporary.

Healthy self-esteem is based on our ability to assess ourselves accurately (know ourselves) and

still be able to accept and to value ourselves unconditionally. This means being able to realistically

acknowledge our strengths and limitations (which is part of being human) and at the same time accepting

ourselves as worthy and worthwhile without conditions or reservations. Self-esteem is largely developed

during childhood.

Childhood experiences that lead to healthy self-esteem include; being praised, being listened to,

being spoken to respectfully, getting attention and hugs, experiencing success in sports or school and

having trustworthy friends. On the other hand, Childhood experiences that lead to low self-esteem

include; being harshly criticized, being yelled at, or beaten, being ignored, ridiculed or teased, beingexpected to be "perfect" all the time and experiencing failures in sports or school. People with low self-

esteem were often given messages that failed experiences (losing a game, getting a poor grade, etc.)

were failures of their whole self.

Low self-esteem can have devastating consequences.

It can create anxiety, stress, loneliness and increased likelihood for depression.

It can cause problems with friendships and relationships.

It can seriously impair academic and job performance.

It can lead to underachievement and increased vulnerability to drug and alcohol abuse.

Worst of all, these negative consequences themselves reinforce the negative self-image and can

take a person into a downward spiral of lower and lower self-esteem and increasingly non-productive or

even actively self-destructive behavior.

Three Steps to Better Self-Esteem

Before you can begin to improve your self-esteem you must first believe that you can change it.

Change doesn't necessarily happen quickly or easily, but it can happen. You are not powerless! Once you

have accepted, or are at least willing to entertain the possibility that you are not powerless, there are

three steps you can take to begin to change your self-esteem:

Step 1: Rebut the Inner Critic The first important step in improving self-esteem is to begin to

challenge the negative messages of the critical inner voice. Here are some typical examples of the inner

critic's voice and how you can "rebut" that voice.

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The Inner Critic's Voice: Your Rebuttals:

Is Unfairly Harsh: "People said they

liked my presentation, but it was nowhere near

as good as it should have been. I can't believe

no-one noticed all the places I messed up. I'm

such an impostor."

Be Reassuring: "Wow, they really liked

it! Maybe it wasn't perfect, but I worked hard on

that presentation and did a good job. I'm proud ofmyself. This was a great success."

Generalizes Unrealistically: "I got an

F on the test. I don't understand anything in this

class. I'm such an idiot. Who am I fooling? I

shouldn't be taking this class. I'm stupid and I

don't belong in college."

Be Specific: "I did poorly on this one

test, but I've done O.K. on all the homework.

There are some things here that I don't understand

as well as I thought I did, but I can do the

material-I've done fine in other classes that were

just as tough.

Makes Leaps of Illogic: "He is frowning. He

didn't say anything, but I know it means that he

doesn't like me!"

Challenge Illogic: "O.K., he's frowning,

but I don't know why. It could have nothing to do

with me. Maybe I should ask."

Catastrophizes: "She turned me down

for a date! I'm so embarrassed and humiliated.

No one likes or cares about me. I'll never find a

girlfriend. I'll always be alone."

Be Objective: "Ouch! That hurt. Well,

she doesn't want to go out with me. That doesn't

mean no one does. I know I'm an attractive and

nice person. I'll find someone."

Step 2: Practice Self-Nurturing

Rebutting your critical inner voice is an important first step, but it is not enough. Since our self-

esteem is in part due to how others have treated us in the past, the second step to more healthy self-

esteem is to begin to treat yourself as a worthwhile person. Start to challenge past negative experiencesor messages by nurturing and caring for yourself in ways that show that you are valuable, competent,

deserving and lovable. There are several components to self-nurturing:

(i) Practice Basic Self-Care; Get enough sleep, eat in a healthy fashion, get regular exercise, practice

good hygiene, and so forth. (ii) Plan Fun & Relaxing Things For Yourself; You could go to a movie,

take a nap, get a massage, plant a garden, buy a pet, learn to meditate-whatever you enjoy. (iii)Reward

Yourself For Your Accomplishments; (iv) You could take the night off to celebrate good grades, spend

time with a friend, or compliment yourself for making that hard phone call. (v) Remind Yourself of

Your Strengths & Achievements; One way is to make a list of things you like about yourself. Or keep a

'success' file of awards, certificates and positive letters or citations. Keep momentos of accomplishments

you are proud of where you can see them. (vi) Forgive Yourself When You Don't Do All You'd Hoped;

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Self-nurturing can be surprisingly hard if you are not used to doing it. Don't be critical of yourself-

remember that inner voice!-when you don't do it just right. (vii) Self-Nurture Even When You Don't

Feel You Deserve It; "Fake it" until you can "make it." When you treat yourself like you deserve to feel

good and be nurtured, slowly you'll come to believe it.

Step 3: Get Help from Others

Getting help from others is often the most important step a person can take to improve his or

her self-esteem, but it can also be the most difficult. People with low self-esteem often don't ask for help

because they feel they don't deserve it. But since low self-esteem is often caused by how other people

treated you in the past, you may need the help of other people in the present to challenge the critical

messages that come from negative past experiences. Here are some ways to get help from others:

Ask for Support from Friends

Ask friends to tell you what they like about you or think you do well.

Ask someone who cares about you to just listen to you "vent" for a little while without trying to

"fix" things. Ask for a hug.

Get Help from Teachers & Other Helpers

Go to professors or advisors or tutors to ask for help in classes if this is a problem for you.

Remember: They are there to help you learn!

If you lack self-confidence in certain areas, take classes or try out new activities to increase

your sense of competence (for example, take a math class, join a dance club, take swimming

lessons, etc.)

Talk to a Therapist or Counselor

Sometimes low self-esteem can feel so painful or difficult to overcome that the professional

help of a therapist or counselor is needed. Talking to a counselor is a good way to learn more about your

self-esteem issues and begin to improve your self-esteem. Hence Attitudinize Psychotherapy would be

the BEST CHOICE.

LITERATURE REVIEW

The meaning of high self-esteem is currently under close empirical scrutiny. High self-esteem is

typically viewed as beneficial for individuals due to its association with markers of psychological

adjustment (Robins, Hendin, & Trzesniewski, 2001). Secure high self-esteem, which can be traced to the

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work of Carl Rogers (1959, 1961), reflects positive attitudes toward the self that are realistic, well-

anchored, and resistant to threat.

The Literature reveals the use of the different approaches in the treatment of the emotional

problems which may have similar effects as in the multifaceted approach applied in the AttitudinizePsychotherapy. It is introduced and implemented for the first time nationally, hence no traces are

evidenced for the implementation of the therapy internationally and no research work was found.

Cognitive therapy is a widely used form of psychotherapy that focuses on changing

dysfunctional cognitions (thoughts), emotions, and behavior. Aaron T. Beck and coworkers have

developed cognitive therapy over the last thirty years. Cognitive therapy is based on the theory that

individuals with depression, anxiety, and other emotional disorders have maladaptive patterns of

information processing and related behavioral difficulties.

Automatic thoughts are frequently based on faulty logic or errors in reasoning. Cognitive

therapy is directed, in part, at helping patients recognize and change these cognitive errors (sometimes

called cognitive distortions). Some of the commonly described cognitive errors include: all or nothing

thinking, personalization, ignoring the evidence, and overgeneralization. In cognitive therapy, patients

are usually taught how to detect cognitive errors and to use this skill in developing a more rational style

of thinking. Generally, cognitive therapy for dysfunctional schemas is more complex and demanding

than therapeutic work with automatic thoughts. (Beck, 1988; Beck, et al., 1979; Beck, et al., 1985;

Beck, 1995).

Smith (2003) defines, Abuse is generallypromptedby anger, and vented in harsh and

unseemlywords.It ismorepersonalandcoarse than invective. Abusegenerallytakesplace inprivate

quarrels;invectiveinwritingorpublicdiscussions.Invectivemaybeconveyedinrefinedlanguageand

dictatedbyindignationagainstwhatisblameworthy.

And Hyper Dictionary (2003) revealed, Communication implies, the activity of conveying

information; the transmission and reception of some stimulus or message. Communication occurs when

oneperson transmits information to anotherperson; It is the Intercourseby words, letters, ormessages;

interchange ofthoughts oropinions,by conference orcorrespondence.

In addition, Language entails, the system for communicating ideas and feelings using sounds,

gestures, signs, or marks.Languageconsists in theoral utterance ofsoundswhich usage hasmadethe

representatives of ideas. When two or more persons customarily annex the same sounds to the same

ideas, the expression of these sounds by one person communicates his ideas to another. This is the

primarysense of language, theuseofwhich is to communicate the thoughts ofoneperson toanother

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tionary.com/dictionary/thoughtshttp://www.hyperdictionary.com/dictionary/orhttp://www.hyperdictionary.com/dictionary/opinionshttp://www.hyperdictionary.com/dictionary/byhttp://www.hyperdictionary.com/dictionary/conferencehttp://www.hyperdictionary.com/dictionary/correspondencehttp://www.hyperdictionary.com/dictionary/languagehttp://www.hyperdictionary.com/dictionary/consistshttp://www.hyperdictionary.com/dictionary/inhttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/oralhttp://www.hyperdictionary.com/dictionary/utterancehttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/soundshttp://www.hyperdictionary.com/dictionary/whichhttp://www.hyperdictionary.com/dictionary/usagehttp://www.hyperdictionary.com/dictionary/hashttp://www.hyperdictionary.com/dictionary/madehttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/representativeshttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/ideashttp://www.hyperdictionary.com/dictionary/whenhttp://www.hyperdictionary.com/dictionary/twohttp://www.hyperdictionary.com/dictionary/orhttp://www.hyperdictionary.com/dictionary/morehttp://www.hyperdictionary.com/dictionary/personshttp://www.hyperdictionary.com/dictionary/customarilyhttp://www.hyperdictionary.com/dictionary/annexhttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/samehttp://www.hyperdictionary.com/dictionary/soundshttp://www.hyperdictionary.com/dictionary/tohttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/samehttp://www.hyperdictionary.com/dictionary/ideashttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/expressionhttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/thesehttp://www.hyperdictionary.com/dictionary/soundshttp://www.hyperdictionary.com/dictionary/byhttp://www.hyperdictionary.com/dictionary/onehttp://www.hyperdictionary.com/dictionary/personhttp://www.hyperdictionary.com/dictionary/communicateshttp://www.hyperdictionary.com/dictionary/hishttp://www.hyperdictionary.com/dictionary/ideashttp://www.hyperdictionary.com/dictionary/tohttp://www.hyperdictionary.com/dictionary/anotherhttp://www.hyperdictionary.com/dictionary/thishttp://www.hyperdictionary.com/dictionary/ishttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/primaryhttp://www.hyperdictionary.com/dictionary/sensehttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/languagehttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/usehttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/whichhttp://www.hyperdictionary.com/dictionary/ishttp://www.hyperdictionary.com/dictionary/tohttp://www.hyperdictionary.com/dictionary/communicatehttp://www.hyperdictionary.com/dictionary/thehttp://www.hyperdictionary.com/dictionary/thoughtshttp://www.hyperdictionary.com/dictionary/ofhttp://www.hyperdictionary.com/dictionary/onehttp://www.hyperdictionary.com/dictionary/personhttp://www.hyperdictionary.com/dictionary/tohttp://www.hyperdictionary.com/dictionary/another


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through the organs of hearing. Articulate sounds are represented to the eye by letters, marks, or

characters, which form words.

Also Expression connotes, lively or vivid representation of meaning, sentiment, or feeling,

etc.; significant and impressive indication, whether by language, appearance or gesture; that manner or

style which gives life and suggestive force to ideas and sentiments.

Therapy (2000) suggests, Speech and language are two different, yet linked, skills that

humans use to communicate. Language is the ability to understand spoken and written words (receptive

language) and to express meaning through words (expressive language). Speech is producing sounds that

make up words. Chrnalogar (1996) proposes, If the disciple can be steered by mere suggestion and the

manipulation of the meanings of words, then the cumulative effect of repeatedly rejecting his own

desires for the disciples advice, and the continual pressure to conform can cause emotional problems.

Explaining theSpiritual Role of Kundali in Hinduism, Boyd (1992) narrates, Kundalini is the

principle of energy and awareness that makes conscious functioning possible. When Kundalini is

awakened, it becomes possible for a human being to become aware of the higher vehicles of

consciousness, to empower and activate them, and then to use and channel the energies within them.

Further, in specific instances, Kundalini may be used to actually drive the spiritual transformative

process.

Mirsiam, also known as Jisbond (2001) in explicating the teachings of Islam,narratesto all

who question the Justice of Allah and to all who believe in an Imperfect God, I hope this will help

some of us who care to understand the only true God (Allah) for Allah is only GOOD without whom

there is no other good.

Allah the Exalted and the High, there is no existence except Him, unless it occurs by His

action and proceeds from His Justice, in the best, perfect, complete and just ways. He is Wise in His

verdicts. His justice is not to be compared with that of worshipers, because it is conceivable that the

worshiper is unjust when he deals with properties of other than his own. But, harm is not conceivable

from Allah - the High - because He does not encounter any ownership of other than Himself, in which

His dealing could be described to be harmful.

He is Gracious in beneficence and reform, though not through any need. Munificence and

Kindness, Beneficence and Grace are His, since He is able to bring upon His creatures all manner of

torture and to try them with all kinds of pain and affliction. Even if He should do this, it would be justice

from Him, it would not be vile, and it would not be tyrannous.He - the Mighty, the Glorified - rewards

His believing worshipers for their acts of obedience according to generosity and encouragement

rather than according to their merit and obligation. For there is no obligation upon Him in any deed

20
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towards anyone and tyranny is inconceivable in Him. For there is no right upon Him towards anyone.

(Jisbond, 2001).

Borsenko (2001) reveals that the necessity of oxygen is obvious. The human body can survive for

weeks without food and days without water but only a few minutes without oxygen. We would expect

to receive enough oxygen through our lungs under ideal conditions. Unfortunately there are several

factors that we can point to that would lead us to believe that the oxygen we receive through breathing is

not sufficient. First, it is believed by scientists that the oxygen levels in our early atmosphere were much

greater than they are today. Secondly the increased toxins in our environment are believed to clog up our

body's circulatory systems to the point that our cells have become oxygen deficient. These points are

very much oversimplified but suffice it to say that our bodies could benefit greatly from an increase of

oxygen at the cellular level.

Oxygen Elements Plus is a highly concentrated liquid in which only a few drops at a time

combined with water produce the desired results. Oxygen Elements Plus continuously releases oxygen

into the body using a proprietary process that acts like a catalyst by reacting over & over, continually

disassociating some of your bodys water and creating oxygen. In addition to oxygen, Oxygen Elements

Plus supplies your body with a steady diet of hydrogen, full spectrum minerals, amino acids and

enzymes. And simultaneously provides cleansing to all body cells including the colon.

The under oxidized and subnormal temperature person will present one of more of the

following symptoms: headache, dizziness, insomnia, constipation, faint-feeling, loss of appetite,

palpitation of the heart, liver and kidney problems, menstrual problems, cold hands and feet, anemia,

gastrointestinal problems, chlorosis, etc., all of which are due to an impoverished blood supply.

Almost all forms of nervous, functional, respiratory and blood disorders can be successfully

corrected by oxidation restoration. The effects are perfectly natural, the nerves being left calm and toned

with a feeling of buoyancy and exhilaration. It stimulates the vasomotor system through the nerve

centers, which fact is clearly shown in the increased redness of the skin, a feeling of warmth in the whole

body, and waste products being more freely eliminated. The ozone treatment shows that poor oxidation

is the cause of many disorders, by reason of the fact that when the temperature is brought up to

normal, the problems disappear.

Willner(2000) proposes that virtually every patient's room in a modern hospital is equipped for

the administration of oxygen. Every emergency room is required by law to have the same equipment.

Deep breathing exercises are prescribed for patients with lung problems and for persons recoveringfrom surgery. The narrow application of these techniques is very unfortunate. They should be routine

for every person. The average person takes their respiration for granted. There are large Eastern

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religions which incorporate consciousness of breathing as an important teaching in their religious

instruction. Indians refer to 'prana" as a wonderful substance that God has provided for a healthy life. It

seems certain that prana is ozone.

Deep breathing exercises carry greater importance today than ever before, because of the

lowered amount of oxygen in the air in our cities. The effect of gradual oxygen deprivation on

metabolism is devastating and leads to a greater production, and an inadequate processing, of the toxic

wastes that our bodies produce daily. One of the consequences of a lowered oxygen supply is the

elevation of uric acid in the body. This causes a wide variety of metabolic problems.

Nicols (1991) proposes an interesting approach of"Autogenic training", which is an extension

of hypnotherapy at a self-help level. Most people accept that a state of mind can cause a physical illness,

and a persistent illness can produce an upset state of mind. When they realize that the mind can affect thebody in a harmful way, they can then realize that it can affect it in a good way. Autogenic training

exercises involve visualization, such as that of a calm, healthy colon free from spasm. Patients may

focus on the smooth muscle that propels the digested food, and visualize the sea and a sailboat moving

peacefully along on the waves; transferring the image to the smooth, wave-like motion of the colon

muscles enables them to calm the peristaltic waves. The neuro-hormonal component of the digestive

system plays an integral role in the smooth operation of the system, and must be integrated sometimes

with other therapeutic approaches.

Fitch, Dryden and Ransom (2000), indicate that when the therapist demonstrates close

attention, acknowledgment, and respect to encourage the client's relaxation, the client will eventually

come to trust the process of massage as a safe way to receive the soothing a person so deeply craved.

With soothing coming as thawing from long-standing fear, and the opportunity to reacquaint the client

with their normal body signals, in the ordinary course of events, massage therapy can offer a profound

sense of peace to those who are able to feel strong enough at their core to let go and relax.

Self-Massage therapy communicates support, acceptance, positive regard, and pleasure, and

it empowers the self-confidence to take charge of how a person wants their body to become satisfied.

Respectful self-touch can be healing. Self-Massage therapy offers a safe place to clients, who in turn,

may learn to trust that the touch does not have to be associated with pain, fear, or anger.

Reflexologist Says Feet Don't Lie, Kevin and Barbara Kunz (1980) propose the practice of

stimulating pressure sensors in the

feet to promote better health and

wellness.

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In talk therapy, or psychotherapy, intrusive neural symptoms are transformed, in the context

of a safe, boundaried, therapeutic relationship. By encouraging the client to talk about the traumatic

event, the unpleasant memories get re-encoded from traumatic memory into narrative memory. In other

words, people learn to use their left-brains (cortex) to coordinate their right-brained feelings. This

prevents the discharge of stress hormone from the amygdala. Once talk therapy has helped the clientestablish some degree of narrative memory and experience of safety, clients may face intrusive body

sensations with self-massage therapy. Self- Massage therapy can help clients to reframe their

experience of trauma from a kinesthetic perspective.

Randall (1996) suggests, Time is like a mirror--it reflects different things, depending on how

we look at it.This statement implies that time is nota constant, but somehow changes depending on our

consciousness, and on our view of time. If this is true, perhaps we don't need to race against time, or see

it as a scarce resource.

If you are missing opportunities for fulfillment because of confusion about your goals or

inadequate planning of your personal or professional affairs, then one hour spent clarifying goals and

planning activities can be worth three or four hours trying to do things without a good sense of direction.

It gives you an opportunity to clarify the important goals in your life and learn the organizational skills

necessary to accomplish them efficiently. You can feel more in control and get more done--while

decreasing stress! Conventional time management (CTM) is about doing the right things, it handles

what objectives and tasks we do,and Inner Time Management (ITM) is about doing things right, it

optimizes how we do things.

Possible Benefits of Organizing Your Life-Time are that You'll get a better sense of your

direction in life, by identifying all your current roles, and then writing down your goals and their

priorities in all the major areas of life.And You'll know how to organize in order to get things done

efficiently, by learning the essential skills of identifying the tasks necessary to accomplish your goals,

prioritizing and scheduling these tasks along with appointments from your calendar, and visualizing your

schedule to make sure it will work. In general, the way to simultaneously optimize health and well-

being productivity, and quality of products and processes is to continually get more involved in whatever

is at hand, whether work or play (Randall, 1996).

Attitudinize Therapy Technique includes Motivational Interviewing

elaborated by Group Health Centre for Health Promotion (2003) client-centered, directive method for

enhancing intrinsic motivation to change by exploring and resolving ambivalence.

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METHOD

Sample of the present study comprised of Ninety Male and Ninety Female Adult Students of

Mohammad Ali Jinnah University, Karachi. It was selected through Random Sampling Technique.

Procedure of the study comprises of Three phases, in the first phase the students were

selected who had Low - Score (Below 50) on Self esteem Test by administering Queendoms Self

Esteem Test (2003), and were then divided into TWO groups; THERAPY GROUP; the students on

which Attitudinize therapy would be conducted, and NO THERAPY GROUP; the students on which

NO Attitudinize Therapy would be conducted. Also Dysfunctional Attitude Scale (Therapy Form)

(Modified by Prof. Dr. Linah Askari, 2003) and various demographic questionnaires were also

administered to the whole sample. In addition, the Grade Point Average (GPA) of all the students was

recorded for the previous semester. In the second phase, Attitudinize Therapy was conducted forfourteen weeks (75 minute session, twice a week) on the therapy group only. In the third phase, after

completion of various demographic questionnaires, the whole sample of 90 males and 90 females

were re-administered the Queendoms Self Esteem Test (2003) and Dysfunctional Attitude Scale

(Therapy Form) (Modified by Prof. Dr. Linah Askari, 2003). Again the Grade Point Average (GPA)

of all the students included in the sample was recorded for the present semester to relate the

effectiveness of the Attitudinize Therapy with the Enhancement of Self Esteem and their

Educational Performance.

Statistical Analysis of the obtained scores revealed the significance of differences for the

Enhancement of Self Esteem and Educational Performance, through the application of Attitudinize

Psychotherapy between the TWO Groups after completion of the Therapy and No Therapy. The Means,

Standard Deviations, correlation coefficients, paired sample t-test, paired sample correlations, etc. was

computed and Graphs were presented for data analysis.

RESULTS

The data was statistically analyzed among the following groups.BTMSE Before Therapy,

Males, Self-Esteem Test.BTFSE Before Therapy, Females, Self-Esteem Test.BTMDAS Before

Therapy, Males, Dysfunctional Attitude Scale.BTFDAS Before Therapy, Females, Dysfunctional

Attitude Scale. BTMEP Before Therapy, Males, Educational Performance. BTFEP Before

Therapy, Females, Educational Performance.

ATMSE After Therapy, Males, Self-Esteem Test.ATFSE After Therapy, Females, Self-Esteem Test. ATMDAS After Therapy, Males, Dysfunctional Attitude Scale.ATFDAS After

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Therapy, Females, Dysfunctional Attitude Scale. ATMEP After Therapy, Males, Educational

Performance.ATFEP After Therapy, Females, Educational Performance.

NTMSE No Therapy Group, Males, Self-Esteem Test. NTFSE No Therapy Group,

Females, Self-Esteem Test. NTMDAS No Therapy Group, Males, Dysfunctional Attitude Scale.

NTFDAS No Therapy Group, Females, Dysfunctional Attitude Scale. NTMEP No Therapy

Group, Males, Educational Performance. NTFEP No Therapy Group, Females, Educational

Performance.

The following Hypotheses proved their significance through the statistical analysis, and the

summarized results are presented below:

1) There is More Negative Correlation between scores of Dysfunctional Attitudes and Self-Esteem, i.e., The Higher the Dysfunctional Attitudes the Lower will be the Self-Esteem, and

Vice Versa. Both for Male as well as for Female Adult Students.

2) There is More Negative Correlation between scores of Dysfunctional Attitudes and Educational

Performance, i.e., The Higher the Dysfunctional Attitudes the Lower will be the Educational

Performance, and Vice Versa. Both for Male as well as for Female Adult Students.

3) After the Therapy; the scores of Dysfunctional Attitudes are Lower within the adults of

ATTITUDINIZE THERAPY GROUP as compared to the scores of Dysfunctional Attitudes

within the adults of NO THERAPY GROUP. Both for Male as well as for Female Adult

Students.

4) After the Therapy; the scores of Self-Esteem areHigherwithin the adults of ATTITUDINIZE

THERAPY GROUP as compared to the scores of Self-Esteem within the adults of NO

THERAPY GROUP. Both for Male as well as for Female Adult Students.

5) After the Therapy; the scores of Educational Performance are Higher within the adults of

ATTITUDINIZE THERAPY GROUP as compared to the scores of Educational Performance

within the adults of NO THERAPY GROUP. Both for Male as well as for Female Adult

Students.

Graphs

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BTFEPBTFDASBTFSEBTMEPBTMDASBTMSE

Mean

400

300

200

100

0

TABLE I

T-Test

Paired Samples Statistics

Mean N Std.

Deviation

Std. Error

Mean

Pair 1 BTMSE 44.3444 90 5.27483 .55602

BTFSE 41.2667 90 4.83387 .50953

Pair 2 BTMDAS 300.7889 90 28.55568 3.01003

BTFDAS 316.7111 90 30.36750 3.20102

Pair 3 BTMEP 65.4333 90 4.35516 .45907

BTFEP 62.2889 90 3.62961 .38259

Pair 4 ATMSE 86.9778 45 5.21575 .77752

ATFSE 82.4889 45 5.86059 .87364

Pair 5 ATMDAS 101.1111 45 16.96818 2.52947

NTFSE

NTFEP

NTFDAS

NTMEP

NTMSE

NTMDAS

ATFEP

ATFDAS

ATFSE

ATMEP

ATMDAS

ATMSE

Mean

400

300

200

100

0

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ATFDAS 113.8444 45 18.02644 2.68722

Pair 6 ATMEP 87.1111 45 4.21158 .62782

ATFEP 82.9111 45 5.69618 .84914

Pair 7 NTMSE 44.4222 45 4.91976 .73339

NTFSE 41.3333 45 4.88969 .72891

Pair 8 NTMDAS 300.1556 45 26.97723 4.02153

NTFDAS 319.2222 45 26.94429 4.01662

Pair 9 NTMEP 64.9333 45 3.70749 .55268

NTFEP 62.7778 45 3.49603 .52116

TABLE II

Paired Samples Correlations

N Correlation Sig.

Pair 1 BTMSE & BTFSE 90 .000 .999

Pair 2 BTMDAS & BTFDAS 90 -.030 .780

Pair 3 BTMEP & BTFEP 90 -.004 .967

Pair 4 ATMSE & ATFSE 45 .343 .021

Pair 5 ATMDAS & ATFDAS 45 .204 .180

Pair 6 ATMEP & ATFEP 45 .246 .104

Pair 7 NTMSE & NTFSE 45 .036 .816

Pair 8 NTMDAS & NTFDAS 45 .040 .792

Pair 9 NTMEP & NTFEP 45 -.050 .743

TABLE III

Paired Samples Test

Paired

Diffs.

t df Sig. (2-

tailed)

Mean St.

Dev.

SEM 95%

Confid.Lower Upper

Pair 1 BTMSE - BTFSE 3.07 7.15 .75 1.57 4.5764 4.081 89 .000

Pair 2 BTMDAS -

BTFDAS

-15.92 42.30 4.45 -24.78 -7.06 -3.571 89 .001

Pair 3 BTMEP - BTFEP 3.14 5.68 .59 1.95 4.33 5.250 89 .000

Pair 4 ATMSE - ATFSE 4.48 6.36 .94 2.57 6.40 4.727 44 .000

Pair 5 ATMDAS -ATFDAS

-12.73 22.09 3.29 -19.37 -6.09 -3.865 44 .000

Pair 6 ATMEP - ATFEP 4.20 6.19 .92 2.33 6.06 4.547 44 .000

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Pair 7 NTMSE - NTFSE 3.08 6.81 1.01 1.04 5.1354 3.042 44 .004

Pair 8 NTMDAS -

NTFDAS

-19.06 37.35 5.56 -30.28 -7.84 -3.424 44 .001

Pair 9 NTMEP - NTFEP 2.15 5.22 .77 .58 3.72 2.769 44 .008

Graphs

909090909090N =

BTFEPBTFDASBTFSEBTMEPBTMDASBTMSE

500

400

300

200

100

0

443

468624755343

454545454545N=

ATFEPATFDASATFSEATMEPATMDASATMSE

160

140

120

100

80

60

220

20

2

454545454545N =

NTFEPNTFDASNTFSENTMEPNTMDASNTMSE

400

300

200

100

0

29

TABLE I V

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error

Mean

Pair 1 BTMFSE 44.3444 90 5.27483 .55602

ATMFSE 84.7333 90 5.96017 .62826

Pair 2 BTMFDAS 300.7889 90 28.55568 3.01003

ATMFDAS 107.4778 90 18.54677 1.95500

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Pair 3 BTMFEP 65.4333 90 4.35516 .45907

ATMFEP 85.0111 90 5.41013 .57028

Pair 4 ATMFSE 84.7333 90 5.96017 .62826

NTMFSE 42.8778 90 5.11844 .53953

Pair 5 ATMFDAS 107.4778 90 18.54677 1.95500NTMFDAS 309.6889 90 28.47141 3.00115

Pair 6 ATMFEP 85.0111 90 5.41013 .57028

NTMFEP 63.8556 90 3.74334 .39458

TABLE V

Paired Samples Correlations

N Correlation Sig.

Pair 1 BTMFSE & ATMFSE 90 -.255 .015

Pair 2 BTMFDAS & ATMFDAS 90 -.221 .036

Pair 3 BTMFEP & ATMFEP 90 -.180 .090

Pair 4 ATMFSE & NTMFSE 90 .108 .310

Pair 5 ATMFDAS & NTMFDAS 90 .115 .281

Pair 6 ATMFEP & NTMFEP 90 .081 .447

DISCUSSION

The Means, Standard Deviations, correlation coefficients, paired sample t-test, paired sample

correlations, and Paired sample Statistics were computed (Table I, II, III, IV & V) and ALL THE

GRAPHS, to examine the relationship between application of Attitudinize Psychotherapy and

improvement of Self Esteem and Educational Performance within the Personality of an individual.

Statistically significant results reveal that Attitudinize Psychotherapy employs a positive, active,

educational approach that focuses on how to change the attitudes and on seeking solutions rather than

just simply talking about the past or exploring ones feelings and problems. Attitudinize Psychotherapyis typically provided within an emotionally supportive, empathic relationship, giving opportunity to

express feelings and receive caring in addition to working directly on positive attitude change in thinking

and lifestyle. The treatment is often short term because it is based on a clear attitude conceptualization

that guides the treatment process. Attitudinize Psychotherapy emphasizes a collaborative relationship

between the therapist and the client wherein they work together to specify goals and to implement the

treatment strate

attitudinize psychotherapy 2009 new

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