The aim of this thesis was to examine emotion regulation and experiences of shame in individuals who engage in nonsuicidal self-injury (NSSI). The thesis is presented as three separate papers. Paper One is a systematic review of Experience Sampling Methodology (ESM) studies examining associations between NSSI and nonsuicidal self-injurious thoughts (NSSIT) and momentary emotional states. The results indicated that negative affect generally increases prior to, and reduces following, NSSI. Fewer studies were available regarding positive affect, specific emotional states and NSSIT. Paper Two presents a mixed-methods empirical investigation of shame in individuals who self-injure. Participants completed baseline measures, followed by two weeks of ESM diary entries. Personalised qualitative interviews were then conducted to discuss their experiences of shame recorded in their diaries. Thematic analysis suggested that shame is experienced as a social and relational emotion, this finding was present across all themes. Themes included shame being associated with feelings of failure, being trapped, dangerous or contaminated, and hidden or exposed. The phenomenology of shame and coping with shame also emerged as themes. The results indicated that although NSSI could occur as a response to shame, shame was more often triggered by othersâ response to NSSI. Finally, Paper Three presents a critical appraisal of Papers One and Two and the research process overall. Further detail on the methodology used and decision-making processes that occurred during the research process is provided, and strengths and limitations are discussed. The researcherâs overall reflections on the project are included at the end of this paper.
Date of Award | 1 Aug 2020 |
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Original language | English |
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Awarding Institution | - The University of Manchester
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Supervisor | Peter Taylor (Supervisor) & Adam Danquah (Supervisor) |
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Investigating Emotion Regulation and Shame in a Self-Injuring Population
Brown, A. (Author). 1 Aug 2020
Student thesis: Doctor of Clinical Psychology