Life in the Future Versus Life in the Present

By T. Borkovec. 2006

165 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8271c869f31aa4c64f4527099fe005ec25427186

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects (2007, background): “…concerns a sustained, ‘clear seeing’ of internal and external phenomena as they are, it may lead to desensitization, a reduction in emotional reactivity, quicker recovery, and a greater tolerance for, and acceptance of, unpleasant states—that is, more effective affect regulation (Borkovec, 2002).”
The Secret Life of Pronouns: What Our Words Say About Us (2011, background): “Thomas Borkovecen arabera, triste eta deprimiturik dagoen jendeak emozio negatiboetan eta iraganeko gertakarietan jartzen du arreta; barne-hersturatua dagoen jendea, berriz, etorkizuneko gertakariek kezkatzen dute (Borkovec, 2002).”
Acceptance and mindfulness-based approaches to anxiety: Conceptualization and treatment. (2005, background): “, 1999) patterns of responding that are not based in current circumstances (Borkovec, 2002; Kabat-Zinn, 1994).”
Mindful emotion regulation: An integrative review. (2009, background): “wise engender cognitive and behavioral defenses (Baer, 2003; Borkovec, 2002; Kabat-Zinn, 1982; Kabat-Zinn et al., 1992).”
Effects of Mindfulness-Acceptance-Commitment (MAC) on Sport-Specific Dispositional Mindfulness, Emotion Regulation, and Self-Rated Athletic Performance in a Multiple-Sport Population: an RCT Study (2019, background): “In line with the view presented by Borkovec (2002), the mindful athlete, who manages to focus on external current task-relevant stimuli and yet is able to maintain contextual awareness, may optimally process present information and, by doing so, increase the possibility that the athlete makes the…”
Mindfulness and Emotion Regulation: The Development and Initial Validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R) (2007, background): “The relatively smaller associations with problem analysis and plan rehearsal suggest that mindfulness as assessed by the CAMSR is an adaptive response to problems but one which is relatively distinct from more active analytical modes of thought (Teasdale, 1999) and, instead, may be better characteri”
Fear and Avoidance of Internal Experiences in GAD: Preliminary Tests of a Conceptual Model (2005, background): “Both Borkovec (2002) and Hayes et al. (1999) suggest that verbal activity (worry is predominantly verbal linguistic, Borkovec & Inz, 1990) interferes with flexible, adaptive learning of present-moment contingencies; thus, highlighting the importance of experiential learning in therapy.”
Cognitive-Behavioral Treatment for Generalized Anxiety Disorder: Current Status and Future Directions (2005, background): “Excessive worriers tend to byp;JSS experience of the present moment in f;Jvor of being one step ahe;Jd. p;Jrndoxicmly, it might be more productive for GAD p;Jtients to "let go of the desired outcome in order to ;Jcquire it" (Borkovec, 2002).”
TEACHING MINDFULNESS TO CHILDREN (2008, background): “Even a non-anxious person, during the process of worrying, is engaged in future-oriented thinking, talking to self, and focus on anticipated events (Borkovec, 2002).”
A Randomized Trial of Mindfulness-Based Cognitive Therapy for Children: Promoting Mindful Attention to Enhance Social-Emotional Resiliency in Children (2010, background): “Mindfulness is generally believed to be a learned skill that enhances self-management of attention (Baer 2003; Bishop et al. 2004; Boals 1978; Borkovec 2002; Kabat-Zinn 1994; Kumar 2002; Segal et al. 2002).”