Academic literature on the topic 'Emotion-focused teaching'
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Journal articles on the topic "Emotion-focused teaching"
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Springer, D. Gregory, and Olivia Swedberg Yinger. "Linguistic Indicators of Reflective Practice Among Music Education Majors." Journal of Music Teacher Education 28, no. 2 (July 27, 2018): 56–69. http://dx.doi.org/10.1177/1057083718786739.
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The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers’ written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with Linguistic Inquiry and Word Count software to examine students’ usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.
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Yang, Bo. "Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies." International Journal of English Linguistics 11, no. 3 (May 14, 2021): 87. http://dx.doi.org/10.5539/ijel.v11n3p87.
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Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.
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Shanmugam, Vaishali. "Coping strategies among medical professionals during COVID-19 outbreak." INDIAN JOURNAL OF MENTAL HEALTH AND NEUROSCIENCES 4, no. 01 (January 1, 2021): 28–33. http://dx.doi.org/10.32746/ijmhns.2021.v4.i1.43.
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BACKGROUND: COVID -19 pandemic is a very stressful situation for doctors, who face the risk of infection in daily life. Coping is the process by which a person deals with stressful situations or demands. Identifying the coping strategies of our medical professionals will help us to understand their coping styles and to deliver effective interventions to enhance their mental well-being. METHODS: An online survey form with socio-demographic profile and BRIEF COPE tool for assessing different coping strategies was sent to interns, residents, and teaching faculty. The coping strategies were divided into emotion-based, problem-based, and dysfunctional coping, and spearman's correlation was done to determine any correlation between sociodemographic variables and the coping strategies. RESULTS: A total of 84 valid and complete responses were included in the study. There is a variable distribution of mean scores for problem-focused, emotion-focused, and dysfunctional strategies. Age and marital status had a positive correlation with problem-focused and emotion-focused strategies meaning that older adults and married people used these strategies predominantly. Higher designation used problem-focused coping predominantly. Dysfunctional coping strategies had no correlation with any of the sociodemographic variables. CONCLUSION: Sociodemographic factors affecting the coping mechanisms in medical professionals differ from those of the general population seen in previous studies. Within the group of medical professionals, those with higher age, higher designation and married had predominantly adaptive strategies. Interventions targetting maladaptive components of emotion-focused strategies and dysfunctional strategies should be aimed at a younger age group, unmarried people, interns, and residents among the medical professionals to better cope with this COVID scenario.
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Shanmugam, Vaishali. "Coping strategies among medical professionals during COVID-19 outbreak." INDIAN JOURNAL OF MENTAL HEALTH AND NEUROSCIENCES 4, no. 01 (January 1, 2021): 28–33. http://dx.doi.org/10.32746/10.32746/ijmhns.2021.v4.i1.43.
Full textAbstract:
BACKGROUND: COVID -19 pandemic is a very stressful situation for doctors, who face the risk of infection in daily life. Coping is the process by which a person deals with stressful situations or demands. Identifying the coping strategies of our medical professionals will help us to understand their coping styles and to deliver effective interventions to enhance their mental well-being. METHODS: An online survey form with socio-demographic profile and BRIEF COPE tool for assessing different coping strategies was sent to interns, residents, and teaching faculty. The coping strategies were divided into emotion-based, problem-based, and dysfunctional coping, and spearman's correlation was done to determine any correlation between sociodemographic variables and the coping strategies. RESULTS: A total of 84 valid and complete responses were included in the study. There is a variable distribution of mean scores for problem-focused, emotion-focused, and dysfunctional strategies. Age and marital status had a positive correlation with problem-focused and emotion-focused strategies meaning that older adults and married people used these strategies predominantly. Higher designation used problem-focused coping predominantly. Dysfunctional coping strategies had no correlation with any of the sociodemographic variables. CONCLUSION: Sociodemographic factors affecting the coping mechanisms in medical professionals differ from those of the general population seen in previous studies. Within the group of medical professionals, those with higher age, higher designation and married had predominantly adaptive strategies. Interventions targetting maladaptive components of emotion-focused strategies and dysfunctional strategies should be aimed at a younger age group, unmarried people, interns, and residents among the medical professionals to better cope with this COVID scenario.
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L Talahiban, Mart Julius, Gerald T. Malabarbas, Bartolome L Amoto, and Jomar B. Mendoza. "Teaching Competencies and Coping Mechanisms in the New Normal Education Among Public Elementary Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 3 (July 12, 2022): 63–71. http://dx.doi.org/10.54536/ajmri.v1i3.373.
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When COVID-19 became a pandemic, distant learning was adopted. As a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. This study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in Oquendo 1 District, Schools Division of Calbayog City. The study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. The tool was pilot tested and then subjected to a reliability test using Cronbach's alpha. In this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. Based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. Moreover, personal competencies have the highest level, while formative assessment has the lowest level. Problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as 'agree' based on the overall computed mean. Moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. Therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. Moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. One of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve.
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Soykan, Andrea, Dianne Gardner, and Terence Edwards. "Subjective wellbeing in New Zealand teachers: An examination of the role of psychological capital." Journal of Psychologists and Counsellors in Schools 29, no. 2 (June 17, 2019): 130–38. http://dx.doi.org/10.1017/jgc.2019.14.
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AbstractTeaching is one of the most stressful occupations. This study explores how teachers’ psychological capital — a combination of hope, resilience, optimism and self-efficacy — is related to stress, wellbeing, appraisal and coping. Teachers (n = 1502) across New Zealand and from a range of teaching levels completed surveys. Participants with more psychological capital reported less stress and more wellbeing, saw work demands more as challenges than threats, and reported using more task-focused and less emotion-focused coping strategies. Psychological capital appeared to be directly related to increased wellbeing and reduced stress. Given the importance of teacher wellbeing for the profession and for students, we need ways to build teachers’ personal resources and, importantly, to ensure that teaching environments support wellbeing.
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Trihastutie, Nopita, and Eka Fadilah. "TASK BASED LANGUAGE TEACHING TO IMPROVE STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH CLASS." Berumpun: International Journal of Social, Politics, and Humanities 2, no. 2 (December 19, 2019): 59–75. http://dx.doi.org/10.33019/berumpun.v2i2.20.
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The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.
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Fernandes, Carla, Ana F. Santos, Marilia Fernandes, António J. Santos, Kelly Bost, and Manuela Verissimo. "Caregivers’ Perceived Emotional and Feeding Responsiveness toward Preschool Children: Associations and Paths of Influence." Nutrients 13, no. 4 (April 17, 2021): 1334. http://dx.doi.org/10.3390/nu13041334.
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Although there is a large body of research connecting emotion to eating behaviors, little is known about the role of caregivers’ responses to children’s emotions in the context of child feeding. The purpose of this study was to analyze the relation between caregivers’ emotional responsiveness and feeding responsiveness. The mothers of 137 children between 2 and 6 years of age reported on their responses to children’s negative emotions using the Coping with Children’s Negative Emotions Scale and on their feeding practices using the Comprehensive Feeding Practices Questionnaire. The results showed that mothers’ supportive emotion responses (e.g., problem-focused, emotion-focused, and expressive encouragement reactions) tend to be positively associated with responsive feeding practices (e.g., encouraging, modelling, and teaching healthy food-related behaviors). Instead, mothers’ unsupportive responses (e.g., distress, punitive and minimization reactions) tend to be positively associated with nonresponsive feeding practices (e.g., food as reward or to regulate emotions, and pressure to eat) and negatively associated with responsive feeding practices. Our results suggest that emotional and feeding responsiveness may be intertwined and that differences in parent’s emotional responsiveness may translate into differences in their feeding styles, setting the stage for parents’ use of positive vs. negative feeding practices.
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Valagkouti, Iro Athina, Christos Troussas, Akrivi Krouska, Michalis Feidakis, and Cleo Sgouropoulou. "Emotion Recognition in Human–Robot Interaction Using the NAO Robot." Computers 11, no. 5 (May 2, 2022): 72. http://dx.doi.org/10.3390/computers11050072.
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Affective computing can be implemented across many fields in order to provide a unique experience by tailoring services and products according to each person’s needs and interests. More specifically, digital learning and robotics in education can benefit from affective computing with a redesign of the curriculum’s contents based on students’ emotions during teaching. This key feature is observed during traditional learning methods, and robot tutors are adapting to it gradually. Following this trend, this work focused on creating a game that aims to raise environmental awareness by using the social robot NAO as a conversation agent. This quiz-like game supports emotion recognition with DeepFace, allowing users to review their answers if a negative emotion is detected. A version of this game was tested during real-life circumstances and produced favorable results, both for emotion analysis and overall user enjoyment.
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He, Wenjie, Guoxiu Tian, Qiong Li, Laura B. Liu, and Jingtian Zhou. "Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China." Sustainability 14, no. 19 (October 6, 2022): 12727. http://dx.doi.org/10.3390/su141912727.
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Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.
Book chapters on the topic "Emotion-focused teaching"
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Warwar, Serine H., and Jennifer Ellison. "Emotion coaching in action: Experiential teaching, homework, and consolidating change." In Clinical handbook of emotion-focused therapy., 261–89. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000112-012.
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Schulz, Trenton, and Kristin Skeide Fuglerud. "Creating a Robot-Supported Education Solution for Children with Autism Spectrum Disorder." In Lecture Notes in Computer Science, 211–18. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08645-8_25.
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AbstractWe introduce the ROSA project that aims to provide robot supported education in the areas of communication, language, and emotion for children with autism spectrum disorder. The background for the project is reviewed and the basic idea and components of the ROSA toolbox is presented. The initial project activities of the project so far have focused on ethical issues with having a robot assist in teaching children with autism, possible mechanisms for motivation, and performing an initial introduction of the robot to some classes. These activities have provided a good grounding for the future project work.
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Bennett, Peggy D. "Eye expressions." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0027.
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At times we do not want to show the tension or turmoil we are experiencing. We choose to “save face” with an expression that is best for the situation, but it may differ from what we feel. Our intent is not to be disingenuous or manipulative; it is to give our best to the encounter. We rarely get to see our own eye expressions, so we may not know our usual range of expressiveness. The opposites of hard eyes and soft eyes can provide some images. Hard eyes are squinted, tense, and strongly focused on the target. Often the forehead is creased. Hard eyes portray intensity, anger, frustration, threat, or disagreement, and they do not normally invite interaction. Pain, bright lights, intense thinking, and eye fatigue can cause us to display hard eyes. Soft eyes are relaxed, rounded, and gently open; the look is thoughtful and inquisitive. Softness can be seen in the skin surrounding the eyes, conveying gentleness, calm, and comfort. Soft eyes are described in martial arts and horse riding as breathing in through your eyes to calm your entire body. Neutral eyes are mildly focused and reveal no emotion other than attentiveness. More soft than hard, neutral eyes convey an expression that is alert and observant, but perhaps unreadable. Are you able to identify your habitual eye expressions? Feeling the different eye expressions we display can be key to projecting the messages we want to project. Whether intentional or not, eye expressions can intimidate and demand. They can soothe and support. And they can project unreadable neutrality. Most of us need to look in a mirror to become familiar with our eye expressions. We need to see and feel the differences as we experiment with hard eyes, soft eyes, and neutral eyes. We need to practice so that we can display eye expressions that do not necessarily match our mood or temper, but do reflect the nonverbal messages we want to send. The goal of intentional eye expressions is to project the messages we want to project. There are times when we want to show what is best for the situation rather than what we are feeling in the moment.
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Brand, Bethany L., Hugo J. Schielke, Francesca Schiavone, and Ruth A. Lanius. "An Overview of Complex Trauma-Related Disorder Treatment and the Treatment of Patients with Dissociative Disorders (TOP DD) Studies’ Research Findings." In Finding Solid Ground: Overcoming Obstacles in Trauma Treatment, 62–81. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780190636081.003.0004.
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This chapter reviews research about treatment for trauma-related disorders (TRDs) and discusses the functions of risky, unhealthy behaviors in TRDs. Teaching patients four core skills that provide safer ways to meet these functions promotes stabilization: grounding, separating past from present, self-compassionate emotion regulation, and getting healthy needs met safely. The Finding Solid Ground educational program teaches these skills and was the foundation of the Treatment of Patients with Dissociative Disorders (TOP DD) Network study. Together, the TOP DD studies show that when individuals with TRDs are treated by clinicians who focus on dissociative and other trauma-based symptoms, patients’ safety improves, hospitalizations become less frequent, and treatment costs decrease. The TOP DD studies indicate that education about safety, emotion regulation, and symptom management, combined with individual therapy that addresses TRDs, is associated with a wide range of improvements for TRD individuals. Treatment focused on TRDs help highly dissociative individuals find solid ground in healing from trauma.