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Relevant bibliographies by topics / Emotional disabilities

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Academic literature on the topic 'Emotional disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Emotional disabilities"

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G.Panneerselvam, G. Panneerselvam, and Dr J. Sujathamalini Dr. J. Sujathamalini. "Emotional Intelligence of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 144–46. http://dx.doi.org/10.15373/2249555x/july2014/43.

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Voeller, Kytja K. S. "Social-Emotional Learning Disabilities." Psychiatric Annals 21, no. 12 (December 1, 1991): 735–41. http://dx.doi.org/10.3928/0048-5713-19911201-09.

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Tzuriel, David, Hani Schorr-Edelsztein, and Nirit Bauminger-Zvieli. "Modifiability in Emotional Understanding Among Children With Learning Disabilities." Journal of Cognitive Education and Psychology 17, no. 2 (April 1, 2018): 135–50. http://dx.doi.org/10.1891/1945-8959.17.2.135.

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Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understanding using a short-term mediation program aimed at enhancing emotional understanding among children with SLD as compared with typically developing (TD) children, (b) the correlation of language ability with emotional understanding. A sample of 64 boys with SLD and 33 TD boys (9–11 years old) were administered emotional understanding measures, and tests of language processing. The children were given the Language of Emotions Mediation Program and retested on the emotional understanding measures. Children with SLD revealed initial lower level of emotional understanding than TD children but higher pre- to postmediation improvement. The correlation between emotional understanding measures and verbal ability decreased from pre- to postmediation only in children with SLD. These findings indicate less cohesiveness between the two domains because of the mediation program.

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Zysberg, Leehu, and Jon Kasler. "Learning Disabilities and Emotional Intelligence." Journal of Psychology 151, no. 5 (May 11, 2017): 464–76. http://dx.doi.org/10.1080/00223980.2017.1314929.

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McGee, Kathleen A., and James M. Kauffman. "Educating Teachers with Emotional Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 3 (July 1989): 110–16. http://dx.doi.org/10.1177/088840648901200305.

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Simkin, Mikhail, Lyudmila Kurganova, and Zhanna Fomina. "Coping with Negative Emotions in Younger Schoolchildren with Disabilities." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 1 (May 19, 2021): 32–42. http://dx.doi.org/10.21603/2542-1840-2021-5-1-32-42.

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The article describes theoretical approaches to understanding the emotional sphere of primary school children with disabilities. The research featured the means of relieving negative emotions in younger schoolchildren with special needs. The goal was to identify and test the possibilities of emotional relief in this category of children. The authors determined the situations that can trigger negative emotions in children with special needs during various activities. The negative manifestations of the emotional sphere resulted from the difficulties of adaptation to a school environment, increased school anxiety, and internal conflicts. The authors also conducted a series of experiments to test various methods of emotional relief and their consequences. The methods of targeted influence proved quite efficient.

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Abuzaid, Suad M. O. "Consequences of Coronavirus as a Predictor of Emotional Security among Mothers of Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 390–96. http://dx.doi.org/10.6000/2292-2598.2021.09.04.6.

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Parents of children with intellectual disability (ID) suffer from comparatively emotional insecurity compared to parents of children without ID, especially during periods of crisis, such as the outbreak of coronavirus pandemic. This study aimed to investigate the consequences of Coronavirus as a predictor of emotional security among mothers of children with intellectual disabilities. Mothers of children with intellectual disabilities were considered for data collection. The study group of the research consists of 120 mothers who have children with intellectual disabilities. They aged 23-55 years, (M= 43.23, SE=0.075). Consequences of Coronavirus Questionnaire (CCQ-20) and Emotional Security Scale (ESS-20) were used to collect and analyze data. For this study, quantitative survey research was employed. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. The independent variable is the consequences of Coronavirus, and emotional security is the dependent variable. To test the hypotheses of the study, Pearson correlation and Linear regression analysis were conducted. Findings indicate that the independent variable (Coronavirus) contributed to the prediction of emotional security among mothers of children with intellectual disabilities. Findings of the current study indicate that the greater the Consequences of Corona, the less emotionally secure the mother is likely to feel during the COVID-19 lockdown in Saudi Arabia.

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Maiuri, Jake. "The Effects of the Better Emotional and Social Times Program on Emotional and Social Skills Associated With Children With Learning Disabilities." Journal of Education and Development 4, no. 1 (January 20, 2020): 13. http://dx.doi.org/10.20849/jed.v4i1.704.

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Children with learning disabilities are not only falling behind academically, they are also falling behind emotionally and socially, which is extremely important. This places a strong emphasis on a need for early intervention programs for children with learning disabilities to address these emotional and social deficits. The purpose of this study was to assess the effectiveness of the Better Emotional and Social Times (B.E.S.T.) program offered by the Learning Disabilities association of Niagara Region (LDANR), which targeted areas of self-advocacy, self-esteem, self-understanding (mindfulness), emotional regulation and social skills. Seven children between the ages of 6 and 11 enrolled in the program were closely observed for eight weeks and pre- and post- child interviews and observational checklists were completed throughout the duration of the program by the facilitators as well as the parent/caregivers. Results indicated that all of the children had improved and gained new skill sets in all of these areas. Overall, these results have positive implications, as this type of intervention can be implemented within education policy to ensure children with learning disabilities are receiving the proper aid in regards to these emotional and social deficits, which will also have a positive impact on their literacy deficits as well.

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Mason, Victoria, and Val Williams. "Enabling good emotional support for and with people with learning disabilities." Tizard Learning Disability Review 22, no. 3 (July 3, 2017): 144–47. http://dx.doi.org/10.1108/tldr-04-2017-0017.

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Purpose Picking up from Cotter et al.’s article on the transferential process, the purpose of this paper is to set out some arguments about the ways of meeting the emotional needs of people with learning disabilities. Design/methodology/approach The commentary draws on two studies: one is about understanding and changing disabling practices, and the other is about bereavement support for people with learning disabilities. Both use qualitative approaches, and in both studies, people with learning disabilities are active agents or co-researchers, who have assisted in shaping the ideas and values of the research. Findings Professional practices, including those within the therapeutic context, can act as institutional barriers which create people with learning disabilities as passive or incompetent. However, this paper sets out some preliminary findings showing that not only can people with learning disabilities support each other, but also that face-to-face support workers can support people with learning disabilities to understand and cope with their emotions. Practical implications Frontline support workers should be seen as professionals, with their own range of resources to provide good emotional support. Further, people with learning disabilities can come together in groups to develop peer support about difficult and sensitive topics. Originality/value Talking about therapies for people with learning disabilities has long been overlooked. As their value is now recognised, it is important that the views and wishes of people with learning disabilities themselves are heard, so that they can contribute to the processes which support them.

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Sukmana, Muhammad Endra, Agus Kristiyanto, and Hanik Liskustyawati. "relationship between emotional intelligence and hardiness on stress resistance in athletes with disabilities in Indonesian national Paralympic committee." International journal of health & medical sciences 4, no. 1 (January 20, 2021): 23–37. http://dx.doi.org/10.31295/ijhms.v4n1.450.

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The purpose was to determine the relationship between emotional intelligence and hardiness on stress resistance in athletes with disabilities. This research is a quantitative approach. The data analysis technique using SPSS 22 16.0. The results can be concluded: (1) Emotional Intelligence and Stress Resistance, in athletes with disabilities with a total blindness correlation value of 0.450 with p. value or a significance of 0.062. (2) Emotional Intelligence and Stress Resistance, in athletes with disabilities with a low vision correlation value of 0.568 with p. value or a significance of 0.001. (3) Hardiness and Stress Resistance, in Athletes with Disabilities with a Blind correlation value of 0.638 with p. value or a significance of 0.002. (4) Hardiness and Stress Resistance in Athletes with Disabilities with Low Vision correlation value of 0.573 with p. value or a significance of 0.001. (5) Emotional Intelligence and Hardiness with Stress Resistance, in athletes with disabilities to Totally Blind r square of 0.495 with a significance value 0.002 which is less than 0.05. (6) Emotional Intelligence and Hardiness with Stress Resistance, in athletes with disabilities with low vision r square of 0.420 with a significance value. 0.001 which is less than 0.05.

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Dissertations / Theses on the topic "Emotional disabilities"

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Salm, Ruthann J. "Designing a goal attainment scale for students with emotional disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998salmr.pdf.

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Horton, Barbara D. "Teachers of students with emotional disabilities: Personal characteristics and self-efficacy." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289888.

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The purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.

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Hardin, Stacey. "Predictors of School Engagement for Females with Emotional and Behavioral Disabilities." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6288.

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Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks—the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education Track

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King, Clea Larissa. "Concealed intelligence : a description of highly emotionally intelligent students with learning disabilities." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4133.

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This multiple case study describes students who are highly emotionally competent yet have learning disabilities. The study sheds light on how such students perceive their educational experience and begins to answer inter-related questions, such as how emotional strengths assist with learning disabilities. A multiple case study design was used. The participant group ranged from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and verifying findings. Participants revealed varying ability with emotional intelligence. However, all students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students showed a strong ability to use their emotional intelligence to improve academic functioning, with one student in particular displaying outstanding abilities and insights into emotional intelligence. The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike.

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Spencer, Alison. "Gender effects and aggressive challenging behaviour in people with learning disabilities." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390561.

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Shriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005shriverj.pdf.

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Shriver, Jonathan S. "Factors contributing to the success of students with emotional and behavioral disabilities." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007shriverj.pdf.

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Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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Patton, Alison. "General Education Teachers' Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4811.

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Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of students with emotional-behavioral disabilities, training and supports by the school districts, and descriptions of classroom interactions were explored. Data analysis of the interviews included QSR NVivo software followed by a secondary analysis of identifying codes and theme. From the results, participants defined emotional-behavioral disabilities as spectrum conditions, displaying externalized and internalized behaviors, and as students who tend to be disruptive and behaviorally challenging in the general education classroom. Participants identified difficulties in building relationships with students. Participants also identified the need for more professional development and administrative support in the classroom. Interactions with students with emotional-behavioral disabilities were identified as challenging and unpredictable. This study may contribute to positive social change by identifying teachers' perceptions of students with emotional-behavioral disabilities, helping teachers to reflect on their perceptions, and identifying needed supports for teachers working with students. Educators and administrators may use the results to make informed decisions about trainings needed for general education teachers working with students with emotional-behavioral disabilities.

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Corbett, Nicole. "Administrative Leadership to Build Capacity for Inclusion of Students With Emotional Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3599.

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In a New England school district, students with emotional disabilities (SWED) were educated in the most restrictive educational placement outside the general education classroom at higher rates than any other disability group The purpose of this qualitative, instrumental case study was to explore administrators' and teachers' perceptions regarding campus and district level systems and structures, professional development (PD) available, and the role of administrators in building capacity for the inclusion of SWED in the general education classroom. Vygotsky's theory of social development, Knowles's theory of andragogy, and Knoster's model for leading and managing complex change provided the theoretical framework for this study. A district-wide anonymous questionnaire was followed up by semistructured interviews with 4 special educators, 4 general educators, and 4 administrators. Criteria for the purposeful selection of interview participants included graduation from a 4-year university teacher education program and a minimum of 4 years teaching or administrative experience in an inclusive environment. Data were coded and investigated for themes and patterns. Three primary themes emerged: the need to adequately staff and improve fidelity to existing systems and structures, creation and implementation of practical and theoretical PD regarding SWED, and development of cohesive systems embedded in a culture that supports a sense of belonging for all students. This study will provide district administrators with resources to construct differentiated PD to build capacity for inclusion of SWED, creating positive social change by providing equitable access to instruction for all students.

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Books on the topic "Emotional disabilities"

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Dick, Jean. Mental and emotional disabilities. Mankato, MN, U.S.A: Crestwood House, 1988.

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Shepherd, Terry L. Working with students with emotional and behavior disabilities. Upper Saddle River, N.J: Prentice Hall, 2009.

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Gallico, Robin P. Emotional and behavioral problems in children with learning disabilities. San Diego (Cal.): Singular Publishing, 1991.

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Adolescents with emotional and behavioral disabilities: Transition to adulthood. Lewiston, NY: E. Mellen Press, 1998.

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AEPA 24 special education: Emotional disabilities teacher certification exam. Boston: XAMonline, 2007.

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Gallico, Robin P. Emotional and behavioral problems in children with learning disabilities. Boston: Little, Brown, 1988.

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National Mental Health Association. (U.S.) Commission on the Prevention of Mental-Emotional Disabilities. The prevention of mental-emotional disabilities: Report of the National Mental Health Association Commission on the Prevention of Mental-Emotional Disabilities. Alexandria, VA (1021 Prince St., Alexandria 22314-2971): The Association, 1986.

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A reader's guide for parents of children with mental, physical, or emotional disabilities. 3rd ed. Rockville, MD: Woodbine House, 1990.

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Living with dyslexia: The social and emotional consequences of specific learning difficulties/disabilities. 2nd ed. New York: Routledge, 2010.

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Kennard, Gill. Signing vocabulary for personal hygiene, sex education, emotional development, health awareness. 2nd ed. Rochester: Signalong Group, 1993.

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Book chapters on the topic "Emotional disabilities"

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Thompson, Kristin C., and Richard J. Morris. "Learning and Emotional Disabilities." In Advancing Responsible Adolescent Development, 121–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29343-1_8.

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Harrington Meyer, Madonna, and Ynesse Abdul-Malak. "Emotional Ups and Downs." In Grandparenting Children with Disabilities, 261–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_14.

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Prater, Mary Anne, and Ellie Young. "Social and Emotional Learning." In Teaching Students With High-Incidence Disabilities: Strategies for Diverse Classrooms, 506–39. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800522.n13.

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Zarkowska, Ewa, and John Clements. "Understanding and managing behavioural and emotional difficulties." In Problem Behaviour and People with Severe Learning Disabilities, 1–20. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-7150-0_1.

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Nelson, J. Ron. "Achievement Deficits of Students with Emotional and Behavioral Disabilities." In Encyclopedia of the Sciences of Learning, 45–47. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1727.

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Taylor, John L., and Martin Knapp. "Mental Health and Emotional Problems in People with Intellectual Disabilities." In Psychological Therapies for Adults with Intellectual Disabilities, 1–14. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118329252.ch1.

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Gonzales, Mabel. "Supporting Students with Emotional and Behavioural Disorder." In Systems Thinking for Supporting Students with Special Needs and Disabilities, 207–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4558-4_15.

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Patti, Paul, and John Tsiouris. "Emotional and Behavioral Disturbances in Adults with Down Syndrome." In Mental Health, Intellectual Disabilities, and the Aging Process, 81–93. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470776179.ch7.

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Milligan, Karen, Annabel Sibalis, Ashley Morgan, and Marjory Phillips. "Social Competence: Consideration of Behavioral, Cognitive, and Emotional Factors." In Handbook of Childhood Psychopathology and Developmental Disabilities Treatment, 301–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71210-9_18.

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Emerson, Eric, and Andrew J. Jahoda. "Social and Psychological Factors as Determinants of Emotional and Behavioral Difficulties." In Psychological Therapies for Adults with Intellectual Disabilities, 15–30. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118329252.ch2.

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Conference papers on the topic "Emotional disabilities"

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Duvall, Shannon, Scott Spurlock, and Robert Duvall. "Automatic Environment Adjustment for Emotional Disabilities." In ASSETS '17: The 19th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3132525.3134816.

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Aligaeva, N. N. "Selg-regulation of aggressive behavior of convicted persons with disabilities." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.768.776.

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This article provides an overview of modern research related to aggressive behavior, ways to control and correct it. The article also displays the results of a pilot study, the main purpose of which is to identify as a need for communication is interconnected with the dominant emotional state of a disabled convict (in particular, with negative emotions − anger, aggression). The basis of the study is the separation of emotional states by E. P. Ilyin. We considered only communicative emotional states, in particular, the emphasis was on negative emotions (anger/aggression). The study was conducted on the basis of correctional colony −2 of the Federal Penitentiary Service of Russia in Ryazan; in total, 34 people took part. The main empirical methods used were a survey, «Need for Communication», a scale of differential emotions. In working with the people, the ethical principles of the psychologist were observed. We have observed the principles of respect, confidentiality (non-disclosure of medical information about the subject), responsibility, honesty. The study was conducted individually with each man. The convict was offered a protocol with tasks that were performed in the presence of the experimenter. It was revealed that disabled convicts have a great need for interpersonal interaction, while they experience positive emotions, and in rare cases, anxious and depressive ones. The low degree of manifestation of anger and aggression towards other people is most likely associated with indulgence, tolerance, awareness and acceptance of not only their own shortcomings, but also others. A large role here can be attributed to the influence of the psychological service, mainly to self-regulatory skills training.

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Aleksandrova, Lada. "Peculiarities Of Emotional Burnout In Grandpapents Of Children With Disabilities." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.72.

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Delgado, Eduardo Contreras, I. I. Contreras Gonzalez, A. F. Contreras Gonzalez, and R. A. Vasquez Torres. "Development of Emotional Communication in Persons with Disabilities through Graphic Art." In 2018 22nd International Conference Information Visualisation (IV). IEEE, 2018. http://dx.doi.org/10.1109/iv.2018.00085.

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Baranauskienė, Ingrida, and Alla Kovalenko. "FEATURES OF EMOTIONAL INTELLIGENCE OF PERSONNEL WORKING WITH CHILDREN WITH DISABILITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0291.

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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa, and Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through automatic facial expression recognition software, among others. This framework compiles the gathered data in an ontology, and will be able to extract patterns outliers via machine learning, enabling the profiling of the students in critical situations, such as disengagement, attention deficit, drop-out, and other sociological issues, setting real time alerts when these profiles are detected. The goal is that, by providing insightful real time cognitive data and allowing the profiling of the student’s problems, a faster personalized response to help the student is enabled, allowing academic performance improvements.

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7

Thang, Tiffany. "PhD Forum: Strengthening Social Emotional Skills for Individuals with Developmental Disabilities Through Virtual Reality Games." In 2018 IEEE International Conference on Smart Computing (SMARTCOMP). IEEE, 2018. http://dx.doi.org/10.1109/smartcomp.2018.00061.

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Phanwanich, Warangkhana, Orrawan Kumdee, Panrasee Ritthipravat, and Yodchanan Wongsawat. "Animal-assisted therapy for persons with disabilities based on canine tail language interpretation via fuzzy emotional behavior model." In 2011 33rd Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 2011. http://dx.doi.org/10.1109/iembs.2011.6090265.

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Wolniak, Radoslaw. "THE PERCEPTION OF ARCHITECTURAL BARRIERS IN SOSNOWIEC MUNICIPIAL OFFICE FROM DISABLE PERSON POINT OF VIEW." In GEOLINKS International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/geolinks2020/b2/v2/37.

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The paper concentrate on problems connected with problems of peoples with disability. The main aims of the paper is to measure the level of quality of service in the case of architectural barriers in municipal offices by peoples in disability. We made following hypothesis: the types of disability significantly affects the perception of quality of services in municipal office regarding architectural barrier. The problem of satisfaction of people with disability in the case of architectural barriers in municipal office in Sosnowiec was analyzed from type of disability point of view. We distinguished five main types of disability in the paper: sensory impairment – a lack, damage or disorder of sensory analysers’ function (this category includes the blind, the visually impaired, the deaf, hard of hearing persons and people with visual and auditory perception disorders); intellectual impairment – mental retardation; social functioning impairment – disorders of neural and emotional balance; communication impairment – hindered verbal contact (speech impediments, autism, stammering); motor impairment – people with motor organ dysfunction. On the basis of that are discussed in this publication the research, we can conclude that the overall assessment of architectural barriers for people with disabilities is as in the case of the Municipal Office in Sosnowiec at an average level. The problems focus mainly on matters of specialized service selected groups of customers with disabilities who require further elaboration. Another type of problem is to issue a limited number of parking spaces for the disabled, but for objective reasons, it will be difficult to solve. Also we can say that the assessment of the architectural barriers by peoples with various types of disability vary significantly. The architectural barriers are the problem especially for people with motor disabilities – those persons are going to municipal office often and because of type of their disability barriers within the office and near the office is the big problem for them. The results are supporting the hypothesis that the type of disability affects perception of architectural barriers by peoples with disabilities.

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Brito da Silva, Andressa, Gabriela Gonzaga Magalhães da Silva, Caroline de Souza e Silva Guimarães, Carla Aparecida Lourdesdos S. de Azevedo, and Patrick Wagner de Azevedo. "Taking care of the caregiver: the meanings unveiled to the caregiver of people with disabilities." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212450.

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In the act of caring, it was widely disseminated as important lookingat the person being cared for and the needs that could be revealedin the construction of the relationship throughout the care process with the caregiver. In this research, our gaze is directed to the caregiver, making it possible to enablewhich meanings, values and beliefs are presentedin the conduct of their lives and how thedialogue with the current speechesin society try to capture them from modelsthat obscure the production of their subjectivity. In this regard, human relationships can be created and always recreated,and any dogmatic forms of relationship can produce limitations of meaning and existential suffering. As a general objective, we sought to understand the production of subjectivity of the caregiver of people with disabilities in the encounter with the disabled subject to be cared for. As specific objectives, to analyze the meanings that permeate the relationship between the caregiver and the person with a disability, in addition to investigatethe meanings unveiled in work relationships and in the affectiverelationships between the caregiver and the person with a disability. The specific objectives analyze the meanings related to the work relationship and affection that goesthrough the crossingswith a care character. In this way, families received specialattention, as many caregivers are family members, withoutdisregardingthe importance of professionals hired to exercise the role of caregiver. With regard to methodology, the guiding methods of the research were Cartography and Phenomenology, using semi-open interviews, as well as a systematic literature review. Ten interviews were produced frompeople of the professional field tocaregivers whose familymembers demanded care due to being disabled. It was possible to noticeresults about the phenomenonand singularities of the established relationshipsthat care implied in a deep existential investment by all respondents, both those who proposed to be involved by job function and those which life directed them in favor of a family member or close person. The speeches that initially seemed well structured, gradually unveiled meanings that indicated a deep regret for the suffering and the severe condition of limitation of the person to be cared for. The searchingfor meaning went beyond mere rationality, and spirituality became a key element in the attempt to nurture existential anxieties. Several participants emphasized that despite the constant physical fatigue and emotional exhaustion, consideringthe complexity of each case in particular, the satisfaction of being able to help, reciprocate or even be useful by applying care made this relationship lighter and more meaningful. Contradictory feelings such as love and a feeling that the caregiver's life is paralyzed, due to the dedication to the person to becared for, clearly emerged

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Reports on the topic "Emotional disabilities"

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Kip, Kevin E. Research to Improve Emotional Health and Quality of Life Among Service Members with Disabilities (RESTORE LIVES). Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada566918.

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Kip, Kevin E. Research to Improve Emotional Health and Quality of Life Among Service Members with Disabilities (RESTORE LIVES). Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada552955.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

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