Relevant bibliographies by topics / Emotional needs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional needs'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Emotional needs.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Emotional needs"

1

Stern, Daniel. "Mothers' Emotional Needs." Pediatrics 102, Supplement_E1 (November 1, 1998): 1250–52. http://dx.doi.org/10.1542/peds.102.se1.1250.

Full text
Abstract:
In most families, mothers contribute substantially to the new infant's emotional environment and development. Because such mother–infant interaction is crucial, a mother's emotional context is very relevant to infant development. This article in New Perspectives in Early Emotional Development addresses the relationships that a mother requires to regulate her maternal or parental capacities, which enable the infant to develop appropriately.
APA, Harvard, Vancouver, ISO, and other styles
2

Cross, Tracy. "Social/Emotional Needs." Gifted Child Today Magazine 16, no. 6 (November 1993): 20–21. http://dx.doi.org/10.1177/107621759301600608.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cross, Tracy. "Social/Emotional Needs." Gifted Child Today 17, no. 1 (January 1994): 10–11. http://dx.doi.org/10.1177/107621759401700105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 34, no. 4 (October 2011): 64–65. http://dx.doi.org/10.1177/1076217511418068.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cross, Tracy L. "Social–Emotional Needs." Gifted Child Today 35, no. 2 (March 30, 2012): 144–45. http://dx.doi.org/10.1177/1076217511436087.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 35, no. 4 (September 4, 2012): 290–91. http://dx.doi.org/10.1177/1076217512455482.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 36, no. 4 (September 6, 2013): 263–65. http://dx.doi.org/10.1177/1076217513497581.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 37, no. 2 (March 26, 2014): 123–25. http://dx.doi.org/10.1177/1076217514520632.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 37, no. 4 (October 2014): 264–65. http://dx.doi.org/10.1177/1076217514544032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cross, Tracy L. "Social Emotional Needs." Gifted Child Today 38, no. 2 (April 2015): 128–29. http://dx.doi.org/10.1177/1076217515569278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Emotional needs"

1

Maracic, Jagoda, and Spomenka Maracic. "Emotional branding : fulfillment of people's needs: a laboratory experiment." Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-949.

Full text
Abstract:

The concept of emotional branding has not received much attention from the academic community. Emotional branding is a powerful and advantageous instrument. It links brand to the customers, makes customers identify themselves with the brand, adapts brand to customers’ way of life, and makes brand more reliable in customers´ eyes. Simply defined, emotional branding is about fulfilment of peoples’ needs.

This dissertation explores and analyses factors, which explain the concept emotional branding. After having reviewed the literature in the area of branding and emotions, the authors of the dissertation create an explanatory model. This model consists of four factors: Trust, Personality, Lifestyle, and Relationship. Four propositions are formulated in order to test the model. The suggested theory was tested in a laboratory experiment with a Multi-method qualitative study. The conclusion of the research conducted is that emotional branding, indeed, can be explained by four factors; Trust, Lifestyle, Personality, and Relationship.

APA, Harvard, Vancouver, ISO, and other styles
2

Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

Full text
Abstract:
Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
APA, Harvard, Vancouver, ISO, and other styles
3

Kregel, Elizabeth Ann. "Addressing the Social, Emotional, and Academic Needs of Gifted High School Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Walker, Emily N. "The Emotional Needs of Mothers of Multiple Birth Children." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149682/.

Full text
Abstract:
The purpose of this study was to assess the emotional support needs of mothers of multiple birth children based on administration of a survey the researcher developed. The survey consisted of 25 demographic items, six 6-point Likert scale items, and three open-ended questions. Likert scale items were based on amount of perceived emotional support mothers received in their environments at the time of survey administration. Open-ended questions addressed negative and positive aspects of parenting multiples and emotional support needs. The sample consisted of 171 mothers of multiple birth children from 23 states in the United States. Participants ranged in age from 20-50 years old with 38% not reporting age. Participants were 95.3% Caucasian, 0% African-American, 1.8% Asian, 0% Native American and 1.2% other; of these, 5.8% were Hispanic. We used demographic statistics and constant comparison to determine basic demographic characteristics of this sample and to identify emotional support needs of mothers of multiple birth children. We used Pearson product moment correlation to determine potential relationships between variables. Results indicated a statistically significant positive correlation between overall life satisfaction and partner satisfaction (r = .420, n = 170, p < 0.01). Therefore, mothers of multiples experience increased satisfaction with their lives when they receive greater support from partners. Also, results indicated a statistically significant positive correlation between partner satisfaction and partner caretaking responsibilities (r = .305, n = 169, p < 0.01). As partners of mothers of multiples increase contribution to caretaking of children, mothers demonstrate greater relationship fulfillment. Implications for mental health professionals working with mothers of multiple birth children are discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Johnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.

Full text
Abstract:
Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program. Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students. Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.
APA, Harvard, Vancouver, ISO, and other styles
6

Hedstrom, Alexander E. "Dynamic interaction between media use and caloric intake." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578004183215134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Daily, Shaundra Bryant. "Digital story explication as it relates to emotional needs and learning." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32503.

Full text
Abstract:
Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.
Includes bibliographical references (leaves 78-81).
Too often, efforts toward re-thinking learning environments focus solely on the cognitive aspects of education. By expanding our view to consider other aspects of adolescent development involved in education, we can begin to address the needs of the whole child. This research aims to 1) gain a better understanding of the effects of immediate emotions in middle school academic contexts and 2) create a system geared toward addressing the emotional needs of teenage girls. To support emotional self-awareness and empathy, a proactive emotional health was developed. This is a part of a long-term research plan for understanding the role that digital technology can play in helping address emotions and support learning for teenage girls. The system, G.I.R.L.S (Girls Involved in Real Life Sharing) Talk, allows users to reflect actively upon the emotions related to their situations through the construction of pictorial narratives. Users of this new system were able to gain new knowledge and understanding about themselves and others through the exploration of authentic and personal experiences. The system employs a new technology called common sense reasoning that enables it to infer affective content from the users' stories and support emotional reflection. This system has been evaluated with seventeen subjects; one group used the G.I.R.L.S. Talk system with emotional reflection support, while the control group used the system without the support. Over three weeks, the group supported with common sense reasoning about emotion increased the variety of emotion words used in their writing; the control group showed no such increase.
(cont.) In both cases, the system enabled the subjects to express themselves freely in a comfortable and meaningful way. Overall, this thesis makes three main contributions: 1) new insights into the effects of immediate emotions in academic situations for adolescents, 2) a new system for supporting teenage girls' emotional self-awareness and empathy, and 3) new insight into the value of utilizing constructionist technologies in proactive emotional health systems.
by Shaundra Bryant Daily.
S.M.
APA, Harvard, Vancouver, ISO, and other styles
8

Taylor, Kim. "The integration of children with emotional and behavioural difficulties in mainstream schools : three case studies." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299664.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Khan, Nooreen. "A small scale study exploring the emotional needs of English Language Learners." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html.

Full text
Abstract:
Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning and language needs were identified and managed. The current research aimed to explore the emotional needs of ELL pupils, and how they may be different to those of English speaking pupils. All data was collected from responses provided by pupils and teachers within two West Midlands based primary schools. A sequential mixed methods design was employed within a Critical Realist theoretical approach. In Phase 1 quantitative data was collected through the use of the Emotional Literacy Assessment and Intervention measure (2003) as a means of identifying emotional strengths and weaknesses. Self report checklists were completed by 106 pupils aged 9 to11, 29% of which were identified as ELL. Teacher checklists were also completed for each participant. This data was analysed using descriptive and inferential statistics. In Phase 2 qualitative data was collected via focus groups with ELL pupils and their English speaking counterparts, and semi-structured interviews were also conducted with their class teachers. Thematic analysis was used to analyse qualitative findings. Quantitative analysis of the checklist data indicated ELL pupils and their teachers scored ELL pupils as having significantly lower emotional literacy skills than their English speaking counterparts, which suggests they may have greater emotional needs. From the qualitative data, ELL pupils reported experiencing greater negative emotions at the time of starting school in the UK, in comparison to English speaking pupils of the same age. English language proficiency is identified by both ELL pupils and their teachers as the factor that has the greatest impact on their emotional well being. Protective factors such as empathic peers and language partners are identified. Possible mechanisms that may lead to the observed behaviours of ELL pupils are considered within the Critical Realist philosophy. The overall findings are discussed in relation to the literature review conducted, along with a critique of the methods used. The author discusses the lack of consideration of emotional factors within the current national approach to the learning and teaching of ELL pupils. The current study suggests ELL pupils have emotional needs that are specific to their circumstances, and highlights a need to develop a national framework which is grounded in evidence. Future research and the potential role of the educational psychologist in the development of a national ELL framework are discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Pool, Jonathan. "Brief group music therapy for acquired brain injury : cognition and emotional needs." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/312324/.

Full text
Abstract:
Injuries to the brain are the leading cause of permanent disability and death. Survivors of acquired brain injury (ABI) experience cognitive impairments and emotional problems. These often persist into community rehabilitation and are among the most significant needs for those in chronic stages of rehabilitation. There is a dearth of research providing evidence of music therapy addressing cognitive deficits and emotional needs in a holistic approach. This research answers the question how can brief group music therapy address cognitive functional gains and emotional needs of people with acquired brain injury. A mixed methods design was used to investigate the effect of 16 sessions of weekly group music therapy on attention and memory impairments, and emotional needs of ten ABI survivors in community rehabilitation. Quantitative data were collected to determine the effect of treatment on attention and memory functioning, mood state, and the satisfaction of emotional needs. Qualitative data were collected to reveal survivors’ experiences of brain injury and brief group music therapy. Analysis of the data showed that the intervention improved sustained attention (p<.05, r=.80) and immediate memory recall (p>.05, r=.46), and that the effect of treatment increased with dosage. Overall, the intervention was more effective than standard care, and cognitive functional gains continued after treatment for some ABI survivors. The intervention addressed emotional needs of feeling confident (p<.05, d=.88), feeling part of a group (p<.05, d=.74), feeling productive/useful (p<.05, d=.90), feeling supportive (p<.05, d=.75), feeling valued (p<.05, d=.74), and enjoyment (p<.05, d=.34). Improvements in these domains were observed in the immediate term and over the course of therapy. Music therapy enabled emotional adjustment through the development of selfawareness and insight. This study offers a music therapy method to deliver a holistic approach in rehabilitation. It demonstrates that music therapy can provide a cost effective, holistic treatment for ABI survivors.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Emotional needs"

1

Letting God meet your emotional needs. Eugene, Or: Harvest House, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mason, Patricia. The social, educational and emotional needs of gifted children. London: Cicely Northcote Trust, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Silver, Rawley A. Draw-a-story: Screening for depression and emotional needs. Mamaroneck, NY: Ablin Press, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Trowell, Judith, and Marion Bower, eds. The Emotional Needs of Young Children and Their Families. Abingdon, UK: Taylor & Francis, 1995. http://dx.doi.org/10.4324/9780203295120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

National Association for the Welfare of Children in Hospital. The emotional needs of children undergoing surgery: A NAWCH report. London: NAWCH, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Serena, Wieder, and Simons Robin, eds. The child with special needs: Encouraging intellectual and emotional growth. Reading, Mass: Addison-Wesley, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Johnson, Tricia. Understanding the Emotional Needs of Children in the Early Years. Edited by Tricia Johnson. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315391502.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ward, Margaret A. GAL training: Dealing with children with special academic & emotional needs. Boston, MA: MCLE, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Grindle, Patricia M. A. Emotional and behavioural special needs: an evaluation of educational support. [S.l: The author], 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ryglewicz, Hilary. Alcohol, street drugs, and emotional problems: What the family needs to know. Center City, Minn: Hazelden, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Emotional needs"

1

Layder, Derek. "Psycho-Emotional Needs." In Intimacy and Power, 36–50. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245143_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Stanley, Todd. "Social-Emotional Needs." In When Smart Kids Underachieve in School, 45–61. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239567-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hannell, Glynis. "Social, emotional and mental health." In Identifying Special Needs, 113–67. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351011372-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Beasley, Jennifer. "Social and Emotional Needs." In Teaching Gifted Children, 389–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lockhart, Kari. "Social-Emotional Needs Of Gifted Students." In What to Expect When You're Expected to Teach Gifted Students, 77–91. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239529-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kuehnle, Kathryn, and Mary Connell. "Managing Children's Emotional and Clinical Needs." In Children's Testimony, 179–98. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119998495.ch10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lockwood, George, and Rachel Samson. "Understanding and meeting core emotional needs." In Creative Methods in Schema Therapy, 76–90. Milton Park, Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351171847-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Moore, Joan E. "Social, emotional and mental health needs." In Therapeutic Stories for Foster, Adoptive and Kinship Families, 97–123. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.|: Routledge, 2020. http://dx.doi.org/10.4324/9781003057963-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lockwood, George, and Poul Perris. "A New Look at Core Emotional Needs." In The Wiley-Blackwell Handbook of Schema Therapy, 41–66. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119962830.ch3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ingwer, Mark. "The Hidden Emotional Needs behind Our Decisions." In Empathetic Marketing, 7–24. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1007/978-1-137-51200-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Emotional needs"

1

Filella, Gemma, Felicidad Barreiro, Jon Berastegui, Maria José Méndez, María Priego-Ojeda, and Agnès Ros-Morente. "EMOTIONAL AWARENESS OF ELEMENTARY STUDENTS. ANALYSIS OF NEEDS AND INTERVENTION PROPOSALS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end118.

Full text
Abstract:
"The ability to master emotional vocabulary is evidenced to enhance emotional expression, as well as broaden knowledge of the world and facilitate interpersonal relationships. Also, it helps to develop critical thinking, promotes abstraction, deepens self-knowledge, emotional regulation, forge solid social relationships and improves emotional competencies: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. Some of them are mediated by language, such as emotional awareness which is the first step towards becoming aware of one’s own emotions and the emotions of others as well as capturing the emotional climate of a particular context. This study aims to be a needs analysis to detect the level of emotional vocabulary that primary students know differentiating between positive, negative and ambiguous emotions. Consequently, the differences between gender and grades had been explored. The sample of this study was constituted of 551 primary students (335 boys and 216 girls). An instrument developed ad-hoc was implemented to measure the emotional vocabulary. A quantitative analysis was done with the program IBM SPSS Statistics 24.0 software. The results showed that as participants' ages increased, more positive emotions were detected. Apart from that, a greater number of negative and ambiguous emotions were noticed in the older participants. On the other hand, the younger participants reported an increased number of positive words. As compared to the boys, the girls reported more positive words. To explain these results, a variety of explanations and arguments could be considered. According to previous research, studies have demonstrated how relevant is to carry out emotional competence’s programmes based in emotional education in primary schools at early ages, since then exists major flexibility and capacity to acquire emotional vocabulary. These interventions also prevent bullying and aid in conflict resolution, in addition to improving emotional vocabulary."
APA, Harvard, Vancouver, ISO, and other styles
2

Guanwei, Li, and Jing Luo. "Design of toddler care equipment based on facial emotion recognition technology." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001982.

Full text
Abstract:
Emotional neglect for children is the most important form of early life maltreatment (ELM), and the damage it brings to society is incalculable (Müller, 2019). At the same time, the increasing pressure has left some parents with no time and energy to care for their children, leading to emotional neglect in increasing prevalence. These facts remind us of the need to pay attention to the emotional needs of children. Therefore, products that alleviate the phenomenon of children's emotional neglect are worthy of research. It is easy to understand that artificial intelligence is booming in the field of emotion recognition through literature research, and it will have great potential in the future. This issue will explore the application of facial emotion recognition in children's life situations through research on the current situation of emotional neglect. And try to apply facial emotion recognition to monitoring equipment for the toddler to reduce parenting pressure for parents and satisfy the emotional needs of children.Keywords: Toddlers, Facial Emotion Recognition, AI, Emotion Neglect
APA, Harvard, Vancouver, ISO, and other styles
3

Gao, Xun, Fuyong Liu (), Yong Li, and Wanying Cheng. "Packaging Design Strategy of Female Medical Injector Under Emotional Demand." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100873.

Full text
Abstract:
The first visual perception of pharmaceutical packaging can directly affect the psychological emotion of the people who use medicine. From the user's needs, through the investigation of the cognition, will and emotion of gynecological patients in the use of disposable drug pushers, analyze the importance of pharmaceutical packaging design to pharmaceutical users, discuss the role and significance of emotional needs in the use of their packaging design process, and explore the development of the emotional design of female medical disposable drug pushers packaging; take the design practice of Kangfute gynecological pushers as an example, and integrate the emotional needs with In the case of Kangfute gynecological push dispenser design practice, the emotional needs are integrated into the packaging design to complete the push dispenser packaging design to meet the needs of the psychological level.
APA, Harvard, Vancouver, ISO, and other styles
4

CIOBANU, Adriana, and Miluța URSU. "Development of emotional skills in schoolchildren with special educational needs in Primary Schooll." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p104-110.

Full text
Abstract:
Education is an extremely complex and profound process. Education based on emotional intelligence starts from the fact that all the action, both important and small, ones allow the creation of a healthy balance in relationships with children. Actions must emphasize the importance of feelings and help us and our children, control our emotions, instead of actiong impulsively or being overwhelmed by feelings.
APA, Harvard, Vancouver, ISO, and other styles
5

Garbenis, Simas. "Trait Emotional Intelligence of Teachers Working in Special Education Schools." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.35.

Full text
Abstract:
Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.
APA, Harvard, Vancouver, ISO, and other styles
6

Kim, Junhan, Yoojung Kim, Byungjoon Kim, Sukyung Yun, Minjoon Kim, and Joongseek Lee. "Can a Machine Tend to Teenagers' Emotional Needs?" In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3188548.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kazakos, Konstantinos. "Session details: Kids Social, Emotional & Special Needs." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3251747.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shklyar, N. V. "Emotional Development Of Primary School Pupils With Special Needs." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.117.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Petrovic, Jelena, and Dragana Dimitrijević. "EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

Full text
Abstract:
Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
APA, Harvard, Vancouver, ISO, and other styles
10

Silvennoinen, Johanna, and Pertti Saariluoma. "Emotional Information Space in Designing AI Technologies." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001057.

Full text
Abstract:
Current and future AI design needs to recognize the intertwined nature of cognition and affect to design more human-like intelligent systems. The majority of current AI design focuses on cognitive information processes and knowledge. However, human action and human-like actions must also consider the emotional aspects of the environment. We present the concept of emotional information space, which incorporates all issues within a certain environment with cognitively appraised affective meanings and the ability to encode these information contents into designing emotionally intelligent technologies.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Emotional needs"

1

Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

Full text
Abstract:
This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
APA, Harvard, Vancouver, ISO, and other styles
2

Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

Full text
Abstract:
Masiye Camp in Matopos National Park, and Kids’ Clubs in downtown Bulawayo, Zimbabwe, are examples of a growing number of programs in Africa and elsewhere that focus on the psychological and social needs of AIDS-affected children. Given the traumatic effects of grief, loss, and other hardships faced by these children, there is increasing recognition of the importance of programs to help them strengthen their social and emotional support systems. This Horizons Report describes findings from operations research in Zimbabwe and Rwanda that examines the psychosocial well-being of orphans and vulnerable children and ways to increase their ability to adapt and cope in the face of adversity. In these studies, a person’s psychosocial well-being refers to his/her emotional and mental state and his/her network of human relationships and connections. A total of 1,258 youth were interviewed. All were deemed vulnerable by their communities because they had been affected by HIV/AIDS and/or other factors such as severe poverty.
APA, Harvard, Vancouver, ISO, and other styles
3

Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

Full text
Abstract:
The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
APA, Harvard, Vancouver, ISO, and other styles
4

Shaw, Jackie, Masa Amir, Tessa Lewin, Jean Kemitare, Awa Diop, Olga Kithumbu, Danai Mupotsa, and Stella Odiase. Contextualising Healing Justice as a Feminist Organising Framework in Africa. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/ids.2022.063.

Full text
Abstract:
Healing justice is a political organising framework that aims to address the systemic causes of injustice experienced by marginalised peoples due to the harmful impacts of oppressive histories, intergenerational trauma, and structural violence. It recognises that these damaging factors generate collective trauma, which manifests in negative physical, mental–emotional, and spiritual effects in activists and in the functioning of their movements. Healing justice integrates collective healing in political organising processes, and is contextualised as appropriate to situational needs. This provided the rationale for a research study to explore the potential of healing justice for feminist activists in Africa, and how pathways to collective healing could be supported in specific contexts. Research teams in DRC, Senegal, and South Africa conducted interviews with feminist activists and healers, in addition to supplementary interviews across sub-regions of Africa and two learning events with wider stakeholders.
APA, Harvard, Vancouver, ISO, and other styles
5

Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

Full text
Abstract:
Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
APA, Harvard, Vancouver, ISO, and other styles
6

Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

Full text
Abstract:
In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a
APA, Harvard, Vancouver, ISO, and other styles
7

Dar, Anandini, and Divya Chopra. Co-Designing Urban Play Spaces to Improve Migrant Children’s Wellbeing. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.044.

Full text
Abstract:
Between 2001 and 2011, India’s urban population increased from almost 28 per cent to just over 31 per cent. Almost 139 million people migrated to cities (mainly Delhi and Mumbai), often bringing their children with them. Most live in poverty in informal settlements that lack basic infrastructure and services. Their children are often out of school and have no safe spaces to play. The United Nations Convention on the Rights of the Child (UNCRC), ratified by India in 1989, recognises children’s right to play as fundamental to their social, emotional, and physical wellbeing. Urban planners need to involve children in co-designing better neighbourhoods that accommodate children’s right to play.
APA, Harvard, Vancouver, ISO, and other styles
8

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

Full text
Abstract:
One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
APA, Harvard, Vancouver, ISO, and other styles
9

Cannon, Mariah, and Pauline Oosterhoff. Tired and Trapped: Life Stories from Cotton Millworkers in Tamil Nadu. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/clarissa.2021.002.

Full text
Abstract:
Labour abuse in the garment industry has been widely reported. This qualitative research explores the lived experiences in communities with bonded labour in Tamil Nadu, India. We conducted a qualitative expert-led analysis of 301 life stories of mostly women and girls. We also explore the differences and similarities between qualitative expert-led and participatory narrative analyses of life stories of people living near to and working in the spinning mills. Our findings show that the young female workforce, many of whom entered the workforce as children, are seen and treated as belonging – body, mind and soul – to others. Their stories confirm the need for a feminist approach to gender, race, caste and work that recognises the complexity of power. Oppression and domination have material, psychological and emotional forms that go far beyond the mill. Almost all the girls reported physical and psychological exhaustion from gendered unpaid domestic work, underpaid hazardous labour, little sleep, poor nutrition and being in unhealthy environments.
APA, Harvard, Vancouver, ISO, and other styles
10

Бережна, Маргарита Василівна. Psycholinguistic Image of Joy (in the Computer-Animated Film Inside Out). Psycholinguistics in a Modern World, 2021. http://dx.doi.org/10.31812/123456789/5827.

Full text
Abstract:
The paper is focused on the correlation between the psychological archetype of a film character and the linguistic elements composing their speech. The Nurturer archetype is represented in the film Inside Out by the personalized emotion Joy. Joy is depicted as an antropomorphous female character, whose purpose is to keep her host, a young girl Riley, happy. As the Nurturer, Joy is completely focused on Riley’s happiness, which is expressed by lexico-semantic group ‘happy’, positive evaluative tokens, exclamatory sentences, promissive speech acts, and repetitions. She needs the feeling of connectedness with other members of her family, which is revealed by lexico-semantic groups ‘support’ and ‘help’. She is ready to sacrifice everything to save the girl in her care, which is demonstrated by modal verbs, frequent word-combination ‘for Riley’, and directives.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Emotional needs' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography