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Journal articles on the topic 'Emotional needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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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.

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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.

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2

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

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

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

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

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

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

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

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

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

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Kumar, Dr Subodh. "Emotional Intelligence for Children with Special Needs." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 63–64. http://dx.doi.org/10.15373/22778179/apr2013/24.

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12

Wang, Xiao. "Research of Music Retrieval System Based on Emotional Music Template." Applied Mechanics and Materials 644-650 (September 2014): 3020–23. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.3020.

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Traditional music retrieval system based on text information description can't meet people's demand for intelligent retrieval, on which basis content-based music retrieval method came into being. Emotional needs are introduced into retrieval and related researches are done to music retrieval method based on the emotion. This paper first constructs music emotion space to obtain the user's emotions; and then proposes emotional music template library through the study of the definition of emotional music model to meet users emotional needs matching template; Finally, based on this, advances the music retrieval system model based on emotional music template, trying to explore a kind of effective retrieval method based on emotion.

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Sikic Micanovic, Lynette, Stephanie Stelko, and Suzana Sakic. "Who else Needs Protection? Reflecting on Researcher Vulnerability in Sensitive Research." Societies 10, no. 1 (December 22, 2019): 3. http://dx.doi.org/10.3390/soc10010003.

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Ethnographic research characterised by immersion, reflexivity, and rapport can be unpredictable and uncontrollable, producing a wide range of emotional responses. Much of the literature on sensitive research focuses on ethical requirements and strategies for protecting participants while less attention has been given to the need for researcher protection. In this paper, we share some of the concealed and/or overlooked aspects of researcher vulnerability that are commonly disregarded or under-explored. Based on our fieldwork experiences with a vulnerable population, it considers some of the different ways doing sensitive research with people experiencing homelessness has had an impact on our research team and wider. Specifically, we analyze the emotional impact of distressing and painful research experiences on those directly and not directly involved with the collection of research data (i.e., transcribers and coders). The themes that are discussed include: i) blurring of roles in the field; ii) dealing with heart-rending life stories; and iii) handling emotionally charged experiences. By reflecting on our fieldwork experiences and emotions, we also explore the ways in which emotional impacts can be managed in practice. Strategies for emotion management that have helped us deal with the unique challenges of this research are outlined.

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Cross, Tracy, and Karyn L. Gust. "Social/Emotional Needs: Assessing the Social and Emotional Needs of the Gifted." Gifted Child Today 19, no. 5 (September 1996): 38–40. http://dx.doi.org/10.1177/107621759601900511.

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TANGUY, EMMANUEL, PHILIP J. WILLIS, and JOANNA J. BRYSON. "A DYNAMIC EMOTION REPRESENTATION MODEL WITHIN A FACIAL ANIMATION SYSTEM." International Journal of Humanoid Robotics 03, no. 03 (September 2006): 293–300. http://dx.doi.org/10.1142/s0219843606000758.

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This paper presents the Dynamic Emotion Representation (DER), and demonstrates how an instance of this model can be integrated into a facial animation system. The DER model has been implemented to enable users to create their own emotion representation. Developers can select which emotions they include and how these interact. The instance of the DER model described in this paper is composed of three layers, each representing states changing over different time scales: behavior activations, emotions and moods. The design of this DER is discussed with reference to emotion theories and to the needs of a facial animation system. The DER is used in our Emotionally Expressive Facial Animation System (EE-FAS) to produce emotional expressions, to select facial signals corresponding to communicative functions in relation to the emotional state of the agent and also in relation to the comparison between the emotional state and the intended meanings expressed through communicative functions.

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Dizén, Mügé, Howard Berenbaum, and John Kerns. "Emotional awareness and psychological needs." Cognition & Emotion 19, no. 8 (December 2005): 1140–57. http://dx.doi.org/10.1080/02699930500260468.

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Cross, Tracy L. "Social/Emotional Needs: Changing Times." Gifted Child Today 23, no. 4 (July 2000): 42–43. http://dx.doi.org/10.4219/gct-2000-741.

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In my last column in GCT, I attempted to illustrate some of the salient ways in which the lives of gifted students today are significantly different from previous generations. Later in the column, I made a plea to adults to understand that growing up in a time not experienced by previous generations requires us to act in ways that are not necessarily the ways we think we should.

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Hinchcliff, Elizabeth, and Melissa Newberry. "Teacher Perceptions of Student Developmental Needs: It’s all Emotional." Australian Journal of Teacher Education 46, no. 9 (September 2021): 55–72. http://dx.doi.org/10.14221/ajte.2021v46n9.4.

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Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers’ perspectives of students’ needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers’ sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students.

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Yang, Jia, and Dan Zhang. "An Analysis of Consumers’ Emotional Needs in the Multi-wear Design." Scientific and Social Research 3, no. 3 (September 30, 2021): 154–59. http://dx.doi.org/10.36922/ssr.v3i3.1172.

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Consumer demand is a kind of psychological activity; it has an important connection with consumer behavior. And human beings are emotional animals, their consumption behavior is driven by emotion. The study of consumers’ emotional needs, has a guiding and promoting role for product design. Based on consumers’ emotional needs, this paper studies the multi-wear design, analyzes the performance of consumers’ emotional needs in the multi-wear design, and puts forward the consumers’ emotional needs the method of multi-wear design. So as to provide consumers with better sense of use design, better meet the emotional needs of consumers, achieve the purpose of prolonging the service cycle of clothing, and also provide more considerations and methods for sustainable clothing design.

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Wang, Zhengfa, and Junheng Wang. "Analysis of Emotional Education Infiltration in College Physical Education Based on Emotional Feature Clustering." Wireless Communications and Mobile Computing 2022 (March 8, 2022): 1–9. http://dx.doi.org/10.1155/2022/7857522.

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Integration of emotional education physical education research in colleges and universities is a topic that has both theoretical and practical implications. Teachers in physical education should pay attention not only to the development of students’ physical knowledge and skills but also to their emotional education, emphasizing the positive role of emotional factors. Emotion is a type of internal experience that people have when deciding whether or not objective things can meet their needs. The diversity of emotional needs, the contradiction of emotional experience, the singleness of emotional orientation, and the universality of negative emotions are all new characteristics of contemporary college students’ emotional development. A teaching feedback strategy generation algorithm based on the emotional learning ontology is designed to obtain the students’ perception and understanding of the learning process without the need for question-and-answer interaction with the students. Based on “emotional triggers,” a better understanding of students’ learning status can be provided, as well as better cognitive and emotional support. The main measure and means to improve teaching quality and efficiency in physical education is to combine cognition, emotion, and education. This paper discusses the connotation and scope of emotional education in colleges and universities and proposes ideas for strengthening emotional education in colleges and universities in light of the new characteristics of college students’ emotional development, based on the clustering of emotional features, in terms of emphasizing the emotional influence of teachers, bolstering students’ aesthetic education, and exploring new avenues for college students’ emotional education.

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Nenn, Kerry. "Meet Volunteers' Social and Emotional Needs." Volunteer Management Report 27, no. 5 (April 7, 2022): 5. http://dx.doi.org/10.1002/vmr.31870.

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Khalid, H. M., and M. G. Helander. "Customer Emotional Needs in Product Design." Concurrent Engineering 14, no. 3 (September 2006): 197–206. http://dx.doi.org/10.1177/1063293x06068387.

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23

Robinson, Jean. "Birth after multiple miscarriages: emotional needs." British Journal of Midwifery 6, no. 2 (February 5, 1998): 93. http://dx.doi.org/10.12968/bjom.1998.6.2.93.

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Clark, Paul Alexander, Maxwell Drain, and Mary P. Malone. "Addressing Patients’ Emotional and Spiritual Needs." Joint Commission Journal on Quality and Safety 29, no. 12 (December 2003): 659–70. http://dx.doi.org/10.1016/s1549-3741(03)29078-x.

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Brown, Jason D., Viktoria Ivanova, Nisha Mehta, Donna Skrodzki, and Julie Rodgers. "Emotional needs of Aboriginal foster parents." International Journal of Social Welfare 24, no. 1 (May 12, 2014): 3–13. http://dx.doi.org/10.1111/ijsw.12097.

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Haynes, Norris M. "Addressing Students' Social and Emotional Needs." Journal of Health & Social Policy 16, no. 1-2 (December 2002): 109–23. http://dx.doi.org/10.1300/j045v16n01_10.

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Deng, Zhenrong, Hongquan Lin, Wenming Huang, Rushi Lan, and Xiaonan Luo. "Emotional Dialogue Generation Based on Conditional Variational Autoencoder and Dual Emotion Framework." Wireless Communications and Mobile Computing 2020 (December 26, 2020): 1–10. http://dx.doi.org/10.1155/2020/8881616.

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An excellent dialogue system needs to not only generate rich and diverse logical responses but also meet the needs of users for emotional communication. However, despite much work, these two problems have not been solved. In this paper, we propose a model based on conditional variational autoencoder and dual emotion framework (CVAE-DE) to generate emotional responses. In our model, latent variables of the conditional variational autoencoder are adopted to promote the diversity of conversation. A dual emotion framework is adopted to control the explicit emotion of the response and prevent the conversation from generating emotion drift indicating that the emotion of the response is not related to the input sentence. A multiclass emotion classifier based on the Bidirectional Encoder Representations from Transformers (BERT) model is employed to obtain emotion labels, which promotes the accuracy of emotion recognition and emotion expression. A large number of experiments show that our model not only generates rich and diverse responses but also is emotionally coherent and controllable.

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28

Kutlu, Mustafa. "Analysis of Social and Emotional Loneliness According to Glasser’s Basic Needs." Educational Process: International Journal 5, no. 2 (March 7, 2016): 128–38. http://dx.doi.org/10.12973/edupij.2016.52.4.

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Ulloa, Maria, Ian Evans, and Linda Jones. "The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study." Escritos de Psicología - Psychological Writings 9, no. 1 (May 1, 2016): 1–14. http://dx.doi.org/10.24310/espsiescpsi.v9i1.13195.

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This article describes the process and results of a Randomized Controlled Trial (RCT) on teachers’ ability to manage the emotions of preschool children during a constrained play activity. Thirty early childhood education teachers participated in the study. Half of the participants were taught strategies to enhance their own emotional competence. The control group was provided with standard information on child development. The experimental group was trained in active strategies on emotion coaching, emotional schemas, reflective practice focused on emotions, and mindfulness training. The teachers’ outcomes were assessed in situ during a pretend play session with small groups of preschoolers. The dependent variables were observed occurrences of different components of emotional competence in teachers. Significant statistical differences were found between the two groups across the three different emotional competence skills (regulation, expression, and knowledge) demonstrated by the early childhood teachers during a game situation. This experimental study highlights the processes through which teachers support the emotional competence of young children, and the importance of the role of early childhood teachers' own emotional competence on the socialisation of children’s emotions. Most importantly, it provides evidence, based on the influence of emotion-focused teacher-training and reflective practices, that teachers’ emotional skills should be supported such that they can optimally meet the emotional needs of young children.

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Na, Ji Young, Krista Wilkinson, and Jiali Liang. "Early Development of Emotional Competence (EDEC) Assessment Tool for Children With Complex Communication Needs: Development and Evidence." American Journal of Speech-Language Pathology 27, no. 1 (February 6, 2018): 24–36. http://dx.doi.org/10.1044/2017_ajslp-16-0058.

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Purpose This article introduces and provides initial data supporting “The Early Development of Emotional Competence (EDEC): A tool for children with complex communication needs (CCNs).” The EDEC was developed to raise awareness about the relation of language and emotional competence and to maximize the likelihood that intervention includes language to discuss emotions in ways that are consistent with the values and goals of the family. Method First, the theoretical and clinical foundations of the EDEC development were discussed. Then, a description of preferred translation practices was provided, with examples of Korean and Mandarin Chinese translations. Finally, initial data from a pilot study with two sociocultural communities (i.e., 10 American and 10 Korean mothers of children developing typically) were presented to demonstrate the potential of the tool. Results The pilot test offered preliminary support for the sensitivity of the EDEC. The tool solicited responses reflecting cultural differences between American and Korean mothers' perception of a child's emotional skills and mother-child conversation about emotions as predicted based on many cross-cultural studies in emotion. Conclusions The information elicited from the EDEC shows promise for enabling culturally natural conversation about emotions with appropriate vocabulary and phrases in their augmentative and alternative communication systems. Supplemental Materials https://doi.org/10.23641/asha.5643076

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RADENOVIC, LJILJANA, and IL AKKAD. "HISTORY OF EMOTIONAL SUFFERING: FROM EMOTIONS TO NEEDS IN THE HISTORY OF EMOTIONS." History and Theory 61, no. 1 (March 2022): 96–123. http://dx.doi.org/10.1111/hith.12245.

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Helander, Martin G., Halimahtun M. Khalid, Tek Yong Lim, Hong Peng, and Xi Yang. "Emotional needs of car buyers and emotional intent of car designers." Theoretical Issues in Ergonomics Science 14, no. 5 (September 2013): 455–74. http://dx.doi.org/10.1080/1463922x.2012.656152.

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Cui, Zhongliang, and Jing Liu. "A Study on Two Conditions for the Realization of Artificial Empathy and Its Cognitive Foundation." Philosophies 7, no. 6 (November 29, 2022): 135. http://dx.doi.org/10.3390/philosophies7060135.

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The realization of artificial empathy is conditional on the following: on the one hand, human emotions can be recognized by AI and, on the other hand, the emotions presented by artificial intelligence are consistent with human emotions. Faced with these two conditions, what we explored is how to identify emotions, and how to prove that AI has the ability to reflect on emotional consciousness in the process of cognitive processing, In order to explain the first question, this paper argues that emotion identification mainly includes the following three processes: emotional perception, emotional cognition and emotional reflection. It proposes that emotional display mainly includes the following three dimensions: basic emotions, secondary emotions and abstract emotions. On this basis, the paper proposes that the realization of artificial empathy needs to meet the following three cognitive processing capabilities: the integral processing ability of external emotions, the integral processing ability of proprioceptive emotions and the processing ability of integrating internal and external emotions. We are open to whether the second difficulty can be addressed. In order to gain the reflective ability of emotional consciousness for AI, the paper proposes that artificial intelligence should include consistency on identification of external emotions and emotional expression, processing of ontological emotions and external emotions, integration of internal and external emotions and generation of proprioceptive emotions.

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Ma, Jiajia. "Emotional Expression and Analysis in Music Performance Based on Edge Computing." Mobile Information Systems 2022 (September 5, 2022): 1–12. http://dx.doi.org/10.1155/2022/4856977.

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The expression of emotion in music performance is the soul of music, and the emotion revealed by the performer during the performance can bring emotional resonance to the audience. The emotions expressed by music such as joy, anger, and sadness are the meaning of music’s existence. Music without emotion will be dead. However, the music itself has no emotion at all; it is just a regular sound, so the emotional reading of music performance is very important. Music performance is an interpretation of music, and it is the most important emotional information and communication medium for human beings. Through the appreciation of the works to express the author’s emotions, the different performance forms of musical instruments, dance, and singing bring emotional resonance to the audience. Edge computing is the core technology and edge node of the Internet of everything in the new era, and it is constantly innovating with the rapid development of computers and the great changes brought about by them. Nowadays, people’s demand for emotional information processing of music performances has also increased. The research attention to music performance and the attention to its application technology have also received unprecedented development, so the requirements for the ability of human and machine interaction are getting higher and higher. With the increasing maturity of multimedia and communication technologies, there is an increasing expectation of using computers to express human thoughts and emotions. By combining the two, Dongfeng’s expression and analysis of music emotions through edge computing have also ushered in new developments. For example, people upload or share music and dance videos to their friends through WeChat, QQ, Douyin, etc., which greatly enriches people’s emotional world. The analysis and judgment of music emotion are the main subject of the joint development of both musicology and psychological research. With the help of computer science technology and artificial intelligence and other tools, the purpose of music emotional research can also be achieved. Particularly with the advancement of science and technology and the vigorous development of computer application technology, people’s needs for emotional expression and analysis of music can now be carried out with the help of computers. However, the amount of data generated is extremely large, and using edge servers for data processing can improve the efficiency of analysis and processing to meet people’s needs.

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Jia, Moyi, Jiuqing Cheng, and Claudia L. Hale. "Workplace Emotion and Communication." Management Communication Quarterly 31, no. 1 (August 1, 2016): 69–87. http://dx.doi.org/10.1177/0893318916650519.

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Guided by emotional response theory (ERT) and Mehrabian’s theory of nonverbal behavior, the current study examined links between supervisor nonverbal immediacy (NI), employee emotion experience, and employee motives for communicating with a supervisor. Analyses of data collected from 608 participants indicated that supervisor NI significantly predicts subordinates’ emotional experience, including emotion work and perceived emotional support. Subordinates are motivated to attain relationally oriented needs from their supervisor, rather than personal influence needs, through their satisfactory emotion experiences in the workplace. Theoretical contributions and suggestions for future research are discussed.

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Guo, Matthew, Mattea Miller, Sarah Olson, Cyd Eaton, Mary Boulanger, Michelle Turner, Melinda Laine Hsu, and Josephine Louella Feliciano. "Defining the needs of lung cancer survivors: Physical, social, emotional, and medical needs." Journal of Clinical Oncology 40, no. 28_suppl (October 1, 2022): 225. http://dx.doi.org/10.1200/jco.2022.40.28_suppl.225.

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225 Background: Lung cancer survivors (LCS) are a rapidly growing population. Cancer survivors benefit from dedicated survivorship care, but the physical, psychosocial, and medical needs of LCS are poorly defined. Methods: Non-small cell LCS (defined as alive ≥1 years from diagnosis) of any stage treated at Johns Hopkins were invited to complete an IRB-approved cross-sectional survey of needs of 4 subscales (physical, social, emotional, and medical needs) rated on a 5-point Likert scale (1 = no need, 5 = highest need). Demographic and clinical information were collected by chart review and patient reported questionnaire. Multiple regression models identified factors that were significantly associated with greater total number of needs on each subscale. Results: 235 surveys were completed. We excluded surveys with < 80% completion. Non-Caucasian race was associated with a significantly lower rate of survey completion (p = 0.002). Median age of LCS who completed the survey was 69, most were female (62%), Caucasian (74%), married (71%), or had stage III/IV cancer (60%). More than half of respondents reported emotional needs of fear of recurrence (79%) and living with uncertainty (74%). Common physical needs included fatigue (70%), sleep disturbance (60%), memory and concentration (57%), and weakness (54%). Multivariate analysis identified factors associated with higher needs in physical, social, and emotional needs (Table). We did not identify any factors associated with differences in medical needs. NS – non-significant value. Conclusions: We identified physical, emotional, social, and medical needs that burden survivors of NSCLC. Emotional needs are prevalent. Clinical and demographic factors are independently associated with higher needs in physical, social, and emotional domains. These results are critical in identifying high-impact gaps in providing survivorship care for lung cancer survivors. Future work to identify interventions to address needs is crucial.[Table: see text]

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Hammann, Torsten, Manuel M. Schwartze, Peter Zentel, Anna Schlomann, Christiane Even, Hans-Werner Wahl, and Christian Rietz. "The Challenge of Emotions—An Experimental Approach to Assess the Emotional Competence of People with Intellectual Disabilities." Disabilities 2, no. 4 (October 16, 2022): 611–25. http://dx.doi.org/10.3390/disabilities2040044.

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Emotions influence processes of learning and thinking in all people. However, there is a lack of studies in the field of emotion research including people with intellectual disabilities (ID) addressing the existing diversity. The present study investigates the emotional competence of people with ID (N = 32). The first aim was to assess the emotional development using the Scale of Emotional Development (SEED). Based on these insights, the second objective was to replicate existing findings, validating the emotional reaction of people with ID to pictures of the International Affective Picture System (IAPS) based on self-reports. In an additional pilot-like analysis, the third aim was to investigate if these self-reported emotional reactions match the emotions expressed in their faces using the automated and video-based facial expression analysis software ‘Affectiva (Affdex SDK)’. In the present study, the self-reported emotional reactions of participants with ID were in line with previous research. In addition, the present study shows the general potential of this innovative approach of using and applying commercially available automated emotion recognition software for the field of special needs and social science.

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Igbafe, Eucharia Chinwe. "Exploring the Emotional Intelligence Needs of University Lecturers in Managing Work-Related Challenges." Review of European Studies 12, no. 3 (July 28, 2020): 18. http://dx.doi.org/10.5539/res.v12n3p18.

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The emotional intelligence needs of Nigerian university lecturers in managing work‑related challenges were investigated in this study. A qualitative research approach of phenomenological interpretive design was used. Twelve university lecturers were selected purposively from three sampled Nigerian universities to participate in the research. The recorded interviews were transcribed and thereafter analysed with the assistance of ATLAS.ti 8 software. The four main themes that emerged were (a) struggling with regular work activities and emerging emotions, (b) finding a balance amidst many different demands and the lack of resources, (c) adaptability and adjustment problems, and (d) lack of emotional support from the university and possible reasons. The findings revealed that emotional intelligence needs regarding self-management and the management of relationships are present within the universities. The study also revealed that there is a need for institutional based policy to steer the addition of emotional intelligence exercise in academic systematic Professional improvement undertakings to ensure quality management of work challenges and the associated emotions. It is suggested that such training could be implemented through seminars and workshops in the various departments.

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Birmingham, Karen. "Emotional needs of patients ‘not looked after’." Cancer Nursing Practice 5, no. 3 (April 2006): 4. http://dx.doi.org/10.7748/cnp.5.3.4.s2.

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40

Cross, Tracy, and Sal Mendaglio. "Social/Emotional Needs: Gifted Sensitivity to Criticism." Gifted Child Today 17, no. 3 (May 1994): 24–25. http://dx.doi.org/10.1177/107621759401700307.

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Welcome to the third column focusing on the social and emotional needs of gifted students. As I indicated in the first column, I have asked a friend, Dr. Sal Mendaglio from the University of Calgary, to share some of his thoughts and experiences counseling gifted students. Sal has been working on the topic of sensitivity for some time. Having talked at length with him about his ideas, I felt that this column would be an ideal vehicle for him to put forth his ideas. Enjoy.

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Whall, Ann. "OVERLOOKING THE EMOTIONAL NEEDS OF OLDER ADULTS." Journal of Gerontological Nursing 12, no. 4 (April 1, 1986): 37. http://dx.doi.org/10.3928/0098-9134-19860401-20.

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Bender, Eve. "Treatment Teams Don't Ignore Colleagues' Emotional Needs." Psychiatric News 41, no. 22 (November 17, 2006): 5–28. http://dx.doi.org/10.1176/pn.41.22.0005.

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Meijer, Joost, Miriam Fossen, Cornelis M. van Putten, and Aryan van der Leij. "Social-emotional characteristics and special educational needs." European Journal of Psychology of Education 21, no. 4 (December 2006): 385–400. http://dx.doi.org/10.1007/bf03173509.

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44

Ziesemer, Carol, and Louise Marcoux. "Academic and Emotional Needs of Homeless Students." Children & Schools 14, no. 2 (April 1992): 77–85. http://dx.doi.org/10.1093/cs/14.2.77.

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Weaver, Dawn. "Addressing residents' social, emotional and identity needs." Nursing and Residential Care 7, no. 9 (September 2005): 389–92. http://dx.doi.org/10.12968/nrec.2005.7.9.19574.

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Hu, Yue-Yung. "Physicians' Needs in Coping With Emotional Stressors." Archives of Surgery 147, no. 3 (March 1, 2012): 212. http://dx.doi.org/10.1001/archsurg.2011.312.

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Bettmann, Joanna E., Jamie M. Mortensen, and Kofi O. Akuoko. "Orphanage caregivers' perceptions of children's emotional needs." Children and Youth Services Review 49 (February 2015): 71–79. http://dx.doi.org/10.1016/j.childyouth.2015.01.003.

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Lambert, Julie. "Meeting the Emotional Needs of a Patient." Rehabilitation Nursing 24, no. 4 (July 8, 1999): 141–42. http://dx.doi.org/10.1002/j.2048-7940.1999.tb02160.x.

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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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Abstract:

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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Samoggia, Antonella, Margherita Del Prete, and Chiara Argenti. "Functional Needs, Emotions, and Perceptions of Coffee Consumers and Non-Consumers." Sustainability 12, no. 14 (July 15, 2020): 5694. http://dx.doi.org/10.3390/su12145694.

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Coffee is one of the most consumed beverages worldwide. Over the last decades coffee has become a specialty product. Drinking a coffee beverage entails several mixed factors, such as pleasure, experience, lifestyle, and social status. It can also provide an emotional pick-up, both mentally and physically. Only a few studies have explored the motives and emotions of coffee consumption and not consumption. There is limited understanding of consumers’ emotional approach towards coffee, and what influences a positive and negative inclination towards coffee consumption. This research fills the current research gaps by addressing three main questions: (i) What are the emotions and habits of coffee consumption? (ii) What are the motives of coffee consumption and non-consumption? and (iii) How relevant is the coffee health impact perception of consuming or not consuming coffee? The research activities include 467 face-to-face interviews with consumers. Interviews are performed in two different countries, Italy and Portugal. Data elaboration includes a principal component analysis carried out to identify latent factors on motives and emotions of consumption in both national groups, and to explore the relationship between the main emotions and consumers’ habits and socio-economic characteristics. Results support that consumers have positive emotions from coffee consumption. Perceived emotions are energy, satisfaction, and pleasure. Non-consumption is mainly driven by taste and fear of coffee’s health impacts. There are limited differences in the countries analysed. Socio-economic characteristics limitedly influence perceived emotions and consumption motives. To conclude, consumers are increasingly interested in new coffee products. Understanding the functional and emotional factors of coffee consumption contributes to supporting new coffee product development and commercialisation.

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