Relevant bibliographies by topics / Emotional support

Academic literature on the topic 'Emotional support'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Emotional support"

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Jones, Sally, and Sarah Underwood. "Understanding students’ emotional reactions to entrepreneurship education." Education + Training 59, no. 7/8 (August 14, 2017): 657–71. http://dx.doi.org/10.1108/et-07-2016-0128.

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Purpose The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.
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McConatha, Jasmin Tahmaseb, Frances Marshall Leone, and Jill M. Armstrong. "Emotional Control in Adulthood." Psychological Reports 80, no. 2 (April 1997): 499–507. http://dx.doi.org/10.2466/pr0.1997.80.2.499.

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Although it is widely believed that emotions vary with age, there is a dearth of information on emotional experiences in later adulthood. Several researchers think that older adults experience less emotional intensity than younger people while others have suggested that aging is accompanied by a decrease in positive affect and an increase in negative emotions. Sex similarities and differences in emotionality have also been documented. This study focuses on age and sex similarities and differences in emotional control. Three hundred and twenty seven men and women aged 19 to 92 years were administered two emotion measures. The results support previous research which suggests that the control of emotions increases with age. In evaluating sex differences in emotional control, women scored as more emotionally expressive than men, a finding which is consistent with previous research. Results are discussed in relation to socioemotional selectivity theory.
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Veraksa, Nikolay, Zlata Airapetyan, Evgenii Krasheninnikov-Khait, and Margarita Gavrilova. "Associations between emotional scaffolding, classroom quality and dialectical thinking support in kindergarten." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2091–99. http://dx.doi.org/10.18844/cjes.v16i5.6224.

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Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R), Dialectical Thinking Support (DTS) scale and Emotion Socialization Observation Scale (ESOS). The study involved 22 kindergarten groups attended by 6-7-year-old children and their educators who have worked with these children for several years. The actions of teachers aimed at emotional expressiveness modeling and teaching about emotions are positively associated with high-classroom and dialectical thinking support. We revealed for the first time associations between dialectical thinking support and emotional scaffolding in children. This suggests that the discussion of opposites and contradictions in objects and situations in the classroom environment and the study of them in the process of change is positively associated with emotion socialization. Keywords: dialectical thinking; teaching about emotions; emotional scaffolding; preschoolers; quality of educational environment
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SHIPMAN, KIMBERLY L., and JANICE ZEMAN. "Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective." Development and Psychopathology 13, no. 2 (May 16, 2001): 317–36. http://dx.doi.org/10.1017/s0954579401002073.

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This study investigated the socialization of children's emotion regulation in 25 physically maltreating and 25 nonmaltreating mother–child dyads. Maltreating mothers and their 6- to 12-year-old children were recruited from two parenting programs affiliated with Children's Protective Services with a control group matched on race, SES, child gender, and child age. Children and their mothers were interviewed individually about their (a) management of emotional expression, (b) strategies for coping with emotional arousal, and (c) anticipated consequences following emotional displays. Compared to controls, maltreated children expected less maternal support in response to their emotional displays, reported being less likely to display emotions to their mothers, and generated fewer effective coping strategies for anger. Maltreating mothers indicated less understanding of children's emotional displays and fewer effective strategies for helping children to cope with emotionally arousing situations than nonmaltreating mothers. Further, findings indicated that maternal socialization practices (e.g., providing support in response to children's emotional display, generating effective coping strategies for their child) mediate the relation between child maltreatment and children's regulation of emotional expression and emotional arousal. These findings suggest that children's emotion regulation strategies are influenced by their relationship with their social environment (e.g., physically maltreating, nonmaltreating) and that the experience of a physically maltreating relationship may interfere with children's emotional development.
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Pathan, Habibullah, Marta Szczepaniak, Ayesha Sohail, Quratul Ain Mirza, and Ilahi Bux. "Support for learning social, emotional and behavioral difficulties." International Journal of Academic Research 6, no. 1 (January 30, 2014): 42–46. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.6.

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Duran-Aydintug, Candan. "Emotional Support During Separation." Journal of Divorce & Remarriage 29, no. 3-4 (December 24, 1998): 121–41. http://dx.doi.org/10.1300/j087v29n03_08.

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Sawka, Kristin D., Barry L. Mccurdy, and Mark C. Mannella. "Strengthening Emotional Support Services." Journal of Emotional and Behavioral Disorders 10, no. 4 (October 2002): 223–32. http://dx.doi.org/10.1177/10634266020100040401.

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Son, Guiyoung, and Yaeri Kim. "EEG-Based Emotion Classification for Verifying the Korean Emotional Movie Clips with Support Vector Machine (SVM)." Complexity 2021 (September 8, 2021): 1–14. http://dx.doi.org/10.1155/2021/5497081.

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Emotion plays a crucial role in understanding each other under natural communication in daily life. Electroencephalogram (EEG), based on emotion classification, has been widely utilized in the fields of interdisciplinary studies because of emotion representation’s objectiveness. In this paper, it aimed to introduce the Korean continuous emotional database and investigate brain activity during emotional processing. Moreover, we selected emotion-related channels for verifying the generated database using the Support Vector Machine (SVM). First, we recorded EEG signals, collected from 28 subjects, to investigate the brain activity across brain areas while watching movie clips by five emotions (anger, excitement, fear, sadness, and happiness) and a neutral state. We analyzed EEG raw signals to investigate the emotion-related brain area and select suitable emotion-related channels using spectral power across frequency bands, i.e., alpha and beta bands. As a result, we select the eight-channel set, namely, AF3-AF4, F3-F4, F7-F8, and P7-P8, from statistical and brain topography analysis. We perform the classification using SVM and achieve the best accuracy of 94.27% when utilizing the selected channels set with five emotions. In conclusion, we provide a fundamental emotional database reflecting Korean feelings and the evidence of different emotions for application to broaden area.
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Nelapati, Ratna Kanth, and Saraswathi Selvarajan. "Affect Recognition in Human Emotional Speech using Probabilistic Support Vector Machines." International Journal on Recent and Innovation Trends in Computing and Communication 10, no. 2s (December 31, 2022): 166–73. http://dx.doi.org/10.17762/ijritcc.v10i2s.5924.

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The problem of inferring human emotional state automatically from speech has become one of the central problems in Man Machine Interaction (MMI). Though Support Vector Machines (SVMs) were used in several worksfor emotion recognition from speech, the potential of using probabilistic SVMs for this task is not explored. The emphasis of the current work is on how to use probabilistic SVMs for the efficient recognition of emotions from speech. Emotional speech corpuses for two Dravidian languages- Telugu & Tamil- were constructed for assessing the recognition accuracy of Probabilistic SVMs. Recognition accuracy of the proposed model is analyzed using both Telugu and Tamil emotional speech corpuses and compared with three of the existing works. Experimental results indicated that the proposed model is significantly better compared with the existing methods.
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García-Hidalgo, Raúl, Esperanza Johnson, Ramón Hervás, Iván González, Tania Mondéjar, and José Bravo. "MAmIoTie: An Affective and Sensorized Toy to Support Emotion Perception." Proceedings 2, no. 19 (October 23, 2018): 1209. http://dx.doi.org/10.3390/proceedings2191209.

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Affective Computing aims at developing systems to recognize, process and interpret emotions. This paper presents a sensorized toy with affective functionalities through cognitive services based on IBM Watson technology. The purpose of this research is to improve the quality of life through the assistance oftherapies with children and preadolescents to support emotion perception. This is focused from three points of view: (a) self-perception, (b) empathy and, (c) social-emotional skills. MAmIoTie was evaluated with 10 healthy preadolescent subjects to assess how effectively it analyzes users’ emotional perception. The results were generally positive in terms of analysis, though there were aspects that behaved in a way we did not expect.
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Dissertations / Theses on the topic "Emotional support"

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Smith, Kirsten Ailsa. "Exploring personalised emotional support." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.

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This thesis explores how a computer could facilitate emotional support, focusing on the user group of informal carers. Informal carers are people who provide regular mental or physical assistance to another person, who could not manage without them, without formal payment. They save the UK £132 billion per year. However, many carers find themselves isolated by their caring commitments and may suffer from mental and physical health problems. Good emotional support can help reduce the negative effects of stress. We explore how an Intelligent Virtual Agent (IVA) could provide suitable emotional support to carers; how this emotional support should be adapted to the situation and personality of the carer; and how to add emotional context to support messages. To do this, we create a corpus of emotional support messages of different types and devise an algorithm that selects which type of emotional support to use for different types of stress. We investigate whether to adapt emotional support to personality, developing a novel method of measuring personality using sliders. We explore the identity of the support-giver and find that this affects the perceived supportiveness of an emotional support message. We investigate how emoticons add emotional context to messages, developing a proposed set of emoticons that depict core emotions that people use online. We find that gift emoticons can be used to enhance emotional support messages by representing an effort to 'cheer up' the carer. Finally, we explore how emotional support messages could be used by an IVA in six interviews with carers. Overall, we find that an IVA that helps a carer keep in contact with their personal social network and offers emotional support messages would be well-received by carers, but further work needs to be done to implement it within the framework of existing social media.
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Leighton, Mary Kathleen. "ELSA : accounts from Emotional Literacy Support Assistants." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12444/.

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This research seeks to learn from Emotional Literacy Support Assistants (ELSAs) how they perceived the Emotional Literacy Support Assistant (ELSA) training had affected their engagement with their school community and the pupils they were working with. The thesis places the role of ELSAs within the context of the rise in interest in emotionality in education and psychology over recent years. The research was conducted with trainee ELSAs who took part in a semi-structured interview whilst most also kept a reflective journal. The ELSAs reported they considered the training had provided them with a greater understanding of their pupils’ emotions and that they felt more competent in supporting their pupils with their emotionality. In addition, the ELSAs considered they were more confident discussing the pupil’s emotionality with colleagues and the pupil’s parents. However, many reported obstacles which prevented them in engaging in their role from their senior management team (SMT) and colleagues. The ELSAs perceived this was due to a lack of understanding emotional literacy (EL). In addition, ELSAs faced the challenge of working with parents who held a mismatch with the school’s expectations regarding pupil behaviour. I make recommendations as to how ELSAs could be supported in their schools. In addition, I explore implications for Educational Psychologists (EPs), schools and local authorities (LAs) with regards to the position of emotionality set against the backdrop of the recent reforms in working with individuals with special educational needs and disabilities (SEND).
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Rethwish, Caitlin Rose. "Affordances on Facebook, Stress, and Emotional Support." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4734.

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This study discusses Facebook as a social network site and a social media application. It compares perceived emotional support, general life stress, and media affordance-based stress from two participant samples - one that reported using the Facebook desktop site most frequently to reach out for emotional support, and one that reported using the mobile application. The media affordance measure asked participants if perceiving a media affordance was more likely to increase or decrease their stress. In both samples, persistence was more likely to decrease stress, and personalization was more likely to increase stress. On the Facebook Desktop site, searchability was more likely to increase stress. On the Facebook mobile application, pervasiveness was more likely to decrease stress, and association to increase stress. When comparing affordances between samples, there were no significant differences found. When comparing samples, the Facebook mobile application users reported higher life stress, but there was no difference found in perception of emotional support. Within samples, there was no correlation between perceived stress and perceived emotional support. Finally, there was a significant correlation found between perception of emotional support on the site and frequency of reaching out for emotional support. On the Facebook desktop site, users reached out by public post and by private message significantly less frequently if they perceived a higher level of emotional support to be available on the site. On the Facebook mobile application, users reached out by public post significantly less frequently if they perceived a higher level of emotional support to be available on the application. No correlation was found for reaching out by private message on the Facebook mobile application.
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Pienaar, Anel. "Emotional labour experienced by support staff in a South African context." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77876.

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Introduction It cannot be denied that employees bring their emotions to work, especially since emotions form a core part of individuals and cannot be separated from them and is thus part of organisational life. Emotions may influence an individual’s judgement, assessment and understanding of work events, and may therefore add to the complexity of work behaviour. The act of managing emotions and the emotional expressions at work for the purpose of compensation and consistency with the ‘display rules’ of an organisation is known as emotional labour. Emotional labour thus encompasses the management of feelings in an attempt to portray acceptable facial and bodily display to the public. Organisations have implicit and explicit emotional display rules that employees should abide, regardless of the employees’ felt emotions. Emotional labour is conducted by employees in an attempt to adapt, control or manage emotions viewed as inappropriate in the work environment. As such, emotional labour is associated with emotional regulation strategies, deep, surface or genuine acting. The concept of emotional labour has been developed and established within the services industry, for example, with flight attendants and teachers. This study aimed to explore how applicable the concept of emotional labour is within internal organisational services, namely, support staff in support departments across various South African industries. Research purpose The purpose of the study was to explore and describe the emotional labour strategies experienced and applied by support staff. The objectives are:  to explore the level of emotional labour performed by support staff  to describe to what extent difference in the levels of emotional labour occur across different support functions, and demographic groups  to describe the relationship that exists between emotional labour and intention to quit and job satisfaction. Research design, approach and method A cross-sectional survey design was used in this study. A non-probability sample was selected by means of availability and snowball sampling methods. The emotional labour scale, intention to quit and job satisfaction survey was administered to 269 individuals employed in support departments in paper-based and electronic format. The Statistical Package for the Social Sciences (SPSS) version 23 was used to conduct descriptive and correlational statistics on the data. Main findings The results of this study showed that support staff do perform emotional labour, with the use of all four emotional labour strategies, namely, hiding feeling, faking emotions, deep acting and genuine acting. Based on the sample used for this study, there was no statistical significant differences between gender, race and educational groups in terms of the emotional labour strategy used. There was, however, a weak, negative relationship between job satisfaction and surface acting, which was measured through hiding feelings and faking emotions. Even though the study was restricted by many methodological limitations, which are discussed in the last chapter of the dissertation, the study did provide some insight into the emotional labour levels and strategies performed by the support staff in the sample within a South African context.
Dissertation (MCom)--University of Pretoria, 2019.
Human Resource Management
MCom
Unrestricted
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Forbes, Angela Jayne. "Personality, social support and health status." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298328.

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Morris, Eddie. "Comparison analysis of longevity of AIDS patients with emotional support and non-support systems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1994. http://digitalcommons.auctr.edu/dissertations/3635.

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The objective of this study was to examine the impact of emotional support on the longevity of AIDS patients. To accomplish this objective, a group of AIDS patients who received emotional support and a group of AIDS patients who received no support were studied. A random sampling technique was used. The participants consisted of 50 males. In the group that received support there were twenty-five (25) men and in the non-support group there were twenty-five (25) men. The study consisted of viewing the medical files of the fifty (50) men. The researcher examined the number of days patients lived after being diagnosed with AIDS of both groups. To test the difference in time lived between the groups, a t-Test was employed. The result of the t-Test analysis showed t = -.30, d.f = 48, P< .768. With these results, the null hypothesis was accepted. The study did not find any statistically significant difference between the group that had support and those who did not with reference to the length of time lived once being diagnosed with AIDS.
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Copp, Louise. "Pupil voices : how schools can support pupils' emotional wellbeing." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548704.

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DeLong, Earl Eugene. "The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/67413.

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School Psychology
Ph.D.
The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in reducing disruptive behaviors in a school exclusively serving students diagnosed with emotional disturbance. The study also examined the effect of the BSO on academic success and school attendance. Staff attitudes toward the BSO were also examined. Finally, demographic categories were evaluated. Archival data from two school years were collected. There were 35 students during the 2007-2008 school year when the BSO was in effect, and 65 students during the 2008-2009 school year when the BSO was not in effect. There was also an evaluation of the 23 students who were present during both years. It was hypothesized that use of the behavior support office would reduce the number and intensity of behavior incidents, and ultimately, reduce the amount of time spent out of class due to those behaviors. The data, however, demonstrated that students exhibited more behavior incidents and spent more time out of the classroom due to those behaviors with the BSO in place. It is believed that this increase was most likely due to the reinforcement of escape motivated behaviors. These behaviors in the BSO were, however, of a lower intensity. This researcher further hypothesized that students would demonstrate higher grade point averages and higher rates of attendance with the behavior support office in place. There was no significant difference in GPA or attendance. School staff were administered the Intervention Rating Profile - 15 to examine levels of staff acceptance for the behavior support office. Teaching staff had the highest level of acceptance for the BSO, while administrators had a lower level of acceptance, and behavior staff had the lowest level of acceptance. The higher level of teaching staff acceptance did not appear to impact the success of the intervention. Finally, demographic information was evaluated. There were no significant effects for age or gender. However, African American students demonstrated a significantly greater decrease than Caucasian students in time out of the classroom due to behavior incidents after the Behavior Support Office was discontinued.
Temple University--Theses
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Dal, Santo Letizia. "The nurse-patient emotional interaction in quality of work life: the role of empathie and emotional dissonance." Doctoral thesis, Universite Libre de Bruxelles, 2012. https://dipot.ulb.ac.be/dspace/bitstream/2013/301828/4/TESI_VF.pdf.

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« .Les émotions sont une partie intégrante et inséparable de la vie organisationnelle de tous les jours. Depuis les moments d’anéantissement ou de joie, de peine ou de peur, jusqu’à la sensation permanente d’insatisfaction ou d’emprisonnement, l’expérience au travail est saturée de sentiments. » (Ashforth & Humphrey, 1995, p.97). Certaines professions sont particulièrement exigeantes sur le plan émotionnel, par exemple les professions d’aide (Mann, 2005). Notre recherche a pour objectif d’analyser les exigences émotionnelles de la profession d’infirmières. En particulier, il s’agit de considérer la relation émotionnelle avec les patients comme un aspect essentiel de la charge de travail :devoir gérer et personnaliser les interactions et les communications, en vue de mettre en œuvre la compréhension interpersonnelle nécessaire. De manière à explorer cette fonction professionnelle, nous utiliserons le concept de « travail émotionnel », proposé par Hochschild en 1983. L’hypothèse centrale de son étude considère que le travail émotionnel consiste en l’effort, la planification et le contrôle exigé pour exprimer les émotions désirées par l’organisation durant les transactions (Morris & Feldman, 1996). Il demande au travailleur de supprimer l’expression de certaines émotions ou au contraire d’exprimer des émotions non ressenties afin que les émotions exprimées soient en accord avec les règles émotionnelles propres à l’institution. Les émotions au travail ont un caractère ambivalent. Ces résultats mixtes suggèrent de ne pas se focaliser sur les émotions négatives ou positives, mais plutôt de se concentrer sur le comment les infirmiers peuvent réguler leurs émotions pendant les interactions avec les patients. On a choisi comme indicateurs du travail émotionnel deux états personnels différents: l’empathie (Eisenberg, 2002, 2004 – Bonino et al. 2003) et la dissonance émotionnelle (Zapf, 2002), qui peuvent être utilisées par les infirmiers dans la relation avec leurs patients. Le concept d'empathie désigne la capacité à comprendre les états affectifs d'autrui et la capacité à partager les émotions avec autrui. L’empathie présente un attribut plutôt cognitif. Cette précision est importante pour différencier l’empathie de la sympathie :quand les infirmiers montrent de l’empathie, ils sont capables de se dégager des émotions du patient, préservant leur propre espace personnel sans perdre de vue leur rôle et leurs responsabilités professionnelles. Utiliser l’empathie dans les relations avec les patients va s’avérer avantageux pour les infirmiers parce que l’empathie permet d’instaurer un rapport authentique, établissant un juste milieu entre compassion et retrait (Hojat, 2007). La dissonance émotionnelle surgit quand un employé doit montrer une émotion qu’il ne ressent pas sincèrement dans une situation particulière :soit le sujet ne ressent rien quand on attend de lui qu’il ressente un sentiment précis, soit au contraire la règle émotionnelle lui impose de supprimer une émotion non désirée (par ex la colère). La dissonance émotionnelle a été considérée depuis le début des recherches comme le cœur du problème du travail émotionnel. Elle peut amener le travailleur à se sentir hypocrite, menteur, et à long terme elle peut entraîner une aliénation de ses propres émotions, une perte d’estime de soi et de la dépression (Zapf, 2002). Cette contribution vise à vérifier le rôle de l’empathie et de la dissonance émotionnelle sur la qualité de vie au travail (satisfaction au travail, l’engagement et les comportements de citoyenneté) dans le nursing. Un questionnaire a été complété par 222 infirmier(e)s, travaillant dans différents hôpitaux d’une région du Nord de l’Italie. L’échelle d’empathie a été soumise à une analyse factorielle confirmatoire, en utilisant le logiciel EQS. Les résultats montrent que la solution à deux facteurs présente des indices d’ajustement corrects. (RMSEA = 0.108 CFI = 0.829 GFI = 0.874 AGFI = 0.821). Cette analyse factorielle confirme les deux composantes de l’empathie telle que définie par Hojat (2007). La composante cognitive consiste en la prise de perspective et donc en la capacité de comprendre le point de vue de l’autre. La composante affective définit la compassion. Les résultats de l’étude 1 (modèle 1) confirment que :l’empathie a une forte composante cognitive. L’analyse factorielle souligne que le facteur dominant est la prise de perspective (perspective taking; Hojat, 2009) et donc la capacité de comprendre le point de vue de l’autre. De plus les analyses montrent que la prise de perspective explique le work engagement, les comportements de citoyenneté et la satisfaction professionnelle. On peut penser que la compréhension empathique génère un feedback dynamique où tant l’infirmier que le patient jouent un rôle actif et satisfaisant. Ces résultats confirment que l’empathie peut être une ressource émotionnelle utile tant pour les infirmiers que pour les structures de santé. La plupart des études se sont concentrées sur les effets nuisibles de la dissonance sur la santé des employés. Actuellement, les études tendent à considérer la dissonance émotionnelle comme un état psychologique (Pugh, 2011), qui a des liens avec la dissonance cognitive (Festinger, 1973). Ces études soulignent que la dissonance n’est pas négative en soi, mais l’est seulement dans certaines conditions. La plupart des études se sont concentrées sur les effets nuisibles de la dissonance sur la santé des employés. Actuellement, les études tendent à considérer la dissonance émotionnelle comme un état psychologique (Pugh, 2011), qui a des liens avec la dissonance cognitive (Festinger, 1973). Ces études soulignent que la dissonance n’est pas négative en soi, mais l’est seulement dans certaines conditions.Le cadre théorique du paradigme de l’Effort-Justification (Harman-Jones & Mills, 1999), a suscité l’hypothèse que la dissonance émotionnelle peut être modérée à différents niveaux. Les résultats confirment que les effets nuisibles de la dissonance peuvent être réduits. On pose l’hypothèse que l’engagement affectif protège de la sensation d’aliénation, causée de la dissonance émotionnnelle, en fournissant un sens d’appartenance et d’affiliation.On pose l’hypothèse que la signification accordée au travail réduit les effets nuisibles de la dissonance émotionnelle, parce que l’individu peut mieux accepter se sentir menteur et hypocrite s’il y a une motivation et une raison. L’absence d’effet de modération entre empathie et dissonance émotionnelle a des implications pour les études futures: par exemple de vérifier si empathie et dissonance émotionnelle sont des stratégies de régulation des émotions totalement différentes.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Manohar, Uttara. "Effective Support Provision for Coping with Everyday Racial Discrimination: An Assessment of Emotional Support and Social Identity Affirmation Support." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440087611.

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Books on the topic "Emotional support"

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Barber, Vicky. Creating children's art games for emotional support. London: Jessica Kingsley Publishers, 2011.

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Thoburn, June. Family support in cases of emotional maltreatment and neglect. London: Stationery Office, 2000.

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National Council for Educational Technology., ed. Using IT to support learners with emotional & behavioural difficulties. Coventry: National Council for Educational Technology, 1998.

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

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Lee, Rance Pui-leung. Primary network support and emotional distress in Hong Kong and Beijing. Hong Kong: Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 2006.

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Simmons, Linda L. Becoming your own emotional support system: Creating a community of one. New York: Harrington Park Press, 2007.

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Creative coping skills for children: Emotional support through arts and crafts activities. London: Jessica Kingsley, 2009.

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B, Owen John. Negotiation support system's impact on the socio-emotional environment: A research design framework. Monterey, Calif: Naval Postgraduate School, 1992.

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McFarlane, Penny. Creative drama for emotional support: Activities and exercises for use in the classroom. London: Jessica Kingsley Publishers, 2012.

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Lloyd, Gwynedd. Sharing good practice: Prevention and support concerning pupils presenting social, emotional and behavioural difficulties. Edinburgh: Moray House Publications, 1997.

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Book chapters on the topic "Emotional support"

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Arakawa, Masao. "Approximate Multi-objective Optimization of Medical Foot Support." In Emotional Engineering, 275–87. London: Springer London, 2011. http://dx.doi.org/10.1007/978-1-84996-423-4_15.

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Clark, Adele, and Jacqui Blades. "Who can support me?" In Practical Ideas for Emotional Intelligence, 187–88. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169224-105.

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Galgut, Cordelia. "Why can people, including those of us with breast cancer, often act as if breast cancer is easier to live with than it is?" In Emotional Support Through Breast Cancer, 28–32. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-4.

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Galgut, Cordelia. "What affects how we feel through breast cancer?" In Emotional Support Through Breast Cancer, 9–27. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-3.

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Galgut, Cordelia. "Moving on." In Emotional Support Through Breast Cancer, 7–8. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-2.

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Galgut, Cordelia. "Why can having breast cancer make us feel bad about ourselves?" In Emotional Support Through Breast Cancer, 51–55. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-7.

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Galgut, Cordelia. "Introduction." In Emotional Support Through Breast Cancer, 4–6. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-1.

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Galgut, Cordelia. "Relationships." In Emotional Support Through Breast Cancer, 33–45. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-5.

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Galgut, Cordelia. "Just diagnosed." In Emotional Support Through Breast Cancer, 60–70. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-9.

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Galgut, Cordelia. "Long-term effects of treatment." In Emotional Support Through Breast Cancer, 56–59. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781909368453-8.

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Conference papers on the topic "Emotional support"

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Tivatansakula, Somchanok, Gantaphon Chalumpornb, and Supadchaya Puangpontipb. "Healthcare System Focusing on Emotional Aspect Using Augmented Reality: Emotion Detection by Facial Expression." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100521.

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Current research includes many proposals of systems that provide assistances and services to people in the healthcare fields; however, these systems emphasize the support physical rather than emotional aspects. Emotional health is as important as physical health. Negative emotional health can lead to social or mental health problems. To cope with negative emotional health in daily life, we propose a healthcare system that focuses on emotional aspects. This system provides services to improve user emotion. To improve user emotion, we need to recognize users’ current emotional state. Therefore, our system integrates emotion detection to suggest the appropriate service. This system is designed as a web-based system. While users use the system, facial expression and speech are detected and analyzed and to determine the users’ emotions. When negative emotions are detected, our system suggests that the users take a break by providing services (designed to provide relaxation, amusement and excitement services) with augmented reality and Kinect to improve their emotional state. This paper focuses on feature extraction and classification of emotion detection by facial expression recognition.
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Slavić, Agneš, Maja Strugar Jelača, Nemanja Berber, and Radmila Bjekić. "The Relationship between Managers’ Emotional Competencies and Organizations’ Financial Performances." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.s.p.2021.59.

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The topic of emotional intelligence has attracted considerable in­terest from both academics and practitioners. Emotionally intelligent lead­ers have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organi­zation. Still, there is little empirical evidence to support these claims from de­veloping countries. Therefore, the research question of this paper is: Which of the leaders’ emotional competencies are required for outstanding financial performance of the organization? In this study, emotional competencies are analyzed through the self-awareness and self-management clusters. This study proposed and tested the relationship between managers’ emotional competencies and an organization’s financial performances, such as growth in profits, profitability, return on assets (ROA) and return on equity (ROE). Em­pirical data were obtained via a questionnaire survey involving 300 employ­ees from 80 organizations in the Republic of Serbia. The methodology used in the study is a well-known ESCI questionnaire. The findings revealed a weak positive correlation among emotional self-awareness, aspiration for success and adaptability as emotional intelligence competencies and financial per­formances, whereas emotional self-control and optimism did not have any statistically significant relationship with financial performances. The results provide implications regarding the development of emotionally intelligent leaders, supporting emotional competence at the organizations.
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Liu, Siyang, Chujie Zheng, Orianna Demasi, Sahand Sabour, Yu Li, Zhou Yu, Yong Jiang, and Minlie Huang. "Towards Emotional Support Dialog Systems." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-long.269.

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Palomares, Nicolás, Juan Manuel Belda-Lois, Begoña Mateo, Sofía Iranzo, Javier Silva, Víctor De Nalda-Tárrega, Jose Laparra, and Jose Solaz. "Development of empathic autonomous vehicles through understanding the passenger’s emotional state." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002436.

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Emotion recognition is crucial to increase user acceptance in autonomous driving. SUaaVE project aims to formulate ALFRED, defined as the human-centered artificial intelligence to humanize the vehicle actions by estimating the emotions felt by the passengers and managing preventive or corrective actions, providing tailored support. This paper presents the development of an emotional model able to estimate the values of valence (how negative or positive a stimulus is) and arousal (the level of excitement) from the analysis of physiological signals. The model has been validated with an experimental test simulating different driving scenarios of autonomous vehicles. The results found that driving mode can influence the emotional state felt by the passengers. Further exploration of this emotional model is therefore advised to detect on board experiences and to lead to new applications in the framework of empathic vehicles.
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Graf, Linda, Sophie Abramowski, Melina BaBfeld, Kirsten Gerschermann, Marius GrieBhammer, Leslie Scholemann, and Maic Masuch. "Emotional Support Companions in Virtual Reality." In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2022. http://dx.doi.org/10.1109/vrw55335.2022.00168.

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Sethi, Suresh. "Designing wearables devices to build emotional relationships." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001469.

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The focus of this paper is designing wearable devices to support the emotional relationship between users. The research reflects that any attempt by designers to produce outcomes aimed at helping design wearable devices must be grounded in an understanding of emotional engagement, convenient access, and intimate interaction. Emotionally positive experiences can inspire attempts to develop rich experiential devices. The case is made through several student projects that deal with particulars rooted in human relationships.
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Moncur, Wendy. "Invoking emotional support in a health crisis." In Proceeding of the twenty-sixth annual CHI conference extended abstracts. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1358628.1358733.

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Liao, Ting, and Bei Yan. "Are You Feeling Happy? the Effect of Emotions on People’s Interaction Experience Toward Empathetic Chatbots." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91059.

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Abstract People may experience emotions before interacting with automated agents to seek information and support. However, existing literature has not well examined how human emotional states affect their interaction experience with agents or how automated agents should react to emotions. This study proposes to test how participants perceive an empathetic agent (chatbot) vs. a non-empathetic one under various emotional states (i.e., positive, neutral, negative) when the chatbot mediates the initial screening process for student advising. Participants are prompted to recall a previous emotional experience and have text-based conversations with the chatbot. The study confirms the importance of presenting empathetic cues in the design of automated agents to support human-agent collaboration. Participants who recall a positive experience are more sensitive to the chatbot’s empathetic behavior. The empathetic behavior of the chatbot improves participants’ satisfaction and makes those who recall a neutral experience feel more positive during the interaction. The results reveal that participants’ emotional states are likely to influence their tendency to self-disclose, interaction experience, and perception of the chatbot’s empathetic behavior. The study also highlights the increasing need for emotional acknowledgment of people who experience positive emotions so that design efforts need to be designated according to people’s dynamic emotional states.
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Aquino, Luiza Scapinello, and Leandro dos Santos Coelho. "Stacking Ensemble Learning Approaches Applied to Emotional State Classification." In Congresso Brasileiro de Inteligência Computacional. SBIC, 2021. http://dx.doi.org/10.21528/cbic2021-15.

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The ability to automatically recognize human emotions is a wide field of research that supports both psychology and engineering, through the improvement of human-computer interface systems, and psychiatry, assisting in diagnosis, and treatment decision making of mental diseases. To deal with big amounts of information, artificial intelligence (AI) approaches are often adopted, such as machine learning (ML), which enables computers to learn and adapt to new situations automatically. This paper aims to compare some ML approaches in classifying the human emotional states from electroencephalogram examination signals through software implementation. The dataset used in this study, known as DEAP (Database for Emotion Analysis using Physiological Signals), comes from a set of exams available for the public by a researcher group from four European Universities. A comparison between the methods decision tree, support vector machine (SVM), and convolutional neural networks (CNN) was made in terms of performance metrics. Moreover, unlike other works focused on these concepts, combinations of these architectures were used in this study to find an accurate result, through the stacking ensemble learning approaches applying in human emotion classifications. Therefore, eight classification methods were applied, three of which have no history of use in this application previously. K-fold and cross validation were used in order to estimate the algorithms capacity of generalization. The best results were obtained with the ensemble of three base methods, with an accuracy of 0.946, and the combination of CNN with SVM obtained 0.922 of accuracy metric.
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Smith, Kirsten A., and Judith Masthoff. "Can a Virtual Agent provide good Emotional Support?" In Proceedings of the 32nd International BCS Human Computer Interaction Conference. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/hci2018.13.

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Reports on the topic "Emotional support"

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Rethwish, Caitlin. Affordances on Facebook, Stress, and Emotional Support. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6618.

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Cannell-Cordier, Amy. The Role of Emotional Support Consistency and Child Risk Factors in Predicting Pre-K Cognitive and Social-Emotional Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2364.

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Boersma, Peter, and Anjel Vahratian. Perceived Social and Emotional Support Among Adults: United States, July-December 2020. National Center for health Statistics (U.S.), October 2021. http://dx.doi.org/10.15620/cdc:110092.

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This report describes the percent distribution of perceived social and emotional support among adults aged 18 and over and how the percentage of adults who always or usually have this support varies by selected sociodemographic characteristics based on data from the National Health Interview Survey (NHIS) collected during July–December 2020.
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Clarke, Alison, Sherry Hutchinson, and Ellen Weiss. Psychosocial support for children. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1003.

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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.
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Ramirez, Marizen, Briana Woods-Jaeger, Corinne Peek-Asa, Joseph Cavanaugh, Kristel Wetjen, Cassidy Branch, Javier Flores, et al. Comparing Two Approaches to Help Parents Support Their Children’s Social and Emotional Recovery after a Serious Accidental Injury. Patient-Centered Outcomes Research Institute (PCORI), July 2020. http://dx.doi.org/10.25302/07.2020.cer.130602918.

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Shey Wiysonge, Charles. Does additional social support during at-risk pregnancy improve perinatal outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608104.

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Additional social support has been advocated for socially disadvantaged pregnant women because they are at greater risk of experiencing adverse birth outcomes. Support may include advice and counselling (e.g. about nutrition, rest, stress management, or the use of alcohol), tangible assistance (e.g. transportation to clinic appointments, or household help), and emotional support (e.g. reassurance, or sympathetic listening). The additional social support may be delivered by multidisciplinary teams of healthcare workers or lay health workers during home visits, clinic appointments or by telephone.
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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "
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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.

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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
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Zimmerman, Emily, and Jana Smith. Behavioral tactics to support providers in offering quality care: Insights from provider behavior change research and practice. Population Council, 2022. http://dx.doi.org/10.31899/sbsr2022.1043.

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This document offers a synthesis of insights from recent research and design activities conducted by ideas42 through Breakthrough RESEARCH, Breakthrough ACTION, and other projects across nine different low- and middle-income settings about the behavioral roots of challenges health care providers face in providing high quality services. We discuss how the physical and social environment in which they work and live sends signals to providers about what is important, how they can navigate difficulties, and how well they are performing. We discuss how experiences outside the health facility impact how providers approach their professional duties. We also discuss how pervasive time and resource constraints create a cognitive and emotional burden that gets in the way of what they can do, even within these constraints. For each challenge, we also share lessons emerging from this research about about how global health practitioners can address these challenges through program design and implementation.
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