Relevant bibliographies by topics / Emotional work

Academic literature on the topic 'Emotional work'

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Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Emotional work"

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Sahib, Rizwan. "Emotion Work in Tabligh Jama’at Texts." Religions 13, no. 7 (July 7, 2022): 632. http://dx.doi.org/10.3390/rel13070632.

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This study examines the emotional dynamics of the written and oral texts of Tabligh Jama’at—respectively, Faza’il-e-A’maal (Virtues of Good Deeds) and bayan (religious sermon). In them, the study identifies emotion work—the attempt to generate certain emotions. The study discusses how the texts’ emotion work relates to Tablighi discursive ideology (framing) and also posits several emotions that the emotion work might generate. From these findings, the study offers the idea that Tablighi emotion work contributes to transforming Muslims’ emotional sphere by attaching them emotionally to ultimate religious concerns. By enchanting Muslims’ emotional sphere and attaching Muslims to Islamic social actors, values, practices, and Islamic revivalist goals, Tablighi emotion work contributes to the social transformation of individuals and society.
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Ikävalko, Heini, Päivi Hökkä, Susanna Paloniemi, and Katja Vähäsantanen. "Emotional competence at work." Journal of Organizational Change Management 33, no. 7 (August 28, 2020): 1485–98. http://dx.doi.org/10.1108/jocm-01-2020-0024.

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PurposeThe study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.Design/methodology/approachEmotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.FindingsThe study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.Research limitations/implicationsThis study was conducted in one organization.Practical implicationsOrganizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.Originality/valuePrevious studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.
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Rivers, Elizabeth. "Navigating emotion in HR work: caring for ourselves?" Personnel Review 48, no. 6 (September 2, 2019): 1565–79. http://dx.doi.org/10.1108/pr-07-2018-0244.

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Purpose The purpose of this paper is to understand how human resource (HR) practitioners subjectively experience emotions in their working lives and how they navigate emotionally challenging work. Design/methodology/approach A narrative methodology and participant-led photo-elicitation methods were used with five HR practitioners from different sectors to uncover experiences of emotion in their work. Findings Participants describe themselves as perceived by non-HR employees as non-emotional human beings, expected to “take” emotional expression from others, but to display little themselves. HR practitioners use emotion-focussed coping strategies, both self and team-care, to cope with the emotionally challenging work inherent in their role. Research limitations/implications As a pilot study of five participants, further research is needed to strengthen the findings; however, the in-depth qualitative methods used provide rich insight into their working lives. Practical implications HR practitioners’ well-being should not be taken for granted or overlooked in organisations. Opportunities for informal networking with HR communities and training/coaching interventions could provide support on approaches to the emotional challenges faced. Originality/value This paper provides insights into how HR practitioners experience the challenges of their work, in contrast to mainstream research emphasising the impact of human resource management policy and practices on employees and organisations. Attention is drawn to the subjective experience of emotion, rather than the mainstream objectification, managerialisation and generalisation of emotion.
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Abstract, Nicky James. "Emotional Labour: Skill and Work in the Social Regulation of Feelings." Sociological Review 37, no. 1 (February 1989): 15–42. http://dx.doi.org/10.1111/j.1467-954x.1989.tb00019.x.

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I define emotional labour as the labour involved in dealing with other peoples' feelings, a core component of which is the regulation of emotions. The aims of the paper are firstly to suggest that the expression of feelings is a central problem of capital and paid work and secondly to highlight the contradictions of emotions at work. To begin with I argue that ‘emotion’ is a subject area fitting for inclusion in academic discussion, and that the expression of emotions is regulated by a form of labour. In the section ‘Emotion at home’ I suggest that emotional labour is used to lay the foundations of a social expression of emotion in the privacy of the domestic domain. However the forms emotional labour takes and the skills it involves leave women subordinated as unskilled and stigmatised as emotional. In the section ‘Emotion at work’ I argue that emotional labour is also a commodity. Though it may remain invisible or poorly paid, emotional labour facilitates and regulates the expression of emotion in the public domain. Studies of home and the workplace are used to begin the process of recording the work carried out in managing emotions and drawing attention to its significance in the social reproduction of labour power and social relations of production.
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Rafaeli, Anat, and Monica Worline. "Individual emotion in work organizations." Social Science Information 40, no. 1 (March 2001): 95–123. http://dx.doi.org/10.1177/053901801040001006.

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We are predisposed to thinking of emotions as our own, perhaps the most intimate parts of ourselves. Yet, more often than not, our emotions are inextricably bound up with other people and social worlds, with one of the most powerful of those being the organizational work context. The central premise of this article is that much of our social and emotional life is organizational. We begin with a view to the past, describing how, because of a focus on control, both management and scholars attempted to tightly delineate the emotions that could legitimately be expressed and recognized in work settings. Such tight control could not hold emotions at bay, however. Managers and scholars have recognized that individual feelings are often expressions of or reactions to organizational realities. We review two waves of what we loosely call current organizational research that acknowledges emotion. The first wave attempts to explain individual emotion in organizational terms, while the second wave focuses on the idea of culture. Looking toward the future, we conclude that attempts to quell and ignore emotion in organizations are recognized as outdated. The emerging alternative appears to be to somehow “manage” the beast called emotion at work. We call for future research that recognizes employees', customers', shareholders', and suppliers' emotions in designing organizational features such as cultures, routines, structures, and patterns of leadership. Yet we note that as emotion is being more and more managed, people are feeling more and more alienated. The managed emotions of organized work can become very attractive to people as a place to escape to from the emotional hardships of home and community. We suggest future research and policy pay attention to a growing paradox in the future of emotion: that as emotion is more and more organizationally managed, the less it feels truly emotional.
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Hayward, Renae Maree, and Michelle Rae Tuckey. "Emotions in uniform: How nurses regulate emotion at work via emotional boundaries." Human Relations 64, no. 11 (November 2011): 1501–23. http://dx.doi.org/10.1177/0018726711419539.

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The management of emotions at work has been conceptualized in terms of its association with emotional inauthenticity and dissonance. In contrast, we integrate the idea of emotion regulation at work with basic strategic and adaptive functions of emotion, offering a new way of understanding how emotions can be harnessed for task achievement and personal development. Through a content analysis of interview data we examined how and why emotion regulation is carried out by employees, focusing on the in situ experiences of nurses. The manipulation of emotional boundaries, to create an emotional distance or connection with patients and their families, emerged as a nascent strategy to manage anticipated, evolving, and felt emotions. The emotional boundary perspective offers possibilities for knowledge development that are not rooted in assumptions about the authenticity of emotion or the professional self but that instead account for the dynamic, complex, multi-layered, and adaptive characteristics of emotion management.
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Sjølie, Hege, Per-Einar Binder, and Ingrid Dundas. "Emotion work in a mental health service setting." Qualitative Social Work 16, no. 3 (October 20, 2015): 317–32. http://dx.doi.org/10.1177/1473325015610181.

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The purpose of this article is to describe emotion work within a crisis resolution home treatment team in Norway. As defined by Hochschild, “emotion work” refers to managing one’s emotions according to what is culturally acceptable within a particular situation. A crisis resolution home treatment team is of particular interest when studying emotion work, because it represents a working environment where mental health crises and suicidal threat are common and where managing emotions is necessary for the team to function well. We aimed to expand current knowledge of the particular ways in which emotion work may be done by observing and describing the daily work of such a team. Our analyses showed that team members’ emotion work had five main features: (1) emotional expression was common and there seemed to be an informal rule that “vulnerable” emotions could be expressed; (2) emotional expression was most commonly observed in post-event discussions of challenging events or service users; (3) emotional expression facilitated digesting or processing of the event with the help of a fellow team member; (4) emotional expression was met with validation and support; and (5) this support seemed to increase mentalization and understanding of the situation and could be offered only by other team members. An implication of these findings is that informal exchanges of emotion are a necessary part of the work and cannot occur outside of the work context.
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Xanthopoulou, Despoina, Arnold B. Bakker, and Andrea Fischbach. "Work Engagement Among Employees Facing Emotional Demands." Journal of Personnel Psychology 12, no. 2 (January 2013): 74–84. http://dx.doi.org/10.1027/1866-5888/a000085.

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This two-wave study examined work engagement as a function of personal resources and emotionally demanding conditions at work. We hypothesized that personal resources (self-efficacy and optimism) buffer the effect of emotional demands and emotion-rule dissonance on work engagement. Furthermore, we expected that emotional demands/dissonance boost the effect of personal resources on work engagement. One-hundred sixty-three employees, who provide service to customers, participated at both measurement times. Analyses supported (a) the buffering hypothesis, since emotional demands and dissonance related negatively to work engagement when self-efficacy – but not optimism – was low, and (b) the boosting hypothesis, since self-efficacy – but not optimism – related positively to engagement particularly when emotional demands and dissonance were high.
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Walby, Kevin, and Dale Spencer. "Circus aerialism and emotional labour." Emotions and Society 2, no. 2 (November 1, 2020): 215–32. http://dx.doi.org/10.1332/263169020x15943015197376.

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<xref ref-type="bibr" rid="CIT0019">Hochschild (1983)</xref> introduced the idea of emotional labour to examine how emotions are performed and managed in work settings. Recent writings have extended Hochschild’s works on emotional labour by focusing on the body and collective emotions. Contributing to this literature, we draw on interviews conducted with circus aerialists from several Canadian cities to understand the complexities of emotions, performance and work. Drawing from interviews with 31 aerialists, we examine what aerialists say about emotion management during their performances and travels. We analyse how emotional labour overlaps with the bodily control necessary to engage in circus aerialism as a form of risky work. We also examine how emotional labour is conducted in relation to audience type and the emotional climates that emerge at the group level in aerialist troupes. We conclude by discussing what these findings mean for literatures on emotions and on circus work.
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C, Akalya Devi, Karthika Renuka D, Aarshana E. Winy, P. C. Kruthikkha, Ramya P, and Soundarya S. "2-D Attention Based Convolutional Recurrent Neural Network for Speech Emotion Recognition." International Journal of Informatics, Information System and Computer Engineering (INJIISCOM) 3, no. 2 (October 1, 2022): 163–72. http://dx.doi.org/10.34010/injiiscom.v3i2.8409.

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Recognizing speech emotions is a formidable challenge due to the complexity of emotions. The function of Speech Emotion Recognition(SER) is significantly impacted by the effects of emotional signals retrieved from speech. The majority of emotional traits, on the other hand, are sensitive to emotionally neutral elements like the speaker, speaking manner, and gender. In this work, we postulate that computing deltas for individual features maintain useful information which is mainly relevant to emotional traits while it minimizes the loss of emotionally irrelevant components, thus leading to fewer misclassifications. Additionally, Speech Emotion Recognition(SER) commonly experiences silent and emotionally unrelated frames. The proposed technique is quite good at picking up important feature representations for emotion relevant features. So here is a two dimensional convolutional recurrent neural network that is attention-based to learn distinguishing characteristics and predict the emotions. The Mel-spectrogram is used for feature extraction. The suggested technique is conducted on IEMOCAP dataset and it has better performance, with 68% accuracy value.
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Dissertations / Theses on the topic "Emotional work"

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Forseth, Ulla. "BOUNDLESS WORK : Emotional Labour and Emotional Exhaustion in Interactive Service Work." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for sosiologi og statsvitenskap, 2001. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5308.

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Stapleton, Clare Marie. "The Use of Emotions in Social Work Practice." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15807.

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This thesis explores the explicit and implicit use of emotions in social work practice and the ways in which social workers’ emotions interact with formal theory and practice to create knowledge for practice. It describes the practices of 10 expert social workers with extensive experience in working in relationship-oriented models. The social workers live and work in three Australian cities. The descriptions of their practices are drawn from indepth interviews with the social workers. Interpretative phenomenological analysis was used to guide the research inquiry. Findings from the study were interpreted using the social work practice theory of relationship-based social work and the sociological theories of the emotional self and emotional labour. The findings are presented in three chapters exploring four major themes: • Descriptions of social work practice, including participants’ understandings of the theoretical and practice frames that inform their work, and the credentialing of their expertise in social work practice. • Participants’ expressed views on the place of emotions in accountable and ethical social work practice, plus their descriptions of the ways they work with emotions in practice. • Participants’ understandings of their emotional self and its influence on the ways in which they implement their practice. • Participants’ descriptions of the characteristics of their emotional labour, including the ways their emotions and emotional self interact with theory and ethics to create the labour of social work practice. The study revisits a central concern in the social work literature — the place of emotions and tacit forms of knowledge in expert practice. It concludes, from a practitioner perspective, that emotions and emotive knowledge hold a central position in practice. The findings have implications for understanding what constitutes useful and necessary knowledge for practice, as well as suggesting new perspectives on the training and supervision of social workers on emotion and its use in practice. The findings suggest that an ability to work competently and intelligently with emotions, including making use of the knowledge gleaned from one’s own emotions in explicit and conscious ways, is part of expert social work practice.
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Becker, William J. "SHARED DISPLAY RULES AND EMOTIONAL LABOR IN WORK TEAMS." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194198.

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Emotions are an important part of the workplace. Emotional labor describes the monitoring and management of one's emotions at work. Employees perform emotional labor in response to explicit and perceived display rules for emotional expressions in the workplace. While compliance with these rules is generally beneficial for the organization, it may be detrimental to employee well-being.This study proposes a process model of emotional labor that extends from display rules to job attitudes and behaviors. It is unique in that it investigates display rules and emotional labor at the group level of analysis. It also includes coworkers as well as customers as targets of emotional labor. Display rule commitment is proposed as an important moderator between emotional labor and important individual job attitudes and behaviors that may account for previously mixed findings in the literature.The hypotheses of this study received general support. Specifically, group level display rules and emotional labor were viable constructs that had important consequences for job outcomes. Display rule commitment was an important predictor of job attitudes and behaviors and moderated the relationship between group level surface acting and emotional exhaustion. In addition, group level emotional labor showed a significant effect on a number of important job outcomes. It also moderated the relationship between individual level emotional labor and job attitudes and behaviors. These findings provide several promising new insights and directions for emotional labor research.
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Strazdins, Lyndall, and lyndall strazdins@anu edu au. "Emotional Work: A Psychological View." The Australian National University. Faculty of Science, 2000. http://thesis.anu.edu.au./public/adt-ANU20010906.171501.

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At work and in the family, people do emotional work to meet other people's emotional needs, improve their wellbeing, and maintain social harmony. Emotional work is unique and skilled work - it involves handling emotions and social relationships and its product is the change of feeling in others. ¶ The thesis extends the work of Erickson and Wharton (1993, 1997) and England (1992, England & Farkas, 1986) by adding a psychological perspective. Emotional work is defined in terms of behaviours. Three dimensions, companionship, help and regulation, distinguish whether positive or negative emotions in other people are the target of emotional work. Companionship builds positive emotions, whereas help and regulation repairs and regulates negative emotions. ¶ Two studies, the Public Service Study (n=448) and the Health Care Study (n=261), sample different work and family role contexts (spouse, parent, kinkeeper and friendship, manager, workmate and service roles). The Integrative Emotional Work (IEW) Inventory was developed to assess emotional work in these roles. ¶ Emotional work is not just women's work. Younger people and those from ethnic minority backgrounds also do more emotional work. In contexts where it is not rewarded, emotional work is done by those with lower status. Emotional work is responsive and increases when other people are distressed. It is an aspect of the domestic division of labour, and influenced by workplace climate. Although personality is a factor, some determinants are modifiable. People do more emotional work when they have the skills, when it is saliently prescribed, and when it is rewarded and recognised. ¶ Emotional work is costly to those who do it and combines in its effects across work and family roles. When people do emotional work they 'catch' emotions from others (Hatfield, Cacioppo, & Rapson, 1994). Handling positive emotions in others improves wellbeing. However, handling negative emotions in others relates to a wide range of psychological health problems. These health costs are mitigated when emotional work is rewarded. Emotional work's devaluation sets in train social group differences in its performance, and confers both material (England & Folbre, 1999) and health disadvantages on those who do it.
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Jin, Myung. "Emotional labor in public service work." Tallahassee, Fla. : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11132009-103041/.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisors: Mary E. Guy and Ralph S. Brower, Florida State University, College of Social Sciences and Public Policy, School of Public Administration and Policy. Title and description from dissertation home page (viewed May 14, 2010). Document formatted into pages; contains ix, 105 pages. Includes bibliographical references.
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Meisiek, Stefan. "Beyond the emotional work event : social sharing of emotion in organizations." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics [Ekonomiska forskningsinstitutet vid Handelshögsk.] (EFI), 2003. http://www.hhs.se/efi/summary/628.htm.

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Smolen-Hetzel, Ann Caldwell. "Emotional Labor and Nursing Students: An Investigation of Nursing Students' Emotion Work." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1179.

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This study examined emotional labor as a potential source of stress for nursing students, as nursing students' performance of emotional labor may impact their working lives in important ways. Participants were 107 undergraduate and graduate nursing students enrolled in a large southeastern university who completed the Discrete EmotionsEmotional Labor Scale (DEELS; Glomb & Tews, 20041, the Student Nurse Stress Index (SNSI; Jones & Johnston, 1999), the Job Descriptive Index (JDI; Balzer et al., 20001, and the Job in General (JIG; Balzer et al., 2000) scales. Two sub-samples of nursing students were identified, one of which held a registered nurse license (seasoned group; N = 54), and the other which had no previous clinical training in nursing (unseasoned group; N = 53). First, it was hypothesized that frequency of faking emotions and suppressingemotions would predict stress and satisfaction levels for the overall sample. A second hypothesis explored if seasoned nursing students engaged in higher frequencies of faking and suppression of emotion when performing clinical nursing work. Results indicated that frequency of faking emotion was negatively correlated with student nursing stress overall, and also nursing stress about interface worries. Hierarchical regression analyses revealed that faking emotion and suppression emotion while engaged in clinical nursing work were significant predictors of overall nursing student stress. In addition, faking and suppressing emotion were significant predictors of stress related to the balance of personal and professional life. However, use of emotional labor strategies did not predictstress related to personal problems, or satisfaction with either work or the job in general. Furthermore, no differences were found with regard to frequencies of faking and suppressing emotion when seasoned and unseasoned students were compared. Other findings included that clinical nursing experience was positively related to genuine expression of emotion. In addition, students reported both high levels of stress with school and high levels of satisfaction. Students suppressed emotion while engaged in clinical work more frequently than they faked emotion. Overall, results of the present study suggested a link between nursing student performance of emotional labor strategies and their stress levels.
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Hawker, Sheila Elizabeth. "Counselling as emotional labour." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264690.

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Rhodes, Lisa M. "Thriving at work: A call center study." Franklin University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=frank1553730147335996.

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Harris, Claire. "Exploring mental models of emotional experience at work." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251777.

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Books on the topic "Emotional work"

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Hopman, Jean. Surviving Emotional Work for Teachers. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429279379.

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D, Schubert Susan, ed. Emotional intelligence works: Think, be and work smarter. 3rd ed. [S.l.]: Axzo Press, 2010.

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Nielsen, Duke. Relationships that work: At home, at work, and at school. Englewood, CO: Advanced Learning Press, 2005.

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Dalip, Singh. Emotional intelligence at work: A professional guide. 2nd ed. New Delhi: Response Books, a Division of Sage Publications, 2003.

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Harris, Belinda. Supporting the emotional work of school leaders. London: P.C.P., 2007.

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Emotional intelligence at work: A professional guide. 3rd ed. New Delhi: Response Books, 2006.

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Żołnierczyk-Zreda, Dorota. Emotional Labour in Work with Patients and Clients. Edited by Dorota Żołnierczyk-Zreda. First edition. | Boca Raton : CRC Press, 2020. |: CRC Press, 2020. http://dx.doi.org/10.1201/9781003032496.

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Emotional intelligence and leadership: A work wellness perspective. Saarbrucken: VDM Verlag, 2009.

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Emotional intelligince @ work: How to make change stick. Cheltenham: Spa House Publishing, 2014.

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Gerald, Matthews, and Roberts Richard D, eds. What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. Cambridge, Mass: MIT Press, 2009.

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Book chapters on the topic "Emotional work"

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Jackson, Kathryn. "Emotional Honesty." In Resilience at Work, 103–53. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203729038-6.

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McMurray, Robert, Nicki Credland, Martyn Griffin, Peter Hamilton, Oonagh Harness, and Kimberly Jamie. "Emotional Labor." In Shifting Categories of Work, 175–88. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003341321-15.

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Boyd-Quinn, Carol. "The Emotional Socialisation of Junior Doctors: Accumulating an Emotional Debt." In Work Matters, 216–31. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-03671-1_13.

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Fukuda, Shuichi. "From Work for Others to Work for Yourself." In Emotional Engineering, Vol. 8, 13–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38360-2_2.

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Bilecen, Başak. "Friendship as ‘Emotional Work’." In International Student Mobility and Transnational Friendships, 51–70. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137405258_3.

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Bagai, Robin. "Emotional Storms." In Commentaries on the Work of Michael Eigen, 109–15. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003257554-17.

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Sharma, Deeksha. "Emotions at Work: Applications of Emotional Intelligence." In International and Cultural Psychology, 129–47. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46349-5_8.

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Thompson, Neil. "Thinking and feeling: emotional intelligence." In Practising Social Work, 86–97. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04871-4_7.

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O’Shea Brown, Gillian. "Understanding Your Emotional Map." In Essential Clinical Social Work Series, 7–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61416-4_2.

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Seebode, Julia. "Conclusion and Future Work." In Emotional Feedback for Mobile Devices, 99–106. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17193-7_9.

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Conference papers on the topic "Emotional work"

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Vakulenko, Svitlana. "The role of the emotional component in the professional activity of social work specialists during the war." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.159.

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Background: The majority of emotional experiences arise in response to the satisfaction or dissatisfaction of personal needs. Hence, one cannot ignore the person’s emotional experiences in the study of his/her social behavior. Models for explaining social actions and social processes that ignore the actors’ emotions cannot be considered relevant. Purpose: To investigate, on the basis of concepts of «emotion work» and «emotional labor» by A.R. Hochschild the role of the emotional component in the professional activity of social work specialists during the war. since social work is based on deep action (according to A.R. Hochschild’s classification) and the presence of certain personal qualities, which is manifested in some features inherent in this profession. Methods: The theoretical method of research was to analyze the documents used to study the works of scientists who researched the social nature of emotions: on the one hand, they are the results of social processes that require sociological explanation; on the other, they function as causes of the social processes, necessary to explain the very principles of social behavior. Conclusion: In the social workers professional activities, emotions are important. Due to the activities specifics, professionals are often required to imitate certain emotions (perform emotion work). At the same time, social work involves the implementation of including emotional labor, which is based on deep action (according to the classification of A.R. Hochschild) and the presence of certain personal qualities associated with the profession characteristics. Keywords: social work, social work specialists, professional activity, emotional labour, emotional work.
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Roemmich, Kat, Florian Schaub, and Nazanin Andalibi. "Emotion AI at Work: Implications for Workplace Surveillance, Emotional Labor, and Emotional Privacy." In CHI '23: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3544548.3580950.

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Alonso, Jesus B., Josue Cabrera, and Carlos M. Travieso. "Emotional temperature." In 2014 International Work Conference on Bio-inspired Intelligence (IWOBI). IEEE, 2014. http://dx.doi.org/10.1109/iwobi.2014.6913933.

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Knautz, Kathrin, Daniel Guschauski, Daniel Miskovic, Tobias Siebenlist, Jens Terliesner, and Wolfgang G. Stock. "Incentives for emotional multimedia tagging." In CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2141512.2141539.

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Rivai, Nasrijul, Erni Masdupi, and Syahrizal Syahrizal. "Effect of Emotional Intelligence, Work Environment, and Work Stress on Work Productivity." In Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/piceeba2-18.2019.29.

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Torland, Monica. "Managing Emotions at Work: Adventure Tour Leaders’ Application of Emotional Labor." In Annual International Conference on Tourism and Hospitality Research (THoR 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-3426_thor16.7.

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Cao, Huan. "The emotion regulation strategy and emotional work perception in customer injustice." In International Conference of Information Science and Management Engineering. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/isme20141962.

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Veltmeijer, Emmeke, Charlotte Gerritsen, and Koen Hindriks. "Automatic Recognition of Emotional Subgroups in Images." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/190.

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Both social group detection and group emotion recognition in images are growing fields of interest, but never before have they been combined. In this work we aim to detect emotional subgroups in images, which can be of great importance for crowd surveillance or event analysis. To this end, human annotators are instructed to label a set of 171 images, and their recognition strategies are analysed. Three main strategies for labeling images are identified, with each strategy assigning either 1) more weight to emotions (emotion-based fusion), 2) more weight to spatial structures (group-based fusion), or 3) equal weight to both (summation strategy). Based on these strategies, algorithms are developed to automatically recognize emotional subgroups. In particular, K-means and hierarchical clustering are used with location and emotion features derived from a fine-tuned VGG network. Additionally, we experiment with face size and gaze direction as extra input features. The best performance comes from hierarchical clustering with emotion, location and gaze direction as input.
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Dhakad, Rashmi, and Luigi Benedicenti. "Analyzing Emotional Contagion in Commit Messages of Open-Source Software Repositories." In 4th International Conference on Natural Language Processing and Machine Learning. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130811.

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For more than a decade scientist have focused on the emotions of software developers in order to understand emotion's impact on their productivity, creativity, and quality of work. In modern time, there is a sharp rise in open-source software collaborations and software development models that are globally distributed. A crucial aspect of these collaborations is the affect of emotional contagion. Emotional contagion is a phenomenon of transfer of one's affective state to another. In this research study, we follow through previously established research and build on it how emotional contagion happens in large opensource software development. We further establish how emotional contagion happens during different time and how it affects the overall development process.
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Yang, Jufeng, Dongyu She, and Ming Sun. "Joint Image Emotion Classification and Distribution Learning via Deep Convolutional Neural Network." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/456.

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Visual sentiment analysis is attracting more and more attention with the increasing tendency to express emotions through visual contents. Recent algorithms in convolutional neural networks (CNNs) considerably advance the emotion classification, which aims to distinguish differences among emotional categories and assigns a single dominant label to each image. However, the task is inherently ambiguous since an image usually evokes multiple emotions and its annotation varies from person to person. In this work, we address the problem via label distribution learning (LDL) and develop a multi-task deep framework by jointly optimizing both classification and distribution prediction. While the proposed method prefers to the distribution dataset with annotations of different voters, the majority voting scheme is widely adopted as the ground truth in this area, and few dataset has provided multiple affective labels. Hence, we further exploit two weak forms of prior knowledge, which are expressed as similarity information between labels, to generate emotional distribution for each category. The experiments conducted on both distribution datasets, i.e., Emotion6, Flickr_LDL, Twitter_LDL, and the largest single emotion dataset, i.e., Flickr and Instagram, demonstrate the proposed method outperforms the state-of-the-art approaches.
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Reports on the topic "Emotional work"

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Balali, Vahid. Connected Simulation for Work Zone Safety Application. Mineta Transportation Institute, July 2022. http://dx.doi.org/10.31979/mti.2021.2137.

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Every year, over 60,000 work zone crashes are reported in the United States (FHWA 2016). Such work zone crashes have resulted in over 4,400 fatal and 200,000 non-fatal injuries in the last 5 years (FHWA 2016, BLS 2014). Apart from the physical and emotional trauma, the annual cost of these injuries exceeds $4 million-representing significant wasted resources. To improve work zone safety, this research developed a system architecture for unveiling high-risk behavioral patterns among highway workers, equipment operators, and drivers within dynamic highway work zones. This research implemented the use of a connected virtual environment, which is an immersive hyper-realistic and virtual environment where multiple agents (e.g. workers, drivers, and equipment handlers) control independent simulators but experience an interactive and shared experience. For this project, the team conducted an in-depth analysis of accident investigation, simulated accident scenarios, and tested diverse interventions to prevent high-risk behavior. Overall, the research improved understanding of behavioral patterns that lead to injuries and fatalities of highway workers in order to better protect them in high-risk work environments. As part of making transportation smarter, this project contributes to smart behavioral safety analysis.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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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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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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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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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Campbell, Margaret. Families, Disability, and Wellbeing in Canada [Issue brief]. The Vanier Institute of the Family, 2024. http://dx.doi.org/10.61959/i234316b.

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The families of persons with disabilities are crucial sources of care for the disabled family member(s). But, providing care for a family member with a disability poses unique challenges that can affect family wellbeing. This is mainly true for families with little social, emotional, and financial support. Many families with disabilities are vulnerable to poor wellbeing, and there are gaps in our understanding of these vulnerabilities and how to adequately address them. More work needs to be done to better understand and support them.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Cannon, Mariah, and Pauline Oosterhoff. Tired and Trapped: Life Stories from Cotton Millworkers in Tamil Nadu. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/clarissa.2021.002.

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