Relevant bibliographies by topics / Interpersonal relationships

Academic literature on the topic 'Interpersonal relationships'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Interpersonal relationships"

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KELLER, MARY L. "Interpersonal Relationships." AJN, American Journal of Nursing 89, no. 4 (April 1989): 570. http://dx.doi.org/10.1097/00000446-198904000-00043.

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Berscheid, Ellen. "Interpersonal Relationships." Annual Review of Psychology 45, no. 1 (January 1994): 79–129. http://dx.doi.org/10.1146/annurev.ps.45.020194.000455.

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McLean, Moira. "Interpersonal relationships." Nurse Education Today 10, no. 2 (April 1990): 158. http://dx.doi.org/10.1016/0260-6917(90)90216-d.

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Dindia, Kathryn, and Pamela J. Kalbfleisch. "Interpersonal Communication: Evolving Interpersonal Relationships." Journal of Marriage and the Family 57, no. 1 (February 1995): 253. http://dx.doi.org/10.2307/353838.

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方, 清. "The Study on Relationship between Self-Differentiation and Real Interpersonal Relationships, Network Interpersonal Relationships." Advances in Psychology 04, no. 04 (2014): 632–39. http://dx.doi.org/10.12677/ap.2014.44085.

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CARROLL, E. RUTH. "Improved Interpersonal Relationships." Journal of Business and Technical Communication 5, no. 3 (July 1991): 285–99. http://dx.doi.org/10.1177/1050651991005003004.

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Idrees, Ayesha, and Saira Batool. "Styles of Humor and Interpersonal Relationships in University Students." FWU Journal of Social Sciences 14, no. 4 (December 15, 2020): 57–67. http://dx.doi.org/10.51709/fw12725.

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The study aimed to investigate relationship between humor styles and interpersonal relationships in university students. It was hypothesized that: there would be a relationship between humor styles and interpersonal relationships in university students; humor styles are likely to predict interpersonal relationships in university students; there would be gender differences in humor styles and interpersonal relationships. The sample consisted of 196 students from two Universities of Lahore. Humor Style Questionnaire (Martin, Puhlik-Doris, Larsen, Gray & Weir, 2003) and Interpersonal Relationship Questionnaire (Callaghan, 2006) were used for assessment. Data were analyzed by using Pearson product moment correlation, hierarchical regression analysis and independent sample t-test. Results revealed significant relationship between humor styles and interpersonal relationships. Affiliative humor style predicted interpersonal relationships negatively whereas self-defeating humor style predicted interpersonal relationships positively. Men used more aggressive humor styles compared to women but they did not differ on other humor styles. Findings highlight significance of humor in the quality of interpersonal relationships.
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Shiraishi, Megumi, and Ritsuko Tsugawa. "Relationship between Identity Status, Satisfaction with Interpersonal Relationships and Interpersonal Stress Coping." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 2D—029–2D—029. http://dx.doi.org/10.4992/pacjpa.83.0_2d-029.

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Syukerti, Nanda, Lovia Evanne, and Ani Sagita. "Hubungan Antarpribadi dalam Film Pendek “Tak Lagi Sama”: Perspektif Sosiologi Komunikasi." Komsospol 1, no. 2 (September 21, 2022): 146–62. http://dx.doi.org/10.47637/komsospol.v1i2.590.

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In forming individuals, interpersonal relationships have an important role, through interpersonal relationships are expected to be able to encourage someone to have feelings, understanding, and support and help individuals to understand the expectations of other individuals. There are several theories to reduce this phenomenon, which specifically generalizes the concept of interpersonal relationships which have an important role in shaping individuals, through interpersonal relationships are expected to be able to encourage someone to have a feeling, understanding and support and help individuals to understand the expectations of others. Another individual In the film "No Longer the Same" starring Salshabilla Andriani and Yusuf Mahardika, there are several scenes depicting the interpersonal relationships between the characters in the film, this film was released on June 18, 2021 on Salshabilla Andriani's Youtube channel. The purpose of the study was to find out how the interpersonal relationships in the film "No Longer the Same". This type of research is descriptive qualitative, analyzing the interaction of interpersonal relationships in the short film "Tak Lagi Sama". So the theory that can be used in this research is interpersonal relationship. The results of this study are the interpersonal relationships that occur in the film are relationship development, relationship maintenance and relationship termination, there are also self-disclosure, process view and social exchange.
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Kelly, H. H. "Research on Interpersonal Relationships." JAPANESE JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 30, no. 3 (1991): 259–67. http://dx.doi.org/10.2130/jjesp.30.259.

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Dissertations / Theses on the topic "Interpersonal relationships"

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Robles, Renard Tatsuya. "Humility in Interpersonal Relationships." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162368.

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This paper aims to establish a conception of humility which can be of use in nurturing interpersonal relationships of intrinsic value. The conception of humility asserted herein is a doxastic one that demands that an individual make an as-accurate-as-possible estimation of her knowledge, merits, and accomplishments in relation to others, in relation to the totality of knowledge, merits, and accomplishments, both actual and possible, of humankind, and in relation to an ideal. This paper asserts that humility consists of both a cognitive and an attitudinal component. The necessary cognitive component is an acknowledgment of the presence of great unknowable mysteries at play in every situation and every interaction between persons, which is further specified as the acknowledgment of the unknowability of the inner lives and consciousnesses of others. It is asserted that the attitudinal component of humility must result from the cognitive component and consists in keeping this acknowledgment consciously in mind in interactions in personal relationships and adopting actions and responses to others which are congruent with this acknowledgement. The conception of humility advocated in this paper takes points from the traditional Jewish conception of humility as presented by Daniel M. Nelson, a later account as formulated by the Jewish philosopher Martin Buber as well the more recent accounts of humility asserted by André Comte-Sponville, Julia Driver, G. Alex Sinha, J.L.A Garcia and Aaron Ben-Ze’ev.
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Rashid, Farzana. "Extracting Dimensions of Interpersonal Interactions and Relationships." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707342/.

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People interact with each other through natural language to express feelings, thoughts, intentions, instructions etc. These interactions as a result form relationships. Besides names of relationships like siblings, spouse, friends etc., a number of dimensions (e.g. cooperative vs. competitive, temporary vs. enduring, equal vs. hierarchical etc.) can also be used to capture the underlying properties of interpersonal interactions and relationships. More fine-grained descriptors (e.g. angry, rude, nice, supportive etc.) can also be used to indicate the reasons or social-acts behind the dimension cooperative vs. competitive. The way people interact with others may also tell us about their personal traits, which in turn may be indicative of their probable success in their future. The works presented in the dissertation involve creating corpora with fine-grained descriptors of interactions and relationships. We also described experiments and their results that indicated that the processes of identifying the dimensions can be automated.
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Mo, Yuet-Ha. "Interpersonal trust and business relationships." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:1004afdd-05c8-48ca-b6ac-c9bfa671640b.

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The research was multi-method as it combined qualitative semi-structured interviews with quantitative surveys. The thesis concludes by discussing cultural implications for the formation of trust among business people in the UK and China, and future research directions.
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Langford, Rachel. "Interpersonal relationships and military trauma." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/60375/.

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An increasing evidence base is evolving which attempts to understand the consequences of the deployment of military troops to war zones and what may mediate these. Chapter one critically appraises the literature examining the link between secure attachment style classification, the dimensions of attachment anxiety and avoidance and operational stress injury. The results indicate that the reviewed articles used a variety of attachment measures, including discourse and self-report measures, which produce different results about the relationship between adult attachment and operational stress injury. The methodological limitations of the studies and implications of these findings for psychological therapies are discussed. Suggestions for future research are made, including longitudinal studies which measure attachment and mental health prior to deployment, and whether certain personality variables mediate the relationship between attachment and operational stress injury. Chapter two presents a qualitative analysis of the experiences of and roles played by the partners of military personnel receiving care for operationally-attributed mental health difficulties. Similar research has been carried out internationally, but as far as the author is aware British military partners had not been investigated. Grounded theory analysis of semi-structured interviews led to the development of a theoretical model, which explains the effect of operational events on service members and their partners, and the ways adopted to manage these. It is suggested that enhanced understanding of this process, aided by communication and services, helps to dissipate the couples’ distress, although barriers to communication and services were identified. Results are discussed in accordance with existing literature. Implications for service provision to deliver information and support for partners, and ideas for future research which tests the effects of partners receiving these, are made. Chapter three is a reflective paper based upon the thoughts, opinions and experiences the author had whilst carrying out the literature review and empirical research.
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Du, Bois Craig A. "The relationships we live by." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Maguire, Katheryn Coveley. "Communication and communal coping in long-distance romantic relationships." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3034936.

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Jacobson, Steven M. "The attachment, caregiving, and sexual systems relationship to conflict communication in adult pair-bond relationships." Full text available online (restricted access), 2003. http://images.lib.monash.edu.au/ts/theses/Jacobson.pdf.

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Jowett, Sophia. "The psychology of interpersonal relationships in sport : the coach-athlete relationship." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342012.

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Ongyod, Anthony. "Popular music and communication in interpersonal relationships." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/7114.

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This research investigates how people use popular music, particularly wedding songs, to communicate. Participants were gathered at a bridal expo who either "Have a Wedding Song" or have "Witnessed a Wedding Song". Results indicate that people do indeed communicate using music. Interpersonal partners have a wedding song because a wedding song is symbolic, tradition, expresses feelings, important, and romantic. Couples chose a particular song for their wedding because the appointed song expresses the couple's feelings, has sentimental value, is representative of the relationship, has meaningful lyrics, and sounds good. The most important messages communicated in a song were: "I love you", "I want to be with you", and "I want everyone to know how I feel". The most important emotions were: "Love", "Warmth", and "Happiness". Finally, wedding partners generally communicate to their partner or to both their partner and the audience. Implications and directions for future research are discussed.
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Tilley, J. Michael. "Interpersonal relationships and community in Kierkegaard's thought." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/892.

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Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on October 29, 2008). Document formatted into pages; contains: viii, 253 p. Includes abstract and vita. Includes bibliographical references (p. 247-252).
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Books on the topic "Interpersonal relationships"

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J, Kalbfleisch Pamela, ed. Interpersonal communication: Evolving interpersonal relationships. Hillsdale, N.J: Lawrence Erlbaum, 1993.

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Lucas, Robert W. Effective interpersonal relationships. Burr Ridge, Ill: Irwin Professional Pub./Mirror Press, 1994.

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Wubbels, Theo, Perry den Brok, Jan van Tartwijk, and Jack Levy. Interpersonal Relationships in Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8.

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Zandvliet, David, Perry den Brok, Tim Mainhard, and Jan van Tartwijk, eds. Interpersonal Relationships in Education. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8.

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Dan, O'Hair, ed. Communicating in interpersonal relationships. New York: Macmillan, 1988.

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D, Cahn Dudley, ed. Communication in interpersonal relationships. Albany: State University of New York Press, 1985.

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Weinstein, Netta, ed. Human Motivation and Interpersonal Relationships. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6.

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Knapp, Mark L. Interpersonal communication and human relationships. 3rd ed. Boston: Allyn and Bacon, 1996.

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L, Knapp Mark. Interpersonal communication and human relationships. 2nd ed. Boston: Allyn and Bacon, 1992.

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Knapp, Mark L. Interpersonal communication and human relationships. 6th ed. Boston: Pearson Allyn & Bacon, 2009.

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Book chapters on the topic "Interpersonal relationships"

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Boltz, Marie, Holly Rau, Paula Williams, Holly Rau, Paula Williams, Jane Upton, Jos A. Bosch, et al. "Interpersonal Relationships." In Encyclopedia of Behavioral Medicine, 1106–11. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1425.

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Whitfield, Jeff. "Interpersonal Relationships." In Conflicts in Construction, 47–61. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13360-4_5.

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Stebbins, Robert A. "Interpersonal Relationships." In Leisure and Positive Psychology: Linking Activities with Positiveness, 57–69. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-56994-3_4.

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Regan, Tim, Chiara Acquati, and Tania Zimmerman. "Interpersonal Relationships." In Handbook of Cancer Survivorship, 265–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77432-9_14.

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Mirdamadi, Moujan. "Interpersonal Relationships II: Personal Interpersonal." In A Phenomenological Study of Depression in Iran, 105–26. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30407-1_6.

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Mirdamadi, Moujan. "Interpersonal Relationships I: Impersonal Interpersonal." In A Phenomenological Study of Depression in Iran, 87–104. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30407-1_5.

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Solomon, Denise, and Jennifer Theiss. "Developing and Ending Relationships." In Interpersonal Communication, 284–314. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781351174381-12.

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Sternberg, Robert J. "II. Interpersonal relationships." In Psychology 101½: The unspoken rules for success in academia., 73–151. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/14949-002.

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Trail, Beverly A. "Fostering Interpersonal Relationships." In Twice-Exceptional Gifted Children, 121–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-7.

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Hamilton, Cheryl, Tony L. Kroll, and Bonnie R. Creel. "Building Interpersonal Relationships." In Communicating for Success, 170–97. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003251491-8.

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Conference papers on the topic "Interpersonal relationships"

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Bălăită, Raluca. "Managing Interpersonal Relationships." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.6.

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Punuru, Anju, Tyng-Wen Cheng, Isha Ghosh, Xinru Page, and Mainack Mondal. "Cultural Norms and Interpersonal Relationships." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418341.

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Kurniawan, Achmad Wildan, Silvi Sucira Listian, Zikri Fachrul Nurhadi, and Heri Hendrawan. "Metrosexual Lifestyle and Interpersonal Relationships." In International Conference on Media and Communication Studies(ICOMACS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icomacs-18.2018.5.

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Paisilazarescu, Mihaela, and Maria magdalena Stan. "DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.

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Making use of activities of e-learning type has an effect on not only learning activities, but it also has positive and negative implications upon the personalities of the participants at this activity. The fact that the teachers and the students do not meet face to face leads to the apparition of a series of particularities of the traditional teacher-student relationship. The learning systems in electronic format based on interactivity represent one of the ways of diversifying and multiplying of interpersonal relationships. The interpersonal relationships among which we can mention the teacher-student relationships manifest as interactions between individuals that lead to information, material and affective exchange. This paper starts from the idea that in the context of using the computer in the learning activity, the traditional interpersonal relationships, including the teacher-student relationships gain new dimensions, and it focuses on a comparative analysis of this relationship. The analysis has been made from the perspective of the identification of the characteristics of the teacher-student relationships in e-learning at different ages in different educational environments, both from the teacher's perspective and from the students'. Implicating the computer in education does not diminish or exclude the role of the teacher and the relationship with other students. The teacher has a remarkable contribution, but not in the traditional way. The independence granted to the one that is learning does not exclude the role of the teacher and the communication with the others. The lack of the face-to-face human contact, considered essential for human socializing is compensated by major positive effects of colaboration and cooperation which enlarge the area of human contacts. The psychosocial perspective in e-learning stimulates the process of socializing and learning through cooperation and diversifies the nature of relationships of interpersonal communication. The cooperation through e-learning favours not only individual responsibility, but also the development of social abilities.
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Liu, Xiaoping, and Jingsong Deng. "Risk Perception of Interpersonal Relationships among Employees." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5997997.

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Matias, Andreia, Cristina Soeiro, Iris Almeida, Renato Pessoa Santos, Ricardo Ventura Baúto, and Sandra Oliveira. "Alexithymia, Personality, Internet Addiction, and Interpersonal Relationships." In International Congress of CiiEM. Basel Switzerland: MDPI, 2023. http://dx.doi.org/10.3390/msf2023022042.

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Rashid, Farzana, and Eduardo Blanco. "Dimensions of Interpersonal Relationships: Corpus and Experiments." In Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/d17-1244.

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POPESCU, Maria. "Psychosocial and cognitive aspects in interpersonal relations." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p67-73.

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Interpersonal relationships are the binder of human organization that aims to achieve on a small scale all the functions of society. In today's society, a society of insecurity and change, interpersonal relationships change their structure, content, way of manifestation, deviating more and more from the principles and values that governed this form of interpersonal manifestation until recently. In understanding the diversity of ways of interpersonal relationships and their social implications, it is necessary to highlight essential psychosocial aspects that are the engine of the dynamics of interpersonal relationships.
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Gogitsaeva, O. U. "Psychological Conditions Of Interpersonal Relationships Formation Of Teenagers." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.241.

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"MONITORING INTERPERSONAL RELATIONSHIPS THROUGH GAMES WITH SOCIAL DILEMMA." In International Conference on Evolutionary Computation Theory and Applications. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003623400050012.

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Reports on the topic "Interpersonal relationships"

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Dupas, Pascaline, Anthony Keats, and Jonathan Robinson. The Effect of Savings Accounts on Interpersonal Financial Relationships: Evidence from a Field Experiment in Rural Kenya. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21339.

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Nguyen, Yen D. H., Andrea Insch, and Damien Mather. Exploring Students’ Lived Experiences and Wellbeing at a New Zealand University: Perspectives of International Exchange Students. Journal of the Australian and New Zealand Student Services Association, February 2023. http://dx.doi.org/10.30688/janzssa.2023-1-01.

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This study provides additional insights into the lived experiences of international exchange students in New Zealand. It contributes to the literature on international higher education by proposing an expanded framework of the relationship between students’ lived experiences and wellbeing. The findings make an essential contribution to students’ wellbeing in international higher education by generating a thematic framework that describes how positive and negative experiences enhance international exchange students’ wellbeing. The negative and positive experiences in the framework comprise five sub-themes: “Psychological adjustment”, “Local differences”, “Being with nature”, “Interpersonal relationships”, and “Experiencing new”. Findings from the research highlight that university policymakers and managers of international student support services should conceive an exchange program as a psychological process to enhance international exchange students’ wellbeing, rather than a strictly functional process to achieve educational outcomes.
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SUN, JUNJIANG, GUOPING QIAN, Shuqi Yue, and Anna szumilewicz. Factors influencing physical activity in pregnant women from the perspective of a socio-ecological model: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0073.

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Review question / Objective: The main aim of this review is to analyse the impact factors of material physical activity in an ecological model and to analyse differences in influencing factors between pregnant women's PA and moderate-to-vigorous intensity physical activity (MVPA) , provide a reference for the research, intervention, and policy designation of maternal physical activity. Rationale: In combination with McLeroy et al. (1988)behavior is viewed as being determined by the following: (1) Personal level: the internal factors of the individual characteristics,(sociodemographic and biological, behavior, psychological ); (2) interpersonal level: interpersonal processes and primary groups-formal and informal social network and social support systems,(eg: family、public, etc.); (3)organization level: social institutions with organizational characteristics, such as health services, gyms and may also include influences from health care providers and Physical activity consultant, etc.; (4) community level: relationships among organizations, institutions, and informal networks within defined boundaries，（eg： appropriate facilities、living environment, etc.); and finally (5) public policy level: local, state, and national laws and policies.
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Qiu, Mimi, Qinghong Hao, Jun Wang, Yalin Chen, Wei Peng, Yang Wang, Hui Li, and Tianmin Zhu. Mobile phone dependence and interpersonal relationship: A systematic review and meta-analysis protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0058.

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Cuesta, José A., Jorge Lamas, and Erik Alda. Social Capital, Violence and Public Intervention: The Case of Cali. Inter-American Development Bank, April 2007. http://dx.doi.org/10.18235/0008755.

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This study attempts to quantify the impact of public interventions designed simultaneously to foster crime prevention and the formation of community-wide social capital. The relationship between social capital and violence has been rarely modeled in the literature and, when so, it has been found not significant. The study finds otherwise, on the basis of simultaneous econometric models with data from Colombia. Interpersonal trust is the single most important determinant to reduce victimization, while victimization levels cut back interpersonal trust and increasingly so only after some threshold is surpassed. Perceptions in the community of an effective public presence both reduce victimization and increase interpersonal trust, but the magnitude of these effects is rather small. Other public interventions (civic campaigns and improving the performance of public institutions) in crime-ridden communities also have a positive impact on both victimization and interpersonal trust levels.
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Gray, Mary. The relationship of group support, majority status, and interpersonal dependency in predicting intimate partner violence. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5798.

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Syvash, Kateryna. AUDIENCE FEEDBACK AS AN ELEMENT OF PARASOCIAL COMMUNICATION WITH SCREEN MEDIA-PERSONS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11062.

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Parasocial communication is defined as an illusory and one-sided interaction between the viewer and the media person, which is analogous to interpersonal communication. Among the classic media, television has the greatest potential for such interaction through a combination of audio and visual series and a wide range of television content – from newscasts to talent shows. Viewers’ reaction to this product can be seen as a defining element of parasociality and directly affect the popularity of a media person and the ratings of the TV channel. In this article we will consider feedback as part of parasocial communication and describe ways to express it in times of media transformations. The psychological interaction «media person – viewer» had been the focus of research by both psychologists and media experts for over 60 years. During the study, scientists described the predictors, functions, manifestations and possible consequences of paracommunication. One of the key elements of the formed parasocial connections is the real audience reaction. Our goal is to conceptualize the concept of feedback in the paradigm of parasocial communication and describe the main types of reactions to the media person in long-term parasocial relationships. The research focuses on the ways in which the viewer’s feedback on the television media person is expressed, bypassing the issue of classifying the audience’s feedback as «positive» and «negative». For this purpose, more than 20 interdisciplinary scientific works on the issue of parasocial interaction were analyzed and their generalization was carried out. Based on pre­vious research, the types and methods of feedback in the television context are separated. With successful parasocial interaction, the viewer can react in different ways to the media person. The type of feedback will directly depend on the strength of the already established communication with the media person. We distinguish seven types of feedback and divide them into those that occur during or after a television show; those that are spontaneous or planned; aimed directly at the media person or third parties. We offer the following types of feedback from TV viewers: «talking to the TV»; telling about the experience of parasocial communication to others; following on social networks; likes and comments; imitation of behavior and appearance; purchase of recommended brands; fanart.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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9

Dasí, Virginia Dasí, Emelina López López-González, and Marta Talavera. Defining intimate partner violence: a scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0030.

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Review question / Objective: The aim of this scoping review is known what the definition of intimate partner violence is used in the scientific literature. Background: In the scientific literature, intimate partner violence (IPV) has been defined using various terms: aggression, domestic violence, interpersonal violence, intimate partner violence, domestic violence, spousal violence, family violence, etc. (Sprague, 2013; Hamel et al., 2015; O'Hara, 2018, Rahmani et al., 2019). This variety of terminology has hindered a consensus definition, causing a fragmented view of the phenomenon. There are several explanations, one of the main ones being that IPV has been studied by numerous scientific disciplines, each of them associating it with terms specific to its field, focusing on some variables and overshadowing the relevance of others (Nicolás et al. , 2014). Specifically, the term Domestic Violence (DV) and IPV are used interchangeably. However, DV refers to any form of violence perpetrated within a family relationship. It can refer to violence, but also to violence against children or older members of the same family by another family member (Tavoli et al., 2016). It should be noted that the confusion between these terms has been generated since 1993 (Pence & Paymar, 1993) to the present (Bates, 2020).
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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